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More than two hours of homework may be counterproductive, research suggests.

A Stanford education researcher found that too much homework can negatively affect kids, especially their lives away from school, where family, friends and activities matter.   "Our findings on the effects of homework challenge the traditional assumption that homework is inherently good," wrote Denise Pope , a senior lecturer at the Stanford Graduate School of Education and a co-author of a study published in the Journal of Experimental Education .   The researchers used survey data to examine perceptions about homework, student well-being and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California communities. Along with the survey data, Pope and her colleagues used open-ended answers to explore the students' views on homework.   Median household income exceeded $90,000 in these communities, and 93 percent of the students went on to college, either two-year or four-year.   Students in these schools average about 3.1 hours of homework each night.   "The findings address how current homework practices in privileged, high-performing schools sustain students' advantage in competitive climates yet hinder learning, full engagement and well-being," Pope wrote.   Pope and her colleagues found that too much homework can diminish its effectiveness and even be counterproductive. They cite prior research indicating that homework benefits plateau at about two hours per night, and that 90 minutes to two and a half hours is optimal for high school.   Their study found that too much homework is associated with:   • Greater stress : 56 percent of the students considered homework a primary source of stress, according to the survey data. Forty-three percent viewed tests as a primary stressor, while 33 percent put the pressure to get good grades in that category. Less than 1 percent of the students said homework was not a stressor.   • Reductions in health : In their open-ended answers, many students said their homework load led to sleep deprivation and other health problems. The researchers asked students whether they experienced health issues such as headaches, exhaustion, sleep deprivation, weight loss and stomach problems.   • Less time for friends, family and extracurricular pursuits : Both the survey data and student responses indicate that spending too much time on homework meant that students were "not meeting their developmental needs or cultivating other critical life skills," according to the researchers. Students were more likely to drop activities, not see friends or family, and not pursue hobbies they enjoy.   A balancing act   The results offer empirical evidence that many students struggle to find balance between homework, extracurricular activities and social time, the researchers said. Many students felt forced or obligated to choose homework over developing other talents or skills.   Also, there was no relationship between the time spent on homework and how much the student enjoyed it. The research quoted students as saying they often do homework they see as "pointless" or "mindless" in order to keep their grades up.   "This kind of busy work, by its very nature, discourages learning and instead promotes doing homework simply to get points," said Pope, who is also a co-founder of Challenge Success , a nonprofit organization affiliated with the GSE that conducts research and works with schools and parents to improve students' educational experiences..   Pope said the research calls into question the value of assigning large amounts of homework in high-performing schools. Homework should not be simply assigned as a routine practice, she said.   "Rather, any homework assigned should have a purpose and benefit, and it should be designed to cultivate learning and development," wrote Pope.   High-performing paradox   In places where students attend high-performing schools, too much homework can reduce their time to foster skills in the area of personal responsibility, the researchers concluded. "Young people are spending more time alone," they wrote, "which means less time for family and fewer opportunities to engage in their communities."   Student perspectives   The researchers say that while their open-ended or "self-reporting" methodology to gauge student concerns about homework may have limitations – some might regard it as an opportunity for "typical adolescent complaining" – it was important to learn firsthand what the students believe.   The paper was co-authored by Mollie Galloway from Lewis and Clark College and Jerusha Conner from Villanova University.

Clifton B. Parker is a writer at the Stanford News Service .

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Health Hazards of Homework

March 18, 2014 | Julie Greicius Pediatrics .

A new study by the Stanford Graduate School of Education and colleagues found that students in high-performing schools who did excessive hours of homework “experienced greater behavioral engagement in school but also more academic stress, physical health problems, and lack of balance in their lives.”

Those health problems ranged from stress, headaches, exhaustion, sleep deprivation, weight loss and stomach problems, to psycho-social effects like dropping activities, not seeing friends or family, and not pursuing hobbies they enjoy.

In the Stanford Report story about the research, Denise Pope , a senior lecturer at the Stanford Graduate School of Education and a co-author of the  study published in the  Journal of Experimental Education , says, “Our findings on the effects of homework challenge the traditional assumption that homework is inherently good.”

The study was based on survey data from a sample of 4,317 students from 10 high-performing high schools in California communities in which median household income exceeded $90,000. Of the students surveyed, homework volume averaged about 3.1 hours each night.

“It is time to re-evaluate how the school environment is preparing our high school student for today’s workplace,” says Neville Golden, MD , chief of adolescent medicine at Stanford Medicine Children’s Health and a professor at the School of Medicine. “This landmark study shows that excessive homework is counterproductive, leading to sleep deprivation, school stress and other health problems. Parents can best support their children in these demanding academic environments by advocating for them through direct communication with teachers and school administrators about homework load.”

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Stanford research shows pitfalls of homework

A Stanford researcher found that students in high-achieving communities who spend too much time on homework experience more stress, physical health problems, a lack of balance and even alienation from society. More than two hours of homework a night may be counterproductive, according to the study.

Education scholar Denise Pope has found that too much homework has negative effects on student well-being and behavioral engagement. (Image credit: L.A. Cicero)

A Stanford researcher found that too much homework can negatively affect kids, especially their lives away from school, where family, friends and activities matter.

“Our findings on the effects of homework challenge the traditional assumption that homework is inherently good,” wrote Denise Pope , a senior lecturer at the Stanford Graduate School of Education and a co-author of a study published in the Journal of Experimental Education .

The researchers used survey data to examine perceptions about homework, student well-being and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California communities. Along with the survey data, Pope and her colleagues used open-ended answers to explore the students’ views on homework.

Median household income exceeded $90,000 in these communities, and 93 percent of the students went on to college, either two-year or four-year.

Students in these schools average about 3.1 hours of homework each night.

“The findings address how current homework practices in privileged, high-performing schools sustain students’ advantage in competitive climates yet hinder learning, full engagement and well-being,” Pope wrote.

Pope and her colleagues found that too much homework can diminish its effectiveness and even be counterproductive. They cite prior research indicating that homework benefits plateau at about two hours per night, and that 90 minutes to two and a half hours is optimal for high school.

Their study found that too much homework is associated with:

• Greater stress: 56 percent of the students considered homework a primary source of stress, according to the survey data. Forty-three percent viewed tests as a primary stressor, while 33 percent put the pressure to get good grades in that category. Less than 1 percent of the students said homework was not a stressor.

• Reductions in health: In their open-ended answers, many students said their homework load led to sleep deprivation and other health problems. The researchers asked students whether they experienced health issues such as headaches, exhaustion, sleep deprivation, weight loss and stomach problems.

• Less time for friends, family and extracurricular pursuits: Both the survey data and student responses indicate that spending too much time on homework meant that students were “not meeting their developmental needs or cultivating other critical life skills,” according to the researchers. Students were more likely to drop activities, not see friends or family, and not pursue hobbies they enjoy.

A balancing act

The results offer empirical evidence that many students struggle to find balance between homework, extracurricular activities and social time, the researchers said. Many students felt forced or obligated to choose homework over developing other talents or skills.

Also, there was no relationship between the time spent on homework and how much the student enjoyed it. The research quoted students as saying they often do homework they see as “pointless” or “mindless” in order to keep their grades up.

“This kind of busy work, by its very nature, discourages learning and instead promotes doing homework simply to get points,” Pope said.

She said the research calls into question the value of assigning large amounts of homework in high-performing schools. Homework should not be simply assigned as a routine practice, she said.

“Rather, any homework assigned should have a purpose and benefit, and it should be designed to cultivate learning and development,” wrote Pope.

High-performing paradox

In places where students attend high-performing schools, too much homework can reduce their time to foster skills in the area of personal responsibility, the researchers concluded. “Young people are spending more time alone,” they wrote, “which means less time for family and fewer opportunities to engage in their communities.”

Student perspectives

The researchers say that while their open-ended or “self-reporting” methodology to gauge student concerns about homework may have limitations – some might regard it as an opportunity for “typical adolescent complaining” – it was important to learn firsthand what the students believe.

The paper was co-authored by Mollie Galloway from Lewis and Clark College and Jerusha Conner from Villanova University.

Does Homework Serve a Purpose?

Finding the right balance between schoolwork and home life..

Posted November 5, 2018 | Reviewed by Ekua Hagan

Homework — a dreaded word that means more work and less play. The mere thought of doing additional work after a seven-hour day (that begins extremely early) can be gruesome. Not to mention, many teens have other commitments after the school day ends.

According to the U.S. Census Bureau, nearly 57 percent of children between the ages of 6 and 17 years old participate in at least one after-school extracurricular activity. And that’s a good thing because youth extracurricular involvement comes with benefits such as boosting academic performance, reducing risky behaviors (i.e., drug use and drinking), promoting physical health, and providing a safe structured environment. However, tag these extracurricular activities onto the end of a school day and you’ll find that many teens don’t get home until it's dark outside.

What about the teen who works a 15- to 20-hour job on top of an extracurricular activity? The US Department of Labor reports that one in five high school students have a part-time job, and those jobs too can come with added benefits. Teens who work often learn the value of a hard-earned dollar. They learn how to manage their money, learn to problem solve, and most importantly, they learn how to work with people. Plus, a job in high school is a great way to add valuable experience to a resume.

With so many after school opportunities available for teens, it can be extremely difficult for them to balance homework with their other commitments. Oftentimes, active kids simply don’t have enough time in a day to get all that’s asked of them finished. When it comes homework, in all my years of working in the public school system, I have never seen a student jump for joy when homework was assigned. Of course, there are some who were anxious to complete the assignment, but that was more to get it off their busy plate. Which brings us to the essential question — does homework serve a purpose?

There are those who stand firm and back the claim that homework does serve a purpose . They often cite that homework helps prepare students for standardized tests, that it helps supplement and reinforce what’s being taught in class, and that it helps teach fundamental skills such as time management , organization, task completion, as well as responsibility (extracurricular activities and work experience can also teach those fundamental skills).

Another argument for homework is that having students complete work independently shows that they can demonstrate mastery of the material without the assistance of a teacher. Additionally, there have been numerous studies supporting homework, like a recent study that shows using online systems to assign math homework has been linked to a statistically significant boost in test scores. So, there you have it: Homework has a lot of perks and one of those involves higher test scores, particularly in math. But don’t form your opinion just yet.

Although many people rally for and support homework, there is another school of thought that homework should be decreased, or better yet, abolished. Those who join this group often cite studies linking academic stress to health risks. For example, one study in the Journal of Educational Psychology showed that when middle school students were assigned more than 90 to 100 minutes of daily homework, their math and science test scores began to decline.

The Journal of Experimental Education published research indicating that when high school students were assigned too much homework, they were more susceptible to serious mental and physical health problems, high-stress levels, and sleep deprivation. Stanford University also did a study that showed more than a couple of hours of homework a night was counterproductive. Think about it — teens spend an entire day at school, followed by extracurricular activities and possibly work, and then they get to end their day with two to three hours of homework. Now that’s a long day! No wonder so many of our teens are sleep-deprived and addicted to caffeine? On average most teens only get about 7.4 hours of sleep per night but according to the American Academy of Pediatrics , they need 8 to 10 hours.

Regardless of where you stand on the homework debate, a few things are certain: If homework is given, it should be a tool that’s used to enhance learning. Also, teachers should take into account the financial requirements of assignments, electronic accessibility, and they should be familiar with student needs as well as their other commitments. For example, not all students have equal opportunities to finish their homework, so incomplete work may not be a true reflection of their ability—it may be the result of other issues they face outside of school.

Many of today's teens are taking college-level courses as early as the ninth and tenth grades. With the push of programs such as Advanced Placement, International Baccalaureate, Early College Programs, and Dual Enrollment, today’s teens are carrying academic loads that surpass past generations. The result of this push for rigor can lead to high levels of stress, exhaustion, sleep deprivation, depression , anxiety , and early burnout . Too many teens are already running on empty. With more than half of teens reporting school and homework as a primary source of their stress, it’s evident that academic pressure is becoming a burden.

On the flip side, not all students spend a lot of time doing homework. What takes one student an hour to complete may take another three hours. Too often educators don’t take this into account when assigning homework. According to the University of Phoenix College of Education teacher survey, high school students can get assigned up to 17.5 hours of homework each week. To top it off, a Today article reported that teachers often underestimate the amount of homework they assign by as much as 50%. Now that’s a huge miscalculation, and our nation's youth have to suffer the consequences of those errors.

There are definitely pros and cons to doing homework. I think the bigger question that educators need to address is, “what’s the purpose of the assignment?” Is it merely a way to show parents and administration what's going on in the class? Is it a means to help keep students' grades afloat by giving a grade for completion or is the assignment being graded for accuracy? Does the assignment enhance and supplement the learning experience? Furthermore, is it meaningful or busywork?

