Homework and Children in Grades 3\u20136: Purpose, Policy and Non-Academic Impact

Melissa Holland,Samantha Nix,Allison Marion,Mckenzie Courtney,Danielle Mcintyre,James Vergara,Gagan Shergill

doi:10.1007/s10566-021-09602-8

Abstract

BackgroundIncreasing academic demands, including larger amounts of assigned homework, is correlated with various challenges for children. While homework stress in middle and high school has been studied, research evidence is scant concerning the effects of homework on elementary-aged children.ObjectiveThe objective of this study was to understand rater perception of the purpose of homework, the existence of homework policy, and the relationship, if any, between homework and the emotional health, sleep habits, and parent–child relationships for children in grades 3–6.MethodSurvey research was conducted in the schools examining student (n = 397), parent (n = 442), and teacher (n = 28) perception of homework, including purpose, existing policy, and the childrens’ social and emotional well-being.ResultsPreliminary findings from teacher, parent, and student surveys suggest the presence of modest impact of homework in the area of emotional health (namely, student report of boredom and frustration), parent–child relationships (with over 25% of the parent and child samples reporting homework always or often interferes with family time and creates a power struggle), and sleep (36.8% of the children surveyed reported they sometimes get less sleep) in grades 3–6. Additionally, findings suggest misperceptions surrounding the existence of homework policies among parents and teachers, the reasons teachers cite assigning homework, and a disconnect between child-reported and teacher reported emotional impact of homework.ConclusionsPreliminary findings suggest homework modestly impacts child well-being in various domains in grades 3–6, including sleep, emotional health, and parent/child relationships. School districts, educators, and parents must continue to advocate for evidence-based homework policies that support children’s overall well-being.

Highlights

Children’s social-emotional health is moving to the forefront of attention in schools, as depression, anxiety, and suicide rates are on the rise (Bitsko et al 2018; Child Mind Institute 2016; Horowitz and Graf 2019; Perou et al 2013)
The first research question investigated in this study was: “What is the perceived impact of homework on children’s social-emotional well-being across teachers, parents, and children?” For this question the examiners looked at children’s responses to how homework makes them feel from a list of feelings
This study suggests that homework policies in these districts require improved communication between administrators, teachers, and parents

Summary

Introduction

Children’s social-emotional health is moving to the forefront of attention in schools, as depression, anxiety, and suicide rates are on the rise (Bitsko et al 2018; Child Mind Institute 2016; Horowitz and Graf 2019; Perou et al 2013) This comes at a time when there are intense academic demands, including an increased focus on academic achievement via grades, standardized test scores, and larger amounts of assigned homework (Pope 2010). Educators, and parents must continue to advocate for evidencebased homework policies that support children’s overall well-being

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Conclusion