In August, a second-grade teacher named Sarah Miller announced to her students’ parents that she would not assign homework. In her note, she emphasized, “Current research fails to demonstrate a link between homework and enhanced student performance. Instead, I encourage you to engage in activities that are known to support academic success—share family dinners, read together, enjoy outdoor play, and ensure your child gets adequate rest.”
As a parent of two elementary school children—one in second grade and the other in fourth—I also work as an educator at the college level. Since 2009, I have supported college students in various roles, from teaching to academic counseling, across different universities. Through my experiences, I have observed a concerning trend: each year, more freshmen seem to struggle with the expectations of work outside the classroom. Many appear to grapple with the very concept of work itself.
While I haven’t conducted formal research on this topic, my insights stem from years of observing diverse student populations. I worry that my children might not exit the public education system with the necessary skills for success in college. This concern is fueled by witnessing numerous students face challenges in higher education—not due to a lack of intelligence, but because they are unprepared for the effort required to excel in their classes.
I do not dispute Mrs. Miller’s claim that “research has been unable to prove that homework improves student performance,” especially for elementary-aged children. Some studies indicate that homework at this young age can lead to physical and emotional exhaustion, foster negative attitudes toward learning, and reduce leisure time for kids.
However, my childhood experiences were vastly different. I grew up in the 1980s on a small farm in rural Utah, where hard work was a way of life. My days often included mowing lawns, mending fences, and helping with livestock. I was surrounded by hardworking individuals, and I learned the value of effort early on—albeit reluctantly.
Today, my children live in a suburban area with limited responsibilities. They share chores, care for a pet, and assist with household tasks, but these duties pale compared to the labor I knew. They lack exposure to what my grandfather would have deemed “real work.” Yet, what constitutes “real work” today? In previous generations, manual labor was paramount, while today, academic success is often seen as the pathway to a good living.
I wonder if, in shifting from manual labor to intellectual endeavors, we have lost something essential—the understanding of hard work. This leads me to question whether eliminating homework is truly beneficial for children.
While I do struggle with my children about their homework, their resistance mirrors my own childhood reluctance to tackle chores. Now, they prefer screen time over academic tasks.
I genuinely cannot determine the appropriate amount of homework for elementary students—perhaps it is the often-cited 10-minute rule or something more. However, the notion of setting the homework bar at zero is troubling, especially given the varying levels of preparedness I observe in college students today.
In a society that values resilience and perseverance, I want my children to understand the importance of hard work. I want them to learn how to focus and navigate challenges independently. It is essential for them to realize that academic success relies more on dedication than intelligence. Most importantly, education does not conclude when the final bell rings; it culminates in mastering concepts. Therefore, I believe in the value of homework.
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In summary, while the debate about homework continues, it is crucial for parents to ensure their children are equipped with strong work ethics, as this will prepare them for future academic and life challenges.
Keyphrase: homework elimination debate
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