The homework debate will likely continue until we take a good, hard look at our current policies and practices. What side of the line do you stand on when it comes to homework? Perhaps you’re somewhere in the middle?

Please weigh in with your thoughts. I am always eager to hear students’ voices in this discussion. If you are a student, please share what’s on your plate and how much time you spend doing homework each night.

Challenge Success White Paper: http://www.challengesuccess.org/wp-content/uploads/2015/07/ChallengeSuc…

Cooper, H., et al. (meta analysis): https://www.jstor.org/stable/3700582?seq=1#page_scan_tab_contents

Marzano, R., et al.: http://www.marzanocenter.com/2013/01/17/have-you-done-your-homework-on-…

NEA (National Education Association): http://www.nea.org/tools/16938.htm

Pope, Brown, and Miles (2015), Overloaded and Underprepared. (Brief synopsis here: https://www.learningandthebrain.com/blog/overloaded-and-underprepared-s… )

Raychelle Cassada Lohman n , M.S., LPC, is the author of The Anger Workbook for Teens .

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Should We Get Rid of Homework?

Some educators are pushing to get rid of homework. Would that be a good thing?

By Jeremy Engle and Michael Gonchar

Do you like doing homework? Do you think it has benefited you educationally?

Has homework ever helped you practice a difficult skill — in math, for example — until you mastered it? Has it helped you learn new concepts in history or science? Has it helped to teach you life skills, such as independence and responsibility? Or, have you had a more negative experience with homework? Does it stress you out, numb your brain from busywork or actually make you fall behind in your classes?

Should we get rid of homework?

In “ The Movement to End Homework Is Wrong, ” published in July, the Times Opinion writer Jay Caspian Kang argues that homework may be imperfect, but it still serves an important purpose in school. The essay begins:

Do students really need to do their homework? As a parent and a former teacher, I have been pondering this question for quite a long time. The teacher side of me can acknowledge that there were assignments I gave out to my students that probably had little to no academic value. But I also imagine that some of my students never would have done their basic reading if they hadn’t been trained to complete expected assignments, which would have made the task of teaching an English class nearly impossible. As a parent, I would rather my daughter not get stuck doing the sort of pointless homework I would occasionally assign, but I also think there’s a lot of value in saying, “Hey, a lot of work you’re going to end up doing in your life is pointless, so why not just get used to it?” I certainly am not the only person wondering about the value of homework. Recently, the sociologist Jessica McCrory Calarco and the mathematics education scholars Ilana Horn and Grace Chen published a paper, “ You Need to Be More Responsible: The Myth of Meritocracy and Teachers’ Accounts of Homework Inequalities .” They argued that while there’s some evidence that homework might help students learn, it also exacerbates inequalities and reinforces what they call the “meritocratic” narrative that says kids who do well in school do so because of “individual competence, effort and responsibility.” The authors believe this meritocratic narrative is a myth and that homework — math homework in particular — further entrenches the myth in the minds of teachers and their students. Calarco, Horn and Chen write, “Research has highlighted inequalities in students’ homework production and linked those inequalities to differences in students’ home lives and in the support students’ families can provide.”

Mr. Kang argues:

But there’s a defense of homework that doesn’t really have much to do with class mobility, equality or any sense of reinforcing the notion of meritocracy. It’s one that became quite clear to me when I was a teacher: Kids need to learn how to practice things. Homework, in many cases, is the only ritualized thing they have to do every day. Even if we could perfectly equalize opportunity in school and empower all students not to be encumbered by the weight of their socioeconomic status or ethnicity, I’m not sure what good it would do if the kids didn’t know how to do something relentlessly, over and over again, until they perfected it. Most teachers know that type of progress is very difficult to achieve inside the classroom, regardless of a student’s background, which is why, I imagine, Calarco, Horn and Chen found that most teachers weren’t thinking in a structural inequalities frame. Holistic ideas of education, in which learning is emphasized and students can explore concepts and ideas, are largely for the types of kids who don’t need to worry about class mobility. A defense of rote practice through homework might seem revanchist at this moment, but if we truly believe that schools should teach children lessons that fall outside the meritocracy, I can’t think of one that matters more than the simple satisfaction of mastering something that you were once bad at. That takes homework and the acknowledgment that sometimes a student can get a question wrong and, with proper instruction, eventually get it right.

Students, read the entire article, then tell us:

Should we get rid of homework? Why, or why not?

Is homework an outdated, ineffective or counterproductive tool for learning? Do you agree with the authors of the paper that homework is harmful and worsens inequalities that exist between students’ home circumstances?

Or do you agree with Mr. Kang that homework still has real educational value?

When you get home after school, how much homework will you do? Do you think the amount is appropriate, too much or too little? Is homework, including the projects and writing assignments you do at home, an important part of your learning experience? Or, in your opinion, is it not a good use of time? Explain.

In these letters to the editor , one reader makes a distinction between elementary school and high school:

Homework’s value is unclear for younger students. But by high school and college, homework is absolutely essential for any student who wishes to excel. There simply isn’t time to digest Dostoyevsky if you only ever read him in class.

What do you think? How much does grade level matter when discussing the value of homework?

Is there a way to make homework more effective?

If you were a teacher, would you assign homework? What kind of assignments would you give and why?

Want more writing prompts? You can find all of our questions in our Student Opinion column . Teachers, check out this guide to learn how you can incorporate them into your classroom.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Jeremy Engle joined The Learning Network as a staff editor in 2018 after spending more than 20 years as a classroom humanities and documentary-making teacher, professional developer and curriculum designer working with students and teachers across the country. More about Jeremy Engle

Does Homework Really Help Students Learn?

A conversation with a Wheelock researcher, a BU student, and a fourth-grade teacher

“Quality homework is engaging and relevant to kids’ lives,” says Wheelock’s Janine Bempechat. “It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.” Photo by iStock/Glenn Cook Photography

Do your homework.

If only it were that simple.

Educators have debated the merits of homework since the late 19th century. In recent years, amid concerns of some parents and teachers that children are being stressed out by too much homework, things have only gotten more fraught.

“Homework is complicated,” says developmental psychologist Janine Bempechat, a Wheelock College of Education & Human Development clinical professor. The author of the essay “ The Case for (Quality) Homework—Why It Improves Learning and How Parents Can Help ” in the winter 2019 issue of Education Next , Bempechat has studied how the debate about homework is influencing teacher preparation, parent and student beliefs about learning, and school policies.

She worries especially about socioeconomically disadvantaged students from low-performing schools who, according to research by Bempechat and others, get little or no homework.

BU Today  sat down with Bempechat and Erin Bruce (Wheelock’17,’18), a new fourth-grade teacher at a suburban Boston school, and future teacher freshman Emma Ardizzone (Wheelock) to talk about what quality homework looks like, how it can help children learn, and how schools can equip teachers to design it, evaluate it, and facilitate parents’ role in it.

BU Today: Parents and educators who are against homework in elementary school say there is no research definitively linking it to academic performance for kids in the early grades. You’ve said that they’re missing the point.

Bempechat : I think teachers assign homework in elementary school as a way to help kids develop skills they’ll need when they’re older—to begin to instill a sense of responsibility and to learn planning and organizational skills. That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success. If we greatly reduce or eliminate homework in elementary school, we deprive kids and parents of opportunities to instill these important learning habits and skills.

We do know that beginning in late middle school, and continuing through high school, there is a strong and positive correlation between homework completion and academic success.

That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success.

You talk about the importance of quality homework. What is that?

Quality homework is engaging and relevant to kids’ lives. It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.

What are your concerns about homework and low-income children?

The argument that some people make—that homework “punishes the poor” because lower-income parents may not be as well-equipped as affluent parents to help their children with homework—is very troubling to me. There are no parents who don’t care about their children’s learning. Parents don’t actually have to help with homework completion in order for kids to do well. They can help in other ways—by helping children organize a study space, providing snacks, being there as a support, helping children work in groups with siblings or friends.

Isn’t the discussion about getting rid of homework happening mostly in affluent communities?

Yes, and the stories we hear of kids being stressed out from too much homework—four or five hours of homework a night—are real. That’s problematic for physical and mental health and overall well-being. But the research shows that higher-income students get a lot more homework than lower-income kids.

Teachers may not have as high expectations for lower-income children. Schools should bear responsibility for providing supports for kids to be able to get their homework done—after-school clubs, community support, peer group support. It does kids a disservice when our expectations are lower for them.

The conversation around homework is to some extent a social class and social justice issue. If we eliminate homework for all children because affluent children have too much, we’re really doing a disservice to low-income children. They need the challenge, and every student can rise to the challenge with enough supports in place.

What did you learn by studying how education schools are preparing future teachers to handle homework?

My colleague, Margarita Jimenez-Silva, at the University of California, Davis, School of Education, and I interviewed faculty members at education schools, as well as supervising teachers, to find out how students are being prepared. And it seemed that they weren’t. There didn’t seem to be any readings on the research, or conversations on what high-quality homework is and how to design it.

Erin, what kind of training did you get in handling homework?

Bruce : I had phenomenal professors at Wheelock, but homework just didn’t come up. I did lots of student teaching. I’ve been in classrooms where the teachers didn’t assign any homework, and I’ve been in rooms where they assigned hours of homework a night. But I never even considered homework as something that was my decision. I just thought it was something I’d pull out of a book and it’d be done.

I started giving homework on the first night of school this year. My first assignment was to go home and draw a picture of the room where you do your homework. I want to know if it’s at a table and if there are chairs around it and if mom’s cooking dinner while you’re doing homework.

The second night I asked them to talk to a grown-up about how are you going to be able to get your homework done during the week. The kids really enjoyed it. There’s a running joke that I’m teaching life skills.

Friday nights, I read all my kids’ responses to me on their homework from the week and it’s wonderful. They pour their hearts out. It’s like we’re having a conversation on my couch Friday night.

It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Bempechat : I can’t imagine that most new teachers would have the intuition Erin had in designing homework the way she did.

Ardizzone : Conversations with kids about homework, feeling you’re being listened to—that’s such a big part of wanting to do homework….I grew up in Westchester County. It was a pretty demanding school district. My junior year English teacher—I loved her—she would give us feedback, have meetings with all of us. She’d say, “If you have any questions, if you have anything you want to talk about, you can talk to me, here are my office hours.” It felt like she actually cared.

Bempechat : It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Ardizzone : But can’t it lead to parents being overbearing and too involved in their children’s lives as students?

Bempechat : There’s good help and there’s bad help. The bad help is what you’re describing—when parents hover inappropriately, when they micromanage, when they see their children confused and struggling and tell them what to do.

Good help is when parents recognize there’s a struggle going on and instead ask informative questions: “Where do you think you went wrong?” They give hints, or pointers, rather than saying, “You missed this,” or “You didn’t read that.”

Bruce : I hope something comes of this. I hope BU or Wheelock can think of some way to make this a more pressing issue. As a first-year teacher, it was not something I even thought about on the first day of school—until a kid raised his hand and said, “Do we have homework?” It would have been wonderful if I’d had a plan from day one.

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Sara Rimer A journalist for more than three decades, Sara Rimer worked at the Miami Herald , Washington Post and, for 26 years, the New York Times , where she was the New England bureau chief, and a national reporter covering education, aging, immigration, and other social justice issues. Her stories on the death penalty’s inequities were nominated for a Pulitzer Prize and cited in the U.S. Supreme Court’s decision outlawing the execution of people with intellectual disabilities. Her journalism honors include Columbia University’s Meyer Berger award for in-depth human interest reporting. She holds a BA degree in American Studies from the University of Michigan. Profile

She can be reached at [email protected] .

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There are 81 comments on Does Homework Really Help Students Learn?

Insightful! The values about homework in elementary schools are well aligned with my intuition as a parent.

when i finish my work i do my homework and i sometimes forget what to do because i did not get enough sleep

same omg it does not help me it is stressful and if I have it in more than one class I hate it.

Same I think my parent wants to help me but, she doesn’t care if I get bad grades so I just try my best and my grades are great.

I think that last question about Good help from parents is not know to all parents, we do as our parents did or how we best think it can be done, so maybe coaching parents or giving them resources on how to help with homework would be very beneficial for the parent on how to help and for the teacher to have consistency and improve homework results, and of course for the child. I do see how homework helps reaffirm the knowledge obtained in the classroom, I also have the ability to see progress and it is a time I share with my kids

The answer to the headline question is a no-brainer – a more pressing problem is why there is a difference in how students from different cultures succeed. Perfect example is the student population at BU – why is there a majority population of Asian students and only about 3% black students at BU? In fact at some universities there are law suits by Asians to stop discrimination and quotas against admitting Asian students because the real truth is that as a group they are demonstrating better qualifications for admittance, while at the same time there are quotas and reduced requirements for black students to boost their portion of the student population because as a group they do more poorly in meeting admissions standards – and it is not about the Benjamins. The real problem is that in our PC society no one has the gazuntas to explore this issue as it may reveal that all people are not created equal after all. Or is it just environmental cultural differences??????

