Homework in Elementary School
Homework is often viewed as a cornerstone of academic success. For many families and educators, it symbolizes discipline, responsibility, and reinforcement of classroom learning. But when it comes to elementary-aged children, recent research suggests that this traditional practice may be doing more harm than good.
Is More Really Better?
One of the clearest findings across studies is that homework in the early grades does not consistently lead to stronger academic performance. While older students may benefit from targeted homework, young learners (particularly those in grades K through 6) often experience minimal academic gains. Instead, piling on assignments can lead to exhaustion, loss of interest in school, and reduced time for the things children need most at that age: play, rest, and unstructured exploration.
The Emotional Cost of Homework
Beyond academics, homework can have emotional consequences. When assignments become too frequent, too difficult, or disconnected from students' interests and needs, children may start to disengage. Some begin to associate learning with frustration, pressure, or even failure. This disaffection, especially in subjects like math, can begin early and influence students' long-term attitudes toward school.
The Homework Struggle at Home
Many parents want to support their children’s learning, but homework often becomes a source of stress and conflict. Questions like “How much help is too much?” or “Am I doing it right?” are common in households across all backgrounds. For some families, nightly assignments disrupt family routines, lead to power struggles, and create tension rather than connection. The line between support and interference becomes blurry, and the emotional toll can affect both children and caregivers. The homework struggle becomes even more intense in households where children participate in after-school sports or parents work late hours. By the time families are home—often after 6 p.m.—there’s barely enough time for dinner and rest, let alone school assignments. For many, homework feels less like a learning opportunity and more like a burden squeezed into an already overextended evening.
A Question of Equity
Homework doesn’t land equally in every home. Not all families have the time, resources, or educational background to support schoolwork outside of class. When homework policies fail to consider these disparities, they can unintentionally widen achievement gaps. Children without reliable access to quiet space, internet, or help from an adult may be unfairly penalized—not for a lack of effort, but for circumstances beyond their control.
Unclear Purpose, Inconsistent Practice
Another issue is that many schools assign homework without clearly defining its purpose. Is it for practice? Preparation? Enrichment? When the goals aren’t clear, assignments tend to become repetitive, irrelevant, or misaligned with instruction. Students (and their families) are left wondering why the work matters, and teachers may not receive meaningful data from it.
What Should Homework Look Like?
If we’re going to assign homework in the early grades, it should be thoughtful, manageable, and meaningful. Consider these shifts:
Keep it short and focused, not time-consuming
Make it optional or flexible when possible
Prioritize reading, reflection, and family engagement over rote work
Align it with what was taught in class so students feel confident
Use it as an opportunity for curiosity and conversation, not compliance
Instead of nightly worksheets, consider recommending a family reading routine, journaling about something they learned, or exploring a concept through conversation or play. These kinds of activities are not only developmentally appropriate but also promote joy and connection.
A Better Way Forward
Homework should not be a source of tears, tension, or exhaustion. When thoughtfully designed and equitably applied, it can reinforce skills and build positive learning habits. But when it becomes a source of stress or inequity, it loses its value. For our youngest learners, it may be time to shift our focus from quantity to quality, and from tradition to intention.
I’ll leave you with this quote: “If all you want is to cram kids’ heads with facts for tomorrow’s tests that they’re going to forget by next week, yeah, if you give them more time and make them do the cramming at night, that could raise the scores. But if you’re interested in kids who know how to think or enjoy learning, then homework isn’t merely ineffective, but counterproductive.”
References
Cooper, H., Civey-Robinson, J., & Patall, E. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1–62.
Cunha, J., Rosário, P., Macedo, L., Nunes, A. R., Fuentes, S., Pinto, R., & Suárez, N. (2015). Parents’ conceptions of their homework involvement in elementary school. Psicothema, 27(2), 159–165. https://doi.org/10.7334/psicothema2014.210
Guo, L., Li, J., Xu, Z., Hu, X., Liu, C., Xing, X., Li, X., White, H., & Yang, K. (2024). The relationship between homework time and academic performance among K–12: A systematic review. Campbell Systematic Reviews, 20, e1431. https://doi.org/10.1002/cl2.1431
Holland, M., Courtney, M., Vergara, J., McIntyre, D., Nix, S., Marion, A., & Shergill, G. (2021). Homework and children in grades 3–6: Purpose, policy and non-academic impact. Child & Youth Care Forum, 50(4), 631–651. https://doi.org/10.1007/s10566-021-09602-8
Zhou, S., Zhou, W., & Traynor, A. (2020). Parent and teacher homework involvement and their associations with students’ homework disaffection and mathematics achievement. Learning and Individual Differences, 77, 101780. https://doi.org/10.1016/j.lindif.2019.101780