I get you have a concern about the issue but that is not even what the point of this article is about. If you have an issue please take this to the site we have and only post your opinion about the actual topic

This is not at all what the article is talking about.

This literally has nothing to do with the article brought up. You should really take your opinions somewhere else before you speak about something that doesn’t make sense.

we have the same name

so they have the same name what of it?

lol you tell her

totally agree

What does that have to do with homework, that is not what the article talks about AT ALL.

Yes, I think homework plays an important role in the development of student life. Through homework, students have to face challenges on a daily basis and they try to solve them quickly.I am an intense online tutor at 24x7homeworkhelp and I give homework to my students at that level in which they handle it easily.

More than two-thirds of students said they used alcohol and drugs, primarily marijuana, to cope with stress.

You know what’s funny? I got this assignment to write an argument for homework about homework and this article was really helpful and understandable, and I also agree with this article’s point of view.

I also got the same task as you! I was looking for some good resources and I found this! I really found this article useful and easy to understand, just like you! ^^

i think that homework is the best thing that a child can have on the school because it help them with their thinking and memory.

I am a child myself and i think homework is a terrific pass time because i can’t play video games during the week. It also helps me set goals.

Homework is not harmful ,but it will if there is too much

I feel like, from a minors point of view that we shouldn’t get homework. Not only is the homework stressful, but it takes us away from relaxing and being social. For example, me and my friends was supposed to hang at the mall last week but we had to postpone it since we all had some sort of work to do. Our minds shouldn’t be focused on finishing an assignment that in realty, doesn’t matter. I completely understand that we should have homework. I have to write a paper on the unimportance of homework so thanks.

homework isn’t that bad

Are you a student? if not then i don’t really think you know how much and how severe todays homework really is

i am a student and i do not enjoy homework because i practice my sport 4 out of the five days we have school for 4 hours and that’s not even counting the commute time or the fact i still have to shower and eat dinner when i get home. its draining!

i totally agree with you. these people are such boomers

why just why

they do make a really good point, i think that there should be a limit though. hours and hours of homework can be really stressful, and the extra work isn’t making a difference to our learning, but i do believe homework should be optional and extra credit. that would make it for students to not have the leaning stress of a assignment and if you have a low grade you you can catch up.

Studies show that homework improves student achievement in terms of improved grades, test results, and the likelihood to attend college. Research published in the High School Journal indicates that students who spent between 31 and 90 minutes each day on homework “scored about 40 points higher on the SAT-Mathematics subtest than their peers, who reported spending no time on homework each day, on average.” On both standardized tests and grades, students in classes that were assigned homework outperformed 69% of students who didn’t have homework. A majority of studies on homework’s impact – 64% in one meta-study and 72% in another – showed that take home assignments were effective at improving academic achievement. Research by the Institute for the Study of Labor (IZA) concluded that increased homework led to better GPAs and higher probability of college attendance for high school boys. In fact, boys who attended college did more than three hours of additional homework per week in high school.

So how are your measuring student achievement? That’s the real question. The argument that doing homework is simply a tool for teaching responsibility isn’t enough for me. We can teach responsibility in a number of ways. Also the poor argument that parents don’t need to help with homework, and that students can do it on their own, is wishful thinking at best. It completely ignores neurodiverse students. Students in poverty aren’t magically going to find a space to do homework, a friend’s or siblings to help them do it, and snacks to eat. I feel like the author of this piece has never set foot in a classroom of students.

THIS. This article is pathetic coming from a university. So intellectually dishonest, refusing to address the havoc of capitalism and poverty plays on academic success in life. How can they in one sentence use poor kids in an argument and never once address that poor children have access to damn near 0 of the resources affluent kids have? Draw me a picture and let’s talk about feelings lmao what a joke is that gonna put food in their belly so they can have the calories to burn in order to use their brain to study? What about quiet their 7 other siblings that they share a single bedroom with for hours? Is it gonna force the single mom to magically be at home and at work at the same time to cook food while you study and be there to throw an encouraging word?

Also the “parents don’t need to be a parent and be able to guide their kid at all academically they just need to exist in the next room” is wild. Its one thing if a parent straight up is not equipped but to say kids can just figured it out is…. wow coming from an educator What’s next the teacher doesn’t need to teach cause the kid can just follow the packet and figure it out?

Well then get a tutor right? Oh wait you are poor only affluent kids can afford a tutor for their hours of homework a day were they on average have none of the worries a poor child does. Does this address that poor children are more likely to also suffer abuse and mental illness? Like mentioned what about kids that can’t learn or comprehend the forced standardized way? Just let em fail? These children regularly are not in “special education”(some of those are a joke in their own and full of neglect and abuse) programs cause most aren’t even acknowledged as having disabilities or disorders.

But yes all and all those pesky poor kids just aren’t being worked hard enough lol pretty sure poor children’s existence just in childhood is more work, stress, and responsibility alone than an affluent child’s entire life cycle. Love they never once talked about the quality of education in the classroom being so bad between the poor and affluent it can qualify as segregation, just basically blamed poor people for being lazy, good job capitalism for failing us once again!

why the hell?

you should feel bad for saying this, this article can be helpful for people who has to write a essay about it

This is more of a political rant than it is about homework

I know a teacher who has told his students their homework is to find something they are interested in, pursue it and then come share what they learn. The student responses are quite compelling. One girl taught herself German so she could talk to her grandfather. One boy did a research project on Nelson Mandela because the teacher had mentioned him in class. Another boy, a both on the autism spectrum, fixed his family’s computer. The list goes on. This is fourth grade. I think students are highly motivated to learn, when we step aside and encourage them.

The whole point of homework is to give the students a chance to use the material that they have been presented with in class. If they never have the opportunity to use that information, and discover that it is actually useful, it will be in one ear and out the other. As a science teacher, it is critical that the students are challenged to use the material they have been presented with, which gives them the opportunity to actually think about it rather than regurgitate “facts”. Well designed homework forces the student to think conceptually, as opposed to regurgitation, which is never a pretty sight

Wonderful discussion. and yes, homework helps in learning and building skills in students.

not true it just causes kids to stress

Homework can be both beneficial and unuseful, if you will. There are students who are gifted in all subjects in school and ones with disabilities. Why should the students who are gifted get the lucky break, whereas the people who have disabilities suffer? The people who were born with this “gift” go through school with ease whereas people with disabilities struggle with the work given to them. I speak from experience because I am one of those students: the ones with disabilities. Homework doesn’t benefit “us”, it only tears us down and put us in an abyss of confusion and stress and hopelessness because we can’t learn as fast as others. Or we can’t handle the amount of work given whereas the gifted students go through it with ease. It just brings us down and makes us feel lost; because no mater what, it feels like we are destined to fail. It feels like we weren’t “cut out” for success.

homework does help

here is the thing though, if a child is shoved in the face with a whole ton of homework that isn’t really even considered homework it is assignments, it’s not helpful. the teacher should make homework more of a fun learning experience rather than something that is dreaded

This article was wonderful, I am going to ask my teachers about extra, or at all giving homework.

I agree. Especially when you have homework before an exam. Which is distasteful as you’ll need that time to study. It doesn’t make any sense, nor does us doing homework really matters as It’s just facts thrown at us.

Homework is too severe and is just too much for students, schools need to decrease the amount of homework. When teachers assign homework they forget that the students have other classes that give them the same amount of homework each day. Students need to work on social skills and life skills.

I disagree.

Beyond achievement, proponents of homework argue that it can have many other beneficial effects. They claim it can help students develop good study habits so they are ready to grow as their cognitive capacities mature. It can help students recognize that learning can occur at home as well as at school. Homework can foster independent learning and responsible character traits. And it can give parents an opportunity to see what’s going on at school and let them express positive attitudes toward achievement.

Homework is helpful because homework helps us by teaching us how to learn a specific topic.

As a student myself, I can say that I have almost never gotten the full 9 hours of recommended sleep time, because of homework. (Now I’m writing an essay on it in the middle of the night D=)

I am a 10 year old kid doing a report about “Is homework good or bad” for homework before i was going to do homework is bad but the sources from this site changed my mind!

Homeowkr is god for stusenrs

I agree with hunter because homework can be so stressful especially with this whole covid thing no one has time for homework and every one just wants to get back to there normal lives it is especially stressful when you go on a 2 week vaca 3 weeks into the new school year and and then less then a week after you come back from the vaca you are out for over a month because of covid and you have no way to get the assignment done and turned in

As great as homework is said to be in the is article, I feel like the viewpoint of the students was left out. Every where I go on the internet researching about this topic it almost always has interviews from teachers, professors, and the like. However isn’t that a little biased? Of course teachers are going to be for homework, they’re not the ones that have to stay up past midnight completing the homework from not just one class, but all of them. I just feel like this site is one-sided and you should include what the students of today think of spending four hours every night completing 6-8 classes worth of work.

Are we talking about homework or practice? Those are two very different things and can result in different outcomes.

Homework is a graded assignment. I do not know of research showing the benefits of graded assignments going home.

Practice; however, can be extremely beneficial, especially if there is some sort of feedback (not a grade but feedback). That feedback can come from the teacher, another student or even an automated grading program.

As a former band director, I assigned daily practice. I never once thought it would be appropriate for me to require the students to turn in a recording of their practice for me to grade. Instead, I had in-class assignments/assessments that were graded and directly related to the practice assigned.

I would really like to read articles on “homework” that truly distinguish between the two.

oof i feel bad good luck!

thank you guys for the artical because I have to finish an assingment. yes i did cite it but just thanks

thx for the article guys.

Homework is good

I think homework is helpful AND harmful. Sometimes u can’t get sleep bc of homework but it helps u practice for school too so idk.

I agree with this Article. And does anyone know when this was published. I would like to know.

It was published FEb 19, 2019.

Studies have shown that homework improved student achievement in terms of improved grades, test results, and the likelihood to attend college.

i think homework can help kids but at the same time not help kids

This article is so out of touch with majority of homes it would be laughable if it wasn’t so incredibly sad.

There is no value to homework all it does is add stress to already stressed homes. Parents or adults magically having the time or energy to shepherd kids through homework is dome sort of 1950’s fantasy.

What lala land do these teachers live in?

Homework gives noting to the kid

Homework is Bad

homework is bad.

why do kids even have homework?

Comments are closed.

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How Much Homework Is Too Much for Our Teens?

Here's what educators and parents can do to help kids find the right balance between school and home.

Does Your Teen Have Too Much Homework?

Today’s teens are under a lot of pressure.

They're under pressure to succeed, to win, to be the best and to get into the top colleges. With so much pressure, is it any wonder today’s youth report being under as much stress as their parents? In fact, during the school year, teens say they experience stress levels higher than those reported by adults, according to a previous American Psychological Association "Stress in America" survey.

Odds are if you ask a teen what's got them so worked up, the subject of school will come up. School can cause a lot of stress, which can lead to other serious problems, like sleep deprivation . According to the National Sleep Foundation, teens need between eight and 10 hours of sleep each night, but only 15 percent are even getting close to that amount. During the school week, most teens only get about six hours of zzz’s a night, and some of that sleep deficit may be attributed to homework.

When it comes to school, many adults would rather not trade places with a teen. Think about it. They get up at the crack of dawn and get on the bus when it’s pitch dark outside. They put in a full day sitting in hours of classes (sometimes four to seven different classes daily), only to get more work dumped on them to do at home. To top it off, many kids have after-school obligations, such as extracurricular activities including clubs and sports , and some have to work. After a long day, they finally get home to do even more work – schoolwork.

[Read: What Parents Should Know About Teen Depression .]

Homework is not only a source of stress for students, but it can also be a hassle for parents. If you are the parent of a kid who strives to be “perfect," then you know all too well how much time your child spends making sure every bit of homework is complete, even if it means pulling an all-nighter. On the flip side, if you’re the parent of a child who decided that school ends when the last bell rings, then you know how exhausting that homework tug-of-war can be. And heaven forbid if you’re that parent who is at their wit's end because your child excels on tests and quizzes but fails to turn in assignments. The woes of academics can go well beyond the confines of the school building and right into the home.

This is the time of year when many students and parents feel the burden of the academic load. Following spring break, many schools across the nation head into the final stretch of the year. As a result, some teachers increase the amount of homework they give. The assignments aren’t punishment, although to students and parents who are having to constantly stay on top of their kids' schoolwork, they can sure seem that way.

From a teacher’s perspective, the assignments are meant to help students better understand the course content and prepare for upcoming exams. Some schools have state-mandated end of grade or final tests. In those states these tests can account for 20 percent of a student’s final grade. So teachers want to make sure that they cover the entire curriculum before that exam. Aside from state-mandated tests, some high school students are enrolled in advanced placement or international baccalaureate college-level courses that have final tests given a month or more before the end of the term. In order to cover all of the content, teachers must maintain an accelerated pace. All of this means more out of class assignments.

Given the challenges kids face, there are a few questions parents and educators should consider:

Is homework necessary?

Many teens may give a quick "no" to this question, but the verdict is still out. Research supports both sides of the argument. Personally, I would say, yes, some homework is necessary, but it must be purposeful. If it’s busy work, then it’s a waste of time. Homework should be a supplemental teaching tool. Too often, some youth go home completely lost as they haven’t grasped concepts covered in class and they may become frustrated and overwhelmed.

For a parent who has been in this situation, you know how frustrating this can be, especially if it’s a subject that you haven’t encountered in a while. Homework can serve a purpose such as improving grades, increasing test scores and instilling a good work ethic. Purposeful homework can come in the form of individualizing assignments based on students’ needs or helping students practice newly acquired skills.

Homework should not be used to extend class time to cover more material. If your child is constantly coming home having to learn the material before doing the assignments, then it’s time to contact the teacher and set up a conference. Listen when kids express their concerns (like if they say they're expected to know concepts not taught in class) as they will provide clues about what’s happening or not happening in the classroom. Plus, getting to the root of the problem can help with keeping the peace at home too, as an irritable and grumpy teen can disrupt harmonious family dynamics .

[Read: What Makes Teens 'Most Likely to Succeed?' ]

How much is too much?

According to the National PTA and the National Education Association, students should only be doing about 10 minutes of homework per night per grade level. But teens are doing a lot more than that, according to a poll of high school students by the organization Statistic Brain . In that poll teens reported spending, on average, more than three hours on homework each school night, with 11th graders spending more time on homework than any other grade level. By contrast, some polls have shown that U.S. high school students report doing about seven hours of homework per week.

Much of a student's workload boils down to the courses they take (such as advanced or college prep classes), the teaching philosophy of educators and the student’s commitment to doing the work. Regardless, research has shown that doing more than two hours of homework per night does not benefit high school students. Having lots of homework to do every day makes it difficult for teens to have any downtime , let alone family time .

How do we respond to students' needs?

As an educator and parent, I can honestly say that oftentimes there is a mismatch in what teachers perceive as only taking 15 minutes and what really takes 45 minutes to complete. If you too find this to be the case, then reach out to your child's teacher and find out why the assignments are taking longer than anticipated for your child to complete.

Also, ask the teacher about whether faculty communicate regularly with one another about large upcoming assignments. Whether it’s setting up a shared school-wide assignment calendar or collaborating across curriculums during faculty meetings, educators need to discuss upcoming tests and projects, so students don’t end up with lots of assignments all competing for their attention and time at once. Inevitably, a student is going to get slammed occasionally, but if they have good rapport with their teachers, they will feel comfortable enough to reach out and see if alternative options are available. And as a parent, you can encourage your kid to have that dialogue with the teacher.

Often teens would rather blend into the class than stand out. That’s unfortunate because research has shown time and time again that positive teacher-student relationships are strong predictors of student engagement and achievement. By and large, most teachers appreciate students advocating for themselves and will go the extra mile to help them out.

Can there be a balance between home and school?

Students can strike a balance between school and home, but parents will have to help them find it. They need your guidance to learn how to better manage their time, get organized and prioritize tasks, which are all important life skills. Equally important is developing good study habits. Some students may need tutoring or coaching to help them learn new material or how to take notes and study. Also, don’t forget the importance of parent-teacher communication. Most educators want nothing more than for their students to succeed in their courses.

Learning should be fun, not mundane and cumbersome. Homework should only be given if its purposeful and in moderation. Equally important to homework is engaging in activities, socializing with friends and spending time with the family.

[See: 10 Concerns Parents Have About Their Kids' Health .]

Most adults don’t work a full-time job and then go home and do three more hours of work, and neither should your child. It's not easy learning to balance everything, especially if you're a teen. If your child is spending several hours on homework each night, don't hesitate to reach out to teachers and, if need be, school officials. Collectively, we can all work together to help our children de-stress and find the right balance between school and home.

12 Questions You Should Ask Your Kids at Dinner

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Is it time to get rid of homework? Mental health experts weigh in.

It's no secret that kids hate homework. And as students grapple with an ongoing pandemic that has had a wide range of mental health impacts, is it time schools start listening to their pleas about workloads?

Some teachers are turning to social media to take a stand against homework. 

Tiktok user @misguided.teacher says he doesn't assign it because the "whole premise of homework is flawed."

For starters, he says, he can't grade work on "even playing fields" when students' home environments can be vastly different.

"Even students who go home to a peaceful house, do they really want to spend their time on busy work? Because typically that's what a lot of homework is, it's busy work," he says in the video that has garnered 1.6 million likes. "You only get one year to be 7, you only got one year to be 10, you only get one year to be 16, 18."

Mental health experts agree heavy workloads have the potential do more harm than good for students, especially when taking into account the impacts of the pandemic. But they also say the answer may not be to eliminate homework altogether.

Emmy Kang, mental health counselor at Humantold , says studies have shown heavy workloads can be "detrimental" for students and cause a "big impact on their mental, physical and emotional health."

"More than half of students say that homework is their primary source of stress, and we know what stress can do on our bodies," she says, adding that staying up late to finish assignments also leads to disrupted sleep and exhaustion.

Cynthia Catchings, a licensed clinical social worker and therapist at Talkspace , says heavy workloads can also cause serious mental health problems in the long run, like anxiety and depression. 

And for all the distress homework  can cause, it's not as useful as many may think, says Dr. Nicholas Kardaras, a psychologist and CEO of Omega Recovery treatment center.

"The research shows that there's really limited benefit of homework for elementary age students, that really the school work should be contained in the classroom," he says.

For older students, Kang says, homework benefits plateau at about two hours per night. 

"Most students, especially at these high achieving schools, they're doing a minimum of three hours, and it's taking away time from their friends, from their families, their extracurricular activities. And these are all very important things for a person's mental and emotional health."

Catchings, who also taught third to 12th graders for 12 years, says she's seen the positive effects of a no-homework policy while working with students abroad.

"Not having homework was something that I always admired from the French students (and) the French schools, because that was helping the students to really have the time off and really disconnect from school," she says.

The answer may not be to eliminate homework completely but to be more mindful of the type of work students take home, suggests Kang, who was a high school teacher for 10 years.

"I don't think (we) should scrap homework; I think we should scrap meaningless, purposeless busy work-type homework. That's something that needs to be scrapped entirely," she says, encouraging teachers to be thoughtful and consider the amount of time it would take for students to complete assignments.

The pandemic made the conversation around homework more crucial 

Mindfulness surrounding homework is especially important in the context of the past two years. Many students will be struggling with mental health issues that were brought on or worsened by the pandemic , making heavy workloads even harder to balance.

"COVID was just a disaster in terms of the lack of structure. Everything just deteriorated," Kardaras says, pointing to an increase in cognitive issues and decrease in attention spans among students. "School acts as an anchor for a lot of children, as a stabilizing force, and that disappeared."

But even if students transition back to the structure of in-person classes, Kardaras suspects students may still struggle after two school years of shifted schedules and disrupted sleeping habits.

"We've seen adults struggling to go back to in-person work environments from remote work environments. That effect is amplified with children because children have less resources to be able to cope with those transitions than adults do," he explains.

'Get organized' ahead of back-to-school

In order to make the transition back to in-person school easier, Kang encourages students to "get good sleep, exercise regularly (and) eat a healthy diet."

To help manage workloads, she suggests students "get organized."

"There's so much mental clutter up there when you're disorganized. ... Sitting down and planning out their study schedules can really help manage their time," she says.

Breaking up assignments can also make things easier to tackle.

"I know that heavy workloads can be stressful, but if you sit down and you break down that studying into smaller chunks, they're much more manageable."

If workloads are still too much, Kang encourages students to advocate for themselves.

"They should tell their teachers when a homework assignment just took too much time or if it was too difficult for them to do on their own," she says. "It's good to speak up and ask those questions. Respectfully, of course, because these are your teachers. But still, I think sometimes teachers themselves need this feedback from their students."

More: Some teachers let their students sleep in class. Here's what mental health experts say.

More: Some parents are slipping young kids in for the COVID-19 vaccine, but doctors discourage the move as 'risky'

Should Kids Get Homework?

Homework gives elementary students a way to practice concepts, but too much can be harmful, experts say.

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Effective homework reinforces math, reading, writing or spelling skills, but in a way that's meaningful.

How much homework students should get has long been a source of debate among parents and educators. In recent years, some districts have even implemented no-homework policies, as students juggle sports, music and other activities after school.

Parents of elementary school students, in particular, have argued that after-school hours should be spent with family or playing outside rather than completing assignments. And there is little research to show that homework improves academic achievement for elementary students.

But some experts say there's value in homework, even for younger students. When done well, it can help students practice core concepts and develop study habits and time management skills. The key to effective homework, they say, is keeping assignments related to classroom learning, and tailoring the amount by age: Many experts suggest no homework for kindergartners, and little to none in first and second grade.

Value of Homework

Homework provides a chance to solidify what is being taught in the classroom that day, week or unit. Practice matters, says Janine Bempechat, clinical professor at Boston University 's Wheelock College of Education & Human Development.

"There really is no other domain of human ability where anybody would say you don't need to practice," she adds. "We have children practicing piano and we have children going to sports practice several days a week after school. You name the domain of ability and practice is in there."

Homework is also the place where schools and families most frequently intersect.

"The children are bringing things from the school into the home," says Paula S. Fass, professor emerita of history at the University of California—Berkeley and the author of "The End of American Childhood." "Before the pandemic, (homework) was the only real sense that parents had to what was going on in schools."

Harris Cooper, professor emeritus of psychology and neuroscience at Duke University and author of "The Battle Over Homework," examined more than 60 research studies on homework between 1987 and 2003 and found that — when designed properly — homework can lead to greater student success. Too much, however, is harmful. And homework has a greater positive effect on students in secondary school (grades 7-12) than those in elementary.

"Every child should be doing homework, but the amount and type that they're doing should be appropriate for their developmental level," he says. "For teachers, it's a balancing act. Doing away with homework completely is not in the best interest of children and families. But overburdening families with homework is also not in the child's or a family's best interest."

Negative Homework Assignments

Not all homework for elementary students involves completing a worksheet. Assignments can be fun, says Cooper, like having students visit educational locations, keep statistics on their favorite sports teams, read for pleasure or even help their parents grocery shop. The point is to show students that activities done outside of school can relate to subjects learned in the classroom.

But assignments that are just busy work, that force students to learn new concepts at home, or that are overly time-consuming can be counterproductive, experts say.

Homework that's just busy work.

Effective homework reinforces math, reading, writing or spelling skills, but in a way that's meaningful, experts say. Assignments that look more like busy work – projects or worksheets that don't require teacher feedback and aren't related to topics learned in the classroom – can be frustrating for students and create burdens for families.

"The mental health piece has definitely played a role here over the last couple of years during the COVID-19 pandemic, and the last thing we want to do is frustrate students with busy work or homework that makes no sense," says Dave Steckler, principal of Red Trail Elementary School in Mandan, North Dakota.

Homework on material that kids haven't learned yet.

With the pressure to cover all topics on standardized tests and limited time during the school day, some teachers assign homework that has not yet been taught in the classroom.

Not only does this create stress, but it also causes equity challenges. Some parents speak languages other than English or work several jobs, and they aren't able to help teach their children new concepts.

" It just becomes agony for both parents and the kids to get through this worksheet, and the goal becomes getting to the bottom of (the) worksheet with answers filled in without any understanding of what any of it matters for," says professor Susan R. Goldman, co-director of the Learning Sciences Research Institute at the University of Illinois—Chicago .

Homework that's overly time-consuming.

The standard homework guideline recommended by the National Parent Teacher Association and the National Education Association is the "10-minute rule" – 10 minutes of nightly homework per grade level. A fourth grader, for instance, would receive a total of 40 minutes of homework per night.

But this does not always happen, especially since not every student learns the same. A 2015 study published in the American Journal of Family Therapy found that primary school children actually received three times the recommended amount of homework — and that family stress increased along with the homework load.

Young children can only remain attentive for short periods, so large amounts of homework, especially lengthy projects, can negatively affect students' views on school. Some individual long-term projects – like having to build a replica city, for example – typically become an assignment for parents rather than students, Fass says.

"It's one thing to assign a project like that in which several kids are working on it together," she adds. "In (that) case, the kids do normally work on it. It's another to send it home to the families, where it becomes a burden and doesn't really accomplish very much."

Private vs. Public Schools

Do private schools assign more homework than public schools? There's little research on the issue, but experts say private school parents may be more accepting of homework, seeing it as a sign of academic rigor.

Of course, not all private schools are the same – some focus on college preparation and traditional academics, while others stress alternative approaches to education.

"I think in the academically oriented private schools, there's more support for homework from parents," says Gerald K. LeTendre, chair of educational administration at Pennsylvania State University—University Park . "I don't know if there's any research to show there's more homework, but it's less of a contentious issue."

How to Address Homework Overload

First, assess if the workload takes as long as it appears. Sometimes children may start working on a homework assignment, wander away and come back later, Cooper says.

"Parents don't see it, but they know that their child has started doing their homework four hours ago and still not done it," he adds. "They don't see that there are those four hours where their child was doing lots of other things. So the homework assignment itself actually is not four hours long. It's the way the child is approaching it."

But if homework is becoming stressful or workload is excessive, experts suggest parents first approach the teacher, followed by a school administrator.

"Many times, we can solve a lot of issues by having conversations," Steckler says, including by "sitting down, talking about the amount of homework, and what's appropriate and not appropriate."

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The Pros and Cons of Homework

Homework is a word that most students dread hearing. After hours upon hours of sitting in class , the last thing we want is more schoolwork over our precious weekends. While it’s known to be a staple of traditional schooling, homework has also become a rather divise topic. Some feel as though homework is a necessary part of school, while others believe that the time could be better invested. Should students have homework? Have a closer look into the arguments on both sides to decide for yourself.

Photo by  energepic.com  from  Pexels

Why should students have homework, 1. homework encourages practice.

Many people believe that one of the positive effects of homework is that it encourages the discipline of practice. While it may be time consuming and boring compared to other activities, repetition is needed to get better at skills. Homework helps make concepts more clear, and gives students more opportunities when starting their career .

2. Homework Gets Parents Involved

Homework can be something that gets parents involved in their children’s lives if the environment is a healthy one. A parent helping their child with homework makes them take part in their academic success, and allows for the parent to keep up with what the child is doing in school. It can also be a chance to connect together.

3. Homework Teaches Time Management

Homework is much more than just completing the assigned tasks. Homework can develop time management skills , forcing students to plan their time and make sure that all of their homework assignments are done on time. By learning to manage their time, students also practice their problem-solving skills and independent thinking. One of the positive effects of homework is that it forces decision making and compromises to be made.

4. Homework Opens A Bridge Of Communication

Homework creates a connection between the student, the teacher, the school, and the parents. It allows everyone to get to know each other better, and parents can see where their children are struggling. In the same sense, parents can also see where their children are excelling. Homework in turn can allow for a better, more targeted educational plan for the student.

5. Homework Allows For More Learning Time

Homework allows for more time to complete the learning process. School hours are not always enough time for students to really understand core concepts, and homework can counter the effects of time shortages, benefiting students in the long run, even if they can’t see it in the moment.

6. Homework Reduces Screen Time

Many students in North America spend far too many hours watching TV. If they weren’t in school, these numbers would likely increase even more. Although homework is usually undesired, it encourages better study habits and discourages spending time in front of the TV. Homework can be seen as another extracurricular activity, and many families already invest a lot of time and money in different clubs and lessons to fill up their children’s extra time. Just like extracurricular activities, homework can be fit into one’s schedule.

The Other Side: Why Homework Is Bad

1. homework encourages a sedentary lifestyle.

Should students have homework? Well, that depends on where you stand. There are arguments both for the advantages and the disadvantages of homework.

While classroom time is important, playground time is just as important. If children are given too much homework, they won’t have enough playtime, which can impact their social development and learning. Studies have found that those who get more play get better grades in school , as it can help them pay closer attention in the classroom.

Children are already sitting long hours in the classroom, and homework assignments only add to these hours. Sedentary lifestyles can be dangerous and can cause health problems such as obesity. Homework takes away from time that could be spent investing in physical activity.

2. Homework Isn’t Healthy In Every Home

While many people that think homes are a beneficial environment for children to learn, not all homes provide a healthy environment, and there may be very little investment from parents. Some parents do not provide any kind of support or homework help, and even if they would like to, due to personal barriers, they sometimes cannot. Homework can create friction between children and their parents, which is one of the reasons why homework is bad .

3. Homework Adds To An Already Full-Time Job

School is already a full-time job for students, as they generally spend over 6 hours each day in class. Students also often have extracurricular activities such as sports, music, or art that are just as important as their traditional courses. Adding on extra hours to all of these demands is a lot for children to manage, and prevents students from having extra time to themselves for a variety of creative endeavors. Homework prevents self discovery and having the time to learn new skills outside of the school system. This is one of the main disadvantages of homework.

4. Homework Has Not Been Proven To Provide Results

Endless surveys have found that homework creates a negative attitude towards school, and homework has not been found to be linked to a higher level of academic success.

The positive effects of homework have not been backed up enough. While homework may help some students improve in specific subjects, if they have outside help there is no real proof that homework makes for improvements.

It can be a challenge to really enforce the completion of homework, and students can still get decent grades without doing their homework. Extra school time does not necessarily mean better grades — quality must always come before quantity.

Accurate practice when it comes to homework simply isn’t reliable. Homework could even cause opposite effects if misunderstood, especially since the reliance is placed on the student and their parents — one of the major reasons as to why homework is bad. Many students would rather cheat in class to avoid doing their homework at home, and children often just copy off of each other or from what they read on the internet.

5. Homework Assignments Are Overdone

The general agreement is that students should not be given more than 10 minutes a day per grade level. What this means is that a first grader should be given a maximum of 10 minutes of homework, while a second grader receives 20 minutes, etc. Many students are given a lot more homework than the recommended amount, however.

On average, college students spend as much as 3 hours per night on homework . By giving too much homework, it can increase stress levels and lead to burn out. This in turn provides an opposite effect when it comes to academic success.

The pros and cons of homework are both valid, and it seems as though the question of ‘‘should students have homework?’ is not a simple, straightforward one. Parents and teachers often are found to be clashing heads, while the student is left in the middle without much say.

It’s important to understand all the advantages and disadvantages of homework, taking both perspectives into conversation to find a common ground. At the end of the day, everyone’s goal is the success of the student.

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Is Homework Necessary? Education Inequity and Its Impact on Students

The Problem with Homework: It Highlights Inequalities

How much homework is too much homework, when does homework actually help, negative effects of homework for students, how teachers can help.

Schools are getting rid of homework from Essex, Mass., to Los Angeles, Calif. Although the no-homework trend may sound alarming, especially to parents dreaming of their child’s acceptance to Harvard, Stanford or Yale, there is mounting evidence that eliminating homework in grade school may actually have great benefits , especially with regard to educational equity.

In fact, while the push to eliminate homework may come as a surprise to many adults, the debate is not new . Parents and educators have been talking about this subject for the last century, so that the educational pendulum continues to swing back and forth between the need for homework and the need to eliminate homework.

One of the most pressing talking points around homework is how it disproportionately affects students from less affluent families. The American Psychological Association (APA) explained:

“Kids from wealthier homes are more likely to have resources such as computers, internet connections, dedicated areas to do schoolwork and parents who tend to be more educated and more available to help them with tricky assignments. Kids from disadvantaged homes are more likely to work at afterschool jobs, or to be home without supervision in the evenings while their parents work multiple jobs.”

[RELATED] How to Advance Your Career: A Guide for Educators >> 

While students growing up in more affluent areas are likely playing sports, participating in other recreational activities after school, or receiving additional tutoring, children in disadvantaged areas are more likely headed to work after school, taking care of siblings while their parents work or dealing with an unstable home life. Adding homework into the mix is one more thing to deal with — and if the student is struggling, the task of completing homework can be too much to consider at the end of an already long school day.

While all students may groan at the mention of homework, it may be more than just a nuisance for poor and disadvantaged children, instead becoming another burden to carry and contend with.

Beyond the logistical issues, homework can negatively impact physical health and stress — and once again this may be a more significant problem among economically disadvantaged youth who typically already have a higher stress level than peers from more financially stable families .

Yet, today, it is not just the disadvantaged who suffer from the stressors that homework inflicts. A 2014 CNN article, “Is Homework Making Your Child Sick?” , covered the issue of extreme pressure placed on children of the affluent. The article looked at the results of a study surveying more than 4,300 students from 10 high-performing public and private high schools in upper-middle-class California communities.

“Their findings were troubling: Research showed that excessive homework is associated with high stress levels, physical health problems and lack of balance in children’s lives; 56% of the students in the study cited homework as a primary stressor in their lives,” according to the CNN story. “That children growing up in poverty are at-risk for a number of ailments is both intuitive and well-supported by research. More difficult to believe is the growing consensus that children on the other end of the spectrum, children raised in affluence, may also be at risk.”

When it comes to health and stress it is clear that excessive homework, for children at both ends of the spectrum, can be damaging. Which begs the question, how much homework is too much?

The National Education Association and the National Parent Teacher Association recommend that students spend 10 minutes per grade level per night on homework . That means that first graders should spend 10 minutes on homework, second graders 20 minutes and so on. But a study published by The American Journal of Family Therapy found that students are getting much more than that.

While 10 minutes per day doesn’t sound like much, that quickly adds up to an hour per night by sixth grade. The National Center for Education Statistics found that high school students get an average of 6.8 hours of homework per week, a figure that is much too high according to the Organization for Economic Cooperation and Development (OECD). It is also to be noted that this figure does not take into consideration the needs of underprivileged student populations.

In a study conducted by the OECD it was found that “after around four hours of homework per week, the additional time invested in homework has a negligible impact on performance .” That means that by asking our children to put in an hour or more per day of dedicated homework time, we are not only not helping them, but — according to the aforementioned studies — we are hurting them, both physically and emotionally.

What’s more is that homework is, as the name implies, to be completed at home, after a full day of learning that is typically six to seven hours long with breaks and lunch included. However, a study by the APA on how people develop expertise found that elite musicians, scientists and athletes do their most productive work for about only four hours per day. Similarly, companies like Tower Paddle Boards are experimenting with a five-hour workday, under the assumption that people are not able to be truly productive for much longer than that. CEO Stephan Aarstol told CNBC that he believes most Americans only get about two to three hours of work done in an eight-hour day.

In the scope of world history, homework is a fairly new construct in the U.S. Students of all ages have been receiving work to complete at home for centuries, but it was educational reformer Horace Mann who first brought the concept to America from Prussia. 

Since then, homework’s popularity has ebbed and flowed in the court of public opinion. In the 1930s, it was considered child labor (as, ironically, it compromised children’s ability to do chores at home). Then, in the 1950s, implementing mandatory homework was hailed as a way to ensure America’s youth were always one step ahead of Soviet children during the Cold War. Homework was formally mandated as a tool for boosting educational quality in 1986 by the U.S. Department of Education, and has remained in common practice ever since.  

School work assigned and completed outside of school hours is not without its benefits. Numerous studies have shown that regular homework has a hand in improving student performance and connecting students to their learning. When reviewing these studies, take them with a grain of salt; there are strong arguments for both sides, and only you will know which solution is best for your students or school. 

Homework improves student achievement.

• Source: The High School Journal, “ When is Homework Worth the Time?: Evaluating the Association between Homework and Achievement in High School Science and Math ,” 2012. 
• Source: IZA.org, “ Does High School Homework Increase Academic Achievement? ,” 2014. **Note: Study sample comprised only high school boys. 

Homework helps reinforce classroom learning.

• Source: “ Debunk This: People Remember 10 Percent of What They Read ,” 2015.

Homework helps students develop good study habits and life skills.

• Sources: The Repository @ St. Cloud State, “ Types of Homework and Their Effect on Student Achievement ,” 2017; Journal of Advanced Academics, “ Developing Self-Regulation Skills: The Important Role of Homework ,” 2011.
• Source: Journal of Advanced Academics, “ Developing Self-Regulation Skills: The Important Role of Homework ,” 2011.

Homework allows parents to be involved with their children’s learning.

• Parents can see what their children are learning and working on in school every day. 
• Parents can participate in their children’s learning by guiding them through homework assignments and reinforcing positive study and research habits.
• Homework observation and participation can help parents understand their children’s academic strengths and weaknesses, and even identify possible learning difficulties.
• Source: Phys.org, “ Sociologist Upends Notions about Parental Help with Homework ,” 2018.

While some amount of homework may help students connect to their learning and enhance their in-class performance, too much homework can have damaging effects. 

Students with too much homework have elevated stress levels. 

• Source: USA Today, “ Is It Time to Get Rid of Homework? Mental Health Experts Weigh In ,” 2021.
• Source: Stanford University, “ Stanford Research Shows Pitfalls of Homework ,” 2014.

Students with too much homework may be tempted to cheat. 

• Source: The Chronicle of Higher Education, “ High-Tech Cheating Abounds, and Professors Bear Some Blame ,” 2010.
• Source: The American Journal of Family Therapy, “ Homework and Family Stress: With Consideration of Parents’ Self Confidence, Educational Level, and Cultural Background ,” 2015.

Homework highlights digital inequity. 

• Sources: NEAToday.org, “ The Homework Gap: The ‘Cruelest Part of the Digital Divide’ ,” 2016; CNET.com, “ The Digital Divide Has Left Millions of School Kids Behind ,” 2021.
• Source: Investopedia, “ Digital Divide ,” 2022; International Journal of Education and Social Science, “ Getting the Homework Done: Social Class and Parents’ Relationship to Homework ,” 2015.
• Source: World Economic Forum, “ COVID-19 exposed the digital divide. Here’s how we can close it ,” 2021.

Homework does not help younger students.

• Source: Review of Educational Research, “ Does Homework Improve Academic Achievement? A Synthesis of Researcher, 1987-2003 ,” 2006.

To help students find the right balance and succeed, teachers and educators must start the homework conversation, both internally at their school and with parents. But in order to successfully advocate on behalf of students, teachers must be well educated on the subject, fully understanding the research and the outcomes that can be achieved by eliminating or reducing the homework burden. There is a plethora of research and writing on the subject for those interested in self-study.

For teachers looking for a more in-depth approach or for educators with a keen interest in educational equity, formal education may be the best route. If this latter option sounds appealing, there are now many reputable schools offering online master of education degree programs to help educators balance the demands of work and family life while furthering their education in the quest to help others.

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What Is Therapy Homework?

Sanjana is a health writer and editor. Her work spans various health-related topics, including mental health, fitness, nutrition, and wellness.

Dr. Sabrina Romanoff, PsyD, is a licensed clinical psychologist and a professor at Yeshiva University’s clinical psychology doctoral program.

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Types of Therapy That Involve Homework

If you’ve recently started going to therapy , you may find yourself being assigned therapy homework. You may wonder what exactly it entails and what purpose it serves. Therapy homework comprises tasks or assignments that your therapist asks you to complete between sessions, says Nicole Erkfitz , DSW, LCSW, a licensed clinical social worker and executive director at AMFM Healthcare, Virginia.

Homework can be given in any form of therapy, and it may come as a worksheet, a task to complete, or a thought/piece of knowledge you are requested to keep with you throughout the week, Dr. Erkfitz explains.

This article explores the role of homework in certain forms of therapy, the benefits therapy homework can offer, and some tips to help you comply with your homework assignments.

Therapy homework can be assigned as part of any type of therapy. However, some therapists and forms of therapy may utilize it more than others.

For instance, a 2019-study notes that therapy homework is an integral part of cognitive-behavioral therapy (CBT) . According to Dr. Erkfitz, therapy homework is built into the protocol and framework of CBT, as well as dialectical behavior therapy (DBT) , which is a sub-type of CBT.

Therefore, if you’re seeing a therapist who practices CBT or DBT, chances are you’ll regularly have homework to do.

On the other hand, an example of a type of therapy that doesn’t generally involve homework is eye movement desensitization and reprocessing (EMDR) therapy. EMDR is a type of therapy that generally relies on the relationship between the therapist and client during sessions and is a modality that specifically doesn’t rely on homework, says Dr. Erkfitz.

However, she explains that if the client is feeling rejuvenated and well after their processing session, for instance, their therapist may ask them to write down a list of times that their positive cognition came up for them over the next week.

"Regardless of the type of therapy, the best kind of homework is when you don’t even realize you were assigned homework," says Erkfitz.

Benefits of Therapy Homework

Below, Dr. Erkfitz explains the benefits of therapy homework.

It Helps Your Therapist Review Your Progress

The most important part of therapy homework is the follow-up discussion at the next session. The time you spend reviewing with your therapist how the past week went, if you completed your homework, or if you didn’t and why, gives your therapist valuable feedback on your progress and insight on how they can better support you.

It Gives Your Therapist More Insight

Therapy can be tricky because by the time you are committed to showing up and putting in the work, you are already bringing a better and stronger version of yourself than what you have been experiencing in your day-to-day life that led you to seek therapy.

Homework gives your therapist an inside look into your day-to-day life, which can sometimes be hard to recap in a session. Certain homework assignments keep you thinking throughout the week about what you want to share during your sessions, giving your therapist historical data to review and address.

It Helps Empower You

The sense of empowerment you can gain from utilizing your new skills, setting new boundaries , and redirecting your own cognitive distortions is something a therapist can’t give you in the therapy session. This is something you give yourself. Therapy homework is how you come to the realization that you got this and that you can do it.

"The main benefit of therapy homework is that it builds your skills as well as the understanding that you can do this on your own," says Erkfitz.

Tips for Your Therapy Homework

Below, Dr. Erkfitz shares some tips that can help with therapy homework:

• Set aside time for your homework: Create a designated time to complete your therapy homework. The aim of therapy homework is to keep you thinking and working on your goals between sessions. Use your designated time as a sacred space to invest in yourself and pour your thoughts and emotions into your homework, just as you would in a therapy session .
• Be honest: As therapists, we are not looking for you to write down what you think we want to read or what you think you should write down. It’s important to be honest with us, and yourself, about what you are truly feeling and thinking.
• Practice your skills: Completing the worksheet or log are important, but you also have to be willing to put your skills and learnings into practice. Allow yourself to be vulnerable and open to trying new things so that you can report back to your therapist about whether what you’re trying is working for you or not.
• Remember that it’s intended to help you: Therapy homework helps you maximize the benefits of therapy and get the most value out of the process. A 2013-study notes that better homework compliance is linked to better treatment outcomes.
• Talk to your therapist if you’re struggling: Therapy homework shouldn’t feel like work. If you find that you’re doing homework as a monotonous task, talk to your therapist and let them know that your heart isn’t in it and that you’re not finding it beneficial. They can explain the importance of the tasks to you, tailor your assignments to your preferences, or change their course of treatment if need be.

"When the therapy homework starts 'hitting home' for you, that’s when you know you’re on the right track and doing the work you need to be doing," says Erkfitz.

A Word From Verywell

Similar to how school involves classwork and homework, therapy can also involve in-person sessions and homework assignments.

If your therapist has assigned you homework, try to make time to do it. Completing it honestly can help you and your therapist gain insights into your emotional processes and overall progress. Most importantly, it can help you develop coping skills and practice them, which can boost your confidence, empower you, and make your therapeutic process more effective.

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Conklin LR, Strunk DR, Cooper AA. Therapist behaviors as predictors of immediate homework engagement in cognitive therapy for depression . Cognit Ther Res . 2018;42(1):16-23. doi:10.1007/s10608-017-9873-6

Lebeau RT, Davies CD, Culver NC, Craske MG. Homework compliance counts in cognitive-behavioral therapy . Cogn Behav Ther . 2013;42(3):171-179. doi:10.1080/16506073.2013.763286

By Sanjana Gupta Sanjana is a health writer and editor. Her work spans various health-related topics, including mental health, fitness, nutrition, and wellness.

When Is Homework Stressful? Its Effects on Students’ Mental Health

Are you wondering when is homework stressful? Well, homework is a vital constituent in keeping students attentive to the course covered in a class. By applying the lessons, students learned in class, they can gain a mastery of the material by reflecting on it in greater detail and applying what they learned through homework. 

However, students get advantages from homework, as it improves soft skills like organisation and time management which are important after high school. However, the additional work usually causes anxiety for both the parents and the child. As their load of homework accumulates, some students may find themselves growing more and more bored.

Students may take assistance online and ask someone to do my online homework . As there are many platforms available for the students such as Chegg, Scholarly Help, and Quizlet offering academic services that can assist students in completing their homework on time. 

Negative impact of homework

There are the following reasons why is homework stressful and leads to depression for students and affect their mental health. As they work hard on their assignments for alarmingly long periods, students’ mental health is repeatedly put at risk. Here are some serious arguments against too much homework.

No uniqueness

Homework should be intended to encourage children to express themselves more creatively. Teachers must assign kids intriguing assignments that highlight their uniqueness. similar to writing an essay on a topic they enjoy.

Moreover, the key is encouraging the child instead of criticizing him for writing a poor essay so that he can express himself more creatively.

Lack of sleep

One of the most prevalent adverse effects of schoolwork is lack of sleep. The average student only gets about 5 hours of sleep per night since they stay up late to complete their homework, even though the body needs at least 7 hours of sleep every day. Lack of sleep has an impact on both mental and physical health.

No pleasure

Students learn more effectively while they are having fun. They typically learn things more quickly when their minds are not clouded by fear. However, the fear factor that most teachers introduce into homework causes kids to turn to unethical means of completing their assignments.

Excessive homework

The lack of coordination between teachers in the existing educational system is a concern. As a result, teachers frequently end up assigning children far more work than they can handle. In such circumstances, children turn to cheat on their schoolwork by either copying their friends’ work or using online resources that assist with homework.

Anxiety level

Homework stress can increase anxiety levels and that could hurt the blood pressure norms in young people . Do you know? Around 3.5% of young people in the USA have high blood pressure. So why is homework stressful for children when homework is meant to be enjoyable and something they look forward to doing? It is simple to reject this claim by asserting that schoolwork is never enjoyable, yet with some careful consideration and preparation, homework may become pleasurable.

No time for personal matters

Students that have an excessive amount of homework miss out on personal time. They can’t get enough enjoyment. There is little time left over for hobbies, interpersonal interaction with colleagues, and other activities. 

However, many students dislike doing their assignments since they don’t have enough time. As they grow to detest it, they can stop learning. In any case, it has a significant negative impact on their mental health.

Children are no different than everyone else in need of a break. Weekends with no homework should be considered by schools so that kids have time to unwind and prepare for the coming week. Without a break, doing homework all week long might be stressful.

How do parents help kids with homework?

Encouraging children’s well-being and health begins with parents being involved in their children’s lives. By taking part in their homework routine, you can see any issues your child may be having and offer them the necessary support.

Set up a routine

Your student will develop and maintain good study habits if you have a clear and organized homework regimen. If there is still a lot of schoolwork to finish, try putting a time limit. Students must obtain regular, good sleep every single night.

Observe carefully

The student is ultimately responsible for their homework. Because of this, parents should only focus on ensuring that their children are on track with their assignments and leave it to the teacher to determine what skills the students have and have not learned in class.

Listen to your child

One of the nicest things a parent can do for their kids is to ask open-ended questions and listen to their responses. Many kids are reluctant to acknowledge they are struggling with their homework because they fear being labelled as failures or lazy if they do.

However, every parent wants their child to succeed to the best of their ability, but it’s crucial to be prepared to ease the pressure if your child starts to show signs of being overburdened with homework.

Talk to your teachers

Also, make sure to contact the teacher with any problems regarding your homework by phone or email. Additionally, it demonstrates to your student that you and their teacher are working together to further their education.

Homework with friends

If you are still thinking is homework stressful then It’s better to do homework with buddies because it gives them these advantages. Their stress is reduced by collaborating, interacting, and sharing with peers.

Additionally, students are more relaxed when they work on homework with pals. It makes even having too much homework manageable by ensuring they receive the support they require when working on the assignment. Additionally, it improves their communication abilities.

However, doing homework with friends guarantees that one learns how to communicate well and express themselves. 

Review homework plan

Create a schedule for finishing schoolwork on time with your child. Every few weeks, review the strategy and make any necessary adjustments. Gratefully, more schools are making an effort to control the quantity of homework assigned to children to lessen the stress this produces.

Bottom line

Finally, be aware that homework-related stress is fairly prevalent and is likely to occasionally affect you or your student. Sometimes all you or your kid needs to calm down and get back on track is a brief moment of comfort. So if you are a student and wondering if is homework stressful then you must go through this blog.

While homework is a crucial component of a student’s education, when kids are overwhelmed by the amount of work they have to perform, the advantages of homework can be lost and grades can suffer. Finding a balance that ensures students understand the material covered in class without becoming overburdened is therefore essential.

Zuella Montemayor did her degree in psychology at the University of Toronto. She is interested in mental health, wellness, and lifestyle.

Psychreg is a digital media company and not a clinical company. Our content does not constitute a medical or psychological consultation. See a certified medical or mental health professional for diagnosis.

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Background for CDC’s Updated Respiratory Virus Guidance

Executive summary, transitioning from an emergency state, changing risk environment, unified, practical guidance, updated guidance on steps to prevent spread when you are sick is informed by numerous factors, ongoing vigilance and action.

The 2023-2024 fall and winter virus season, four years since the start of the COVID-19 pandemic, provided ongoing evidence of the changing face of respiratory diseases. COVID-19 remains an important public health threat, but it is no longer the emergency that it once was, and its health impacts increasingly resemble those of other respiratory viral illnesses, including influenza and RSV. This reality enables CDC to provide updated guidance proportionate to the current level of risk COVID-19 poses while balancing other critical health and societal needs. Key drivers and indicators of the reduction in threat from COVID-19 include:

• Due to the effectiveness of protective tools and high degree of population immunity, there are now fewer hospitalizations and deaths due to COVID-19 . Weekly hospital admissions for COVID-19 have decreased by more than 75% and deaths by more than 90% compared to January 2022, the peak of the initial Omicron wave. Complications like multisystem inflammatory syndrome in children (MIS-C) are now also less common, and prevalence of Long COVID also appears to be decreasing. These reductions in disease severity and death have persisted through a full respiratory virus season following the expiration of the federal Public Health Emergency for COVID-19 and its associated special measures on May 11, 2023.
• Protective tools, like vaccines and treatments, that decrease risk of COVID-19 disease (particularly severe disease) are now widely available. COVID-19 vaccination reduces the risk of symptomatic disease and hospitalization by about 50% compared to people not up to date on vaccination. Over 95% of adults hospitalized in 2023-2024 due to COVID-19 had no record of receiving the latest vaccine. Treatment with nirmatrelvir-ritonavir (Paxlovid) in persons at high risk of severe disease has been shown to decrease risk of hospitalization by 75% and death by 60% in recent studies.
• There is a high degree of population immunity against COVID-19. More than 98% of the U.S. population now has some degree of protective immunity against COVID-19 from vaccination, prior infection, or both.

As the threat from COVID-19 becomes more similar to that of other common respiratory viruses, CDC is issuing Respiratory Virus Guidance, rather than additional virus-specific guidance. This brings a unified, practical approach to addressing risk from a range of common respiratory viral illnesses, such as influenza and RSV, that have similar routes of transmission and symptoms and similar prevention strategies. The updated guidance on steps to prevent spread when you are sick particularly reflects the key reality that many people with respiratory virus symptoms do not know the specific virus they are infected with. Importantly, states and countries that have already shortened recommended isolation times have not seen increased hospitalizations or deaths related to COVID-19. Although increasingly similar to other respiratory viruses, some differences remain, such as the risk of post-COVID conditions.

CDC will continue to evaluate available evidence to ensure the recommendations in the guidance provide the intended protection. This includes monitoring data to identify and model patterns in respiratory virus transmission, severity, hospitalizations, deaths, virus evolution, and Long COVID. In addition, CDC continues to make systems-level investments to protect the American public. Examples include measuring and enhancing effectiveness and uptake of vaccines and antiviral treatments, particularly for those at increased risk for severe disease; integrating healthcare and public health systems to prevent, identify, and respond to emerging public health threats more rapidly; and strengthening partnerships across sectors to ensure a strong public health infrastructure.

• The Respiratory Virus Guidance covers most common respiratory viral illnesses but should not supplant specific guidance for pathogens that require special containment measures, such as measles. However, the recommendations in this guidance may still help reduce spread of various other types of infections. The guidance may not apply in certain outbreak situations when more specific guidance may be needed.
• CDC offers separate, specific guidance for healthcare settings ( COVID-19 , flu , and general infection prevention and control )

Since 2020, CDC provided guidance specific to COVID-19, initially with detailed recommendations on many issues and for specific settings. Throughout 2022 and 2023 , CDC revised COVID-19 public health recommendations as the pandemic evolved. These changes to the guidance reflected the latest scientific evidence as well as the progression through the pandemic. The expiration of the federal Public Health Emergency for COVID-19 in 2023 also reflected a shift away from the emergency response phase  to the recovery and maintenance phases in which COVID-19 is addressed amidst many other public health threats. Measures appropriate to an emergency setting are less relevant after the emergency ended.

The continuum of pandemic phases

In developing this updated Respiratory Virus Guidance, CDC carefully considered the changing risk environment, particularly lower rates of severe disease from COVID-19 and increased population immunity, as well as improvements in other prevention and control strategies.

Trends in outcomes

Hospitalizations.

In 2024, COVID-19 is less likely to result in severe disease than earlier in the pandemic because of greater immunity from vaccines and previous infections and greater treatment availability.

COVID-19 remains a greater cause of severe illness and death than other respiratory viruses, but the differences between these rates are much smaller than they were earlier in the pandemic. This difference is even smaller among people admitted to the hospital. Studies show the proportion of adults hospitalized with COVID-19 (15.5%) or influenza (13.3%) who were subsequently admitted to the intensive care unit (ICU) was similar, and patients 60 years and older hospitalized with RSV were 1.5 times more likely  to be admitted to the ICU than those with COVID-19.

Hospital admissions for COVID-19 peaked in January 2022 with more than 150,000 admissions per week, based on data from CDC’s National Healthcare Safety Network (NHSN) covering all U.S. hospitals. During the week ending February 17, 2023, there were 18,977 hospital admissions for COVID-19. During this same week, there were 10,480  hospital admissions for influenza.

Another data source—called Respiratory Virus Hospitalization Surveillance Network ( RESP-NET ) — collects hospitalization data on 8–10% of the U.S. population since before pandemic. The RESP-NET figures below demonstrate how COVID-19 hospitalizations have decreased over time and are now in the range of those for influenza and RSV.

COVID-19 hospitalizations have been declining year-over-year since 2022, with winter peaks more closely resembling those of influenza

Data on weekly new hospital admissions of patients with COVID-19, influenza, and RSV from surveillance sites in the Respiratory Virus Hospitalization Surveillance Network ( RESP-NET ), which cover 8–10% of the U.S. population, October 2019–February 2024.

Cumulative annual rates of COVID-19-associated hospitalizations (Oct. 1–Sept. 30 to align with start of typical fall and winter virus season) have declined since 2021–2022

*Hospitalization rates per 100,000 population. Data from the Respiratory Virus Hospitalization Surveillance Network (RESP-NET)  are preliminary and subject to change as more data become available. As data are received each week, prior case counts and rates are updated accordingly. Hospitalizations rates are likely to be underestimated as some hospitalizations might be missed because of undertesting, differing provider or facility testing practices, and diagnostic test sensitivity. Rates presented do not adjust for testing practices, which may differ by pathogen, age, race and ethnicity, and other demographic criteria. Surveillance for each pathogen was not conducted during the same time periods each season. For all seasons displayed, all three platforms conduct surveillance between October 1 and April 30 of each year. Surveillance for influenza hospitalizations was extended to June 11, 2022, for the 2021–2022 season, but otherwise occurred October through April each season. Surveillance for RSV hospitalizations occurred from October 2019 through April 2020. Since October 2020, surveillance for RSV hospitalizations has occurred year-round excluding May–June 2022. Surveillance for COVID-19 hospitalizations has occurred year-round since March 2020. Cumulative rates for the 2023–2024 season are not presented as surveillance is ongoing .

Hospitalizations by age group . Over time, rates of hospitalization for COVID-19 have decreased across all ages but have remained higher among adults ages ≥65 years relative to younger adults, children, and adolescents. Among older children, rates have decreased, and rates among children are now highest among infants ages <6 months. As of the end of December 2023, about 70% of hospitalizations were among people ages ≥65 years, and 14% were among those ages 50–64 years.

Increasing proportion of COVID-19 hospitalizations are in older adults, as well as the youngest children

Percents of weekly COVID-19-associated hospitalizations, by age group — COVID-NET, March 1, 2020–January 27, 2024

The proportion of hospitalizations caused by each of these viruses in the 2022–2023 season varied by age group. Among children <5 years RSV caused the most hospitalizations. Among children and adolescents 5–17 years, influenza caused the most hospitalizations, and hospitalizations overall were the lowest in this age group. Among adults, COVID-19-associated hospitalizations were higher than those for influenza or RSV. These patterns have been broadly consistent thus far in the 2023-2024 season.

Most COVID-19, influenza, and RSV hospitalizations are in older adults and young children, with COVID-19 highest among older adults and RSV highest among young children (note differences in y-axis rates of hospitalizations across age groups)

Weekly rates of laboratory-confirmed respiratory virus-associated hospitalizations by age, 2022–2023 season. Seasonal influenza surveillance ended in April 2023 for the 2022–2023 seasons; surveillance for COVID-19 and RSV hospitalizations was year-round. Data from RESP-NET .

As of February 10, 2024, 1,178,527 deaths from COVID-19 have been reported in the United States. In 2021 COVID-19 was the third leading cause of death (12% of all deaths) and in 2022 it was the fourth leading cause of death (5.7% of all deaths), following heart disease, cancer, and unintentional injury. In preliminary data from 2023 , COVID-19 was the 10 th leading cause of death. Among deaths from COVID-19 occurring from January–September 2023, 88% were among people ≥65 years.

COVID-19 is increasingly a contributing rather than the primary (underlying) cause of death. In 2020, COVID-19 was listed as the primary cause for 91% of deaths involving COVID-19. During January–September 2023, that number had fallen to 69%.

Reported deaths involving COVID-19 are several-fold greater than those reported to involve influenza and RSV. However, influenza and likely RSV are often underreported as causes of death. CDC estimates that from October 1, 2023, to February 17, 2024, 17,000–50,000 influenza deaths occurred, several times greater than the number of reported deaths. As such, the data on reported deaths should be interpreted with caution when assessing the true burden of deaths and comparing across diseases.

Current estimates of total COVID-19 deaths are not available, but COVID-19 deaths are not likely to be as underreported as are deaths involving influenza because of widespread COVID-19 testing and intensive focus on COVID-19 during the pandemic. Total COVID-19 deaths, accounting for underreporting, are likely to be higher than, but of the same order of magnitude as, total influenza deaths. Supporting this idea, the cumulative rate of COVID-19-associated hospitalizations during October 1, 2023–February 3, 2024, was 97 per 100,000 population, compared with 52 per 100,000 influenza-associated hospitalizations and 44 per 100,000 RSV hospitalizations. In-hospital death was about 1.8 times higher for COVID-19-associated hospitalizations (4.6%) vs. those for influenza (2.6%).

COVID-19-associated deaths based on reports on death certificates declined over 5-fold since their peak in 2020-2021 and are now at the same order of magnitude as estimated influenza deaths

*Reported death data from CDC’s National Vital Statistics System based on death certificates, available at CDC WONDER . Data from 2022-2024 are provisional and subject to change .

****Estimated influenza deaths, accounting for underreporting, based CDC modeling available here: Disease Burden of Flu , including confidence intervals. It has been long recognized that only counting deaths where influenza was recorded on death certificates would  underestimate influenza’s overall impact on mortality . Influenza can lead to death from other causes, such as pneumonia and congestive heart failure; however, it may not be listed on the death certificate as a contributing cause for multiple reasons, including a lack of testing. Therefore, CDC has an established history of using models to  estimate influenza-associated death totals . While under-reporting of deaths attributed to RSV and COVID-19 likely also occurs, regularly updated model estimates are currently not available. Modeled burden estimates for influenza are not directly comparable to death certificate derived counts for COVID-19 and RSV .

Divergence between infection and severe disease

Although hospitalizations and deaths involving COVID-19 have declined substantially since 2022, rates of infections with the virus have not. For example, the percentage of SARS-CoV-2 tests that are positive, a key indicator of community spread, reached peak levels of 14.6% in August 2023 and 12.9% in January 2024, similar to the peak levels observed in earlier years. Differences in testing practices between time periods might influence these data, but these high levels of test positivity are consistent with high levels also seen in wastewater.

SARS-CoV-2 test positivity (orange line) has remained elevated, a marker of ongoing COVID-19 spread, but deaths (blue bars) have declined substantially

Provisional COVID-19 Deaths and COVID-19 Nucleic Acid Amplification Test (NAAT) Percent Positivity, by Week, in The United States, Reported to CDC. Sources:  Provisional Deaths from the CDC’s National Center for Health Statistics (NCHS) National Vital Statistics System (NVSS) National Respiratory and Enteric Virus Surveillance System (NREVSS) Figure from CDC’s COVID Data Tracker .

Wastewater viral activity levels of SARS-CoV-2 demonstrate ongoing community transmission

Figure from CDC’s National Wastewater Surveillance System

Multisystem inflammatory syndrome in children (MIS-C)

MIS-C is a rare but serious condition associated with COVID-19 in which different parts of the body become inflamed. As of January 2024, more than 9,600 cases of MIS-C have been reported to CDC, including 79 children who died. Before March 2022, the end of the initial Omicron wave, most weekly totals of MIS-C cases exceeded 50, with some weeks involving >150 cases. The number of cases declined substantially after that point, with no week exceeding 25 cases. The reduction in MIS-C cases is likely due to multiple factors, including an increase in population immunity from both infection and vaccination, as well as differences in development of MIS-C associated with SARS-CoV-2 variants.

Weekly U.S. MIS-C cases (blue bars) have declined markedly despite ongoing high levels of COVID-19 test positivity (orange line)

Long COVID or Post-COVID Conditions

CDC broadly defines Long COVID as signs, symptoms, and conditions that continue or develop ≥4 weeks after COVID-19. It can include a wide range of health conditions that can last weeks, months, or years. Although COVID-19 is becoming more similar to influenza and RSV in terms of hospitalizations and death over time, important differences remain, like the potential for these post-infection conditions. Long COVID occurs more often in people who had severe COVID-19 illness but can occur in anyone who has been infected with SARS-CoV-2, including children and people who were asymptomatic. Estimates of Long COVID vary widely and can differ based on study methods and how long after infection symptoms were assessed. Based on the nationally representative 2022 National Health Interview Survey, 3.4% of adults reported Long COVID and 0.5% of children . In Census Bureau’s Household Pulse Surveys, one quarter of people currently reporting Long COVID reported significant activity limitations.

Accumulating evidence suggests that vaccination prior to infection can reduce the risk of Long COVID . There is mixed evidence on whether the use of antivirals, including nirmatrelvir-ritonavir (Paxlovid), during the time of acute infection can reduce the risk of Long COVID. Decreases in Long COVID prevalence have been reported in several countries including the United States , United Kingdom , and Germany , likely due to less severe illness from COVID-19 overall, protection from vaccines, and possible changes in risk with new variants.

Increase in population immunity against COVID-19

Now, more than ever before, most people have some degree of protection because of underlying immunity. Data from a national longitudinal cohort of blood donors aged ≥16 years provide insight on the proportion of the population with antibodies against SARS-CoV-2 from infection, vaccination, or both (referred to as hybrid immunity). Hybrid immunity has been described as providing better protection with longer durability against severe illness compared to immunity from vaccination or infection alone.

In January 2021 , only an estimated 22% of people aged ≥16 years had antibodies against COVID-19. By the third quarter of 2023 (July–September), 98% had antibodies against SARS-CoV-2, with 14% from vaccination alone, 26% from infection alone, and 58% from both. An estimated 96% of children aged 6 months to 17 years had antibodies against SARS-CoV-2 in November–December 2022, including 92% with antibodies from a prior infection, according to blood samples from commercial laboratories. Although immunity against SARS-CoV-2 tends to decline from high levels initially generated by vaccination and infection, substantial protection persists for much longer , especially against the most severe outcomes like requiring a ventilator and death. New data show that the 2023–2024 updated COVID-19 vaccine can provide an additional layer of protection against severe disease.

Prevalence of vaccine-induced and infection-induced antibodies against SARS-CoV-2 among a cohort of U.S. blood donors ≥16 years

Immunizations

As of February 3, 2024, 22% of adults reported they had received an updated 2023-2024 vaccine, including 42% of people aged ≥65 years. Vaccine uptake varies geographically and by other demographics. As of February 11, 2024, 40% of nursing home residents were up to date with a COVID-19 vaccine.

Reductions in COVID-19-associated hospitalizations over time could be even greater if more people, especially those at greater risk, receive updated COVID-19 vaccines. Among adults with COVID-19-associated hospitalizations during October–November 2023, over 95% had not received an updated (2023 –2024) COVID-19 vaccine , and most (70%) had also not received an updated vaccine from the previous year (2022–2023) .

Over 95% of adults hospitalized with COVID-19 during October–November 2023 had not received an updated (2023–2024) COVID-19 vaccine (Preliminary)

Data from COVID-NET. Data are preliminary as they only include two months of hospitalization data for which the updated monovalent vaccine dose was recommended. Continued examinations of vaccine registry data are ongoing. No record of bivalent or updated monovalent dose : No recorded doses of COVID-19 bivalent or updated 2023-2024 monovalent dose. Bivalent booster, but no updated monovalent doses : Received COVID-19 bivalent booster vaccination but no record of receiving updated 2023-2024 monovalent booster dose. Updated monovalent dose: Received updated 2023-2024 monovalent dose. Persons with unknown vaccination status are excluded.

Vaccine effectiveness data provide the best real-world information on impact of COVID-19 vaccines on hospitalization. Data shown below from two studies presented at the Feb. 28–29, 2024, meeting of the Advisory Committee on Immunization Practices demonstrate that the 2023–2024 COVID-19 vaccine is associated with an additional ~50% increase in protection against COVID-19-associated hospitalization.

Vaccine Effectiveness of 2023-2024 vaccine against hospitalization among immunocompetent adults aged ≥18 years

VE estimates adjusted for age, sex, race and ethnicity, geographic region, and calendar time. MMWR February 29, 2024

Data from another study suggest that these vaccines provide similar protection against disease caused by different co-circulating variants . Vaccines continue to provide protection to both people who have had a prior infection and those who have not. To be optimally protected against COVID-19, everyone 6 months and older should receive the latest CDC-recommended vaccine.

Infants <6 months are not eligible for COVID-19 vaccines but vaccination during pregnancy helps protect both pregnant people and their young infants from hospitalization due to COVID-19. For people with immunocompromising conditions , vaccine responses can be impaired, but vaccines provide protection against severe illness in this population. People who are moderately or severely immunocompromised are recommended to receive at least 1 dose of updated 2023–2024 COVID-19 vaccine.

Immunizations are the cornerstone of protection not just for COVID-19 but also for influenza. New in the 2023-2024 season, immunizations are available to protect those at highest risk from RSV, including older adults and infants.

Vaccines substantially reduce the risk of hospitalization, and many people at higher risk of severe disease are missing this layer of protection

*Data on COVID-19 vaccine effectiveness among adults for updated (2023-2024) COVID-19 vaccine and 2023-2024 seasonal influenza vaccine

**Data on 2023-2024 updated COVID-19 vaccines and 2023-2024 seasonal influenza vaccine from CDC’s National Immunization Survey (NIS) as of February 16, 2024. More detail, including confidence intervals around these point estimates, is available on CDC’s Respiratory Virus Data Channel . Data on percentage of older adults vaccinated for COVID-19 and influenza are for those 65+ years and for those 60+ years for RSV .

***RSV vaccination is recommended for older adults aged 60+ years based on shared clinical decision-making with a healthcare provider. RSV protection for young children is available through vaccination of pregnant people or use of an immunization called nirsevimab for young children. As of January 2024, an estimated 16% of pregnant people 32+ weeks gestation reported receiving RSV vaccine, and among females with an infant <8 months, 41% reported their infant received nirsevimab .

SARS-CoV-2 evolution, variants, and vaccines

RNA viruses like influenza and SARS-CoV-2, which causes COVID-19, accumulate random mutations over time as they replicate. Out of the many mutations that happen, a small number can provide advantages that lead to new variant lineages with increased fitness (e.g., infect people more easily or be more transmissible). Early in the pandemic, circulating SARS-CoV-2 genomes were relatively stable . Because the virus was so new, our immune systems did not recognize it, and the virus did not need new mutations to escape existing immunity to continue spreading. As population immunity increased and more people developed antibodies against SARS-CoV-2, this immune pressure selected for mutations that helped the virus escape from neutralizing antibodies, generating new variants. This evolving situation led to viruses that had many changes in the virus spike protein, such as early Omicron variants (e.g., BA.1, BA.2). These ongoing changes in the spike protein, called antigenic drift, from early virus lineages like the Alpha variant to the first Omicron variants resulted in significant escape from neutralizing antibodies, allowing reinfections of people who had been infected by early variants and leading to reduced vaccine effectiveness . Currently, all SARS-CoV-2 viruses circulating are descendants of the early Omicron variants.

Changes in the spike protein that enable escape from neutralizing antibodies are the major driver of SARS-CoV-2 evolution, since they allow the virus to better escape people’s existing immunity. To better target the changing virus and increase protection against new variants, the COVID-19 vaccine is periodically updated. For example, the updated COVID-19 vaccine for 2023–2024 includes uses XBB.1.5 antigen, a variant that was dominant for much of 2023.

A wide range of SARS-CoV-2 variants have been causing infections over time, most recently dominated by JN.1, representing increased transmission or immune escape by successive variants

Figure based on CDC genomic surveillance data

In 2023, a variant called BA.2.86 emerged with many changes in the spike protein compared to other circulating variants, raising concerns that it might lead to a similar degree of immune escape as the initial Omicron variant. This variant, in the form of its offspring JN.1—just one mutation different from BA.2.86, displaced the other co-circulating SARS-CoV-2 variants, demonstrating it had higher fitness than other variants. However, vaccines continued to work well against JN.1 , and the number of U.S. COVID-19-associated hospitalizations occurring at this time did not exceed that of the previous year. These findings suggest that hybrid immunity induced by the updated vaccines, provided robust cross-protection against this variant and likely a wide range of variants, although continued vigilance is critical.

SARS-CoV-2 will continue to evolve, and new variants will continue to replace previous viruses. Therefore, genomic surveillance is used to identify and track variants , and representative viruses are phenotypically characterized as part of coordinated global efforts to develop updated vaccines as needed . CDC along with partners (e.g., National Institutes of Health, Food and Drug Administration, Biomedical Advanced Research and Development Authority, and World Health Organization) continue to conduct genetic surveillance to monitor for new variants, perform epidemiologic and laboratory studies to understand immune escape, and monitor key indicators like hospitalizations and emergency department visits to help inform prevention strategies. This is a continuous and iterative process that will help prepare for the upcoming 2024–2025 fall and winter season.

SARS-CoV-2 shedding and transmission dynamics

Even as the SARS-CoV-2 virus has continued to evolve, the duration of shedding infectious virus has remained relatively consistent, with most individuals no longer infectious after 8-10 days. The presence of certain COVID-19 symptoms, most prominently fever, is associated with greater infectious virus on the day of symptom. The highest levels of culturable virus typically occur within a few days before and after symptom onset. Since Omicron BA.1 variant, there is a slightly shorter time between infection to symptom onset than previous variants. Overall, these data suggest most SARS-CoV-2 transmission, regardless of variant, largely occurs early in the course of illness.

Notably, over half of SARS-CoV-2 community transmission is estimated to come from people who are asymptomatic at the time, including both pre-symptomatic and asymptomatic individuals, meaning exposure to the virus in the community from people who do not know they are infected is likely common.

Highest levels of culture-positive SARS-CoV-2, an indicator of infectiousness, occur in the days around and after symptom onset, with a small proportion of people continuing to have culturable virus beyond one week

Unpublished data from the Respiratory Virus Transmission Network , involving five U.S. sites that enrolled people who tested positive for SARS-CoV-2 and their household contacts during November 2022–May 2023. Onset was defined as first day of symptoms or, if asymptomatic, first positive test. Note that people can have positive PCR tests, which detect viral genetic material, after they are no longer shedding infectious virus, and culture is the best indicator of infectious virus. This figure is similar to one previously published based on data from early 2021, underscoring the overall stability of viral shedding across variants.

In the Delta variant era, vaccination was associated with reduced infectious virus, demonstrating the potential impact of immunity on viral shedding and transmission. Immunity from vaccination, as well as previous infections, wanes over time, which likely attenuates this impact. Additionally, the continued evolution of variants better able to escape existing immunity may also affect the impact of vaccination and previous infection on shedding of infectious virus.

Improvements related to other prevention and control strategies

In addition to greater population understanding of effective prevention strategies like hand hygiene, respiratory etiquette, cleaning, masks, and physical distancing, advancements in awareness, accessibility, and the science base related to treatment, air quality, tests, and steps to prevent spread when you’re sick have also enabled people to act to lower the risk from respiratory viruses.

Several medications are available for outpatient treatment of mild to moderate COVID-19 for people at increased risk of severe illness. Data for nirmatrelvir-ritonavir (Paxlovid), the first-line drug available for oral use, suggest that it reduce the risk of hospitalization and death by half or more . For example, a systematic review and meta-analysis of studies that examined nirmatrelvir-ritonavir effectiveness and efficacy found that people who received nirmatrelvir-ritonavir had 75% lower odds of death and 60% lower odds of hospitalization. People who received nirmatrelvir-ritonavir had 83% lower odds of hospitalization and death as a composite outcome compared with people who did not use nirmatrelvir-ritonavir.

However, uptake of these treatments remains suboptimal , meaning many people are missing this layer of protection against hospitalization and death. A study of patients in the Veterans Health Administration reported that among all persons with SARS CoV-2 infection, 24% used outpatient antiviral medications in 2022, remaining at that level through early 2023. Similar overall rates of use, with a maximum of 34%, were found using observational data of a large cohort from health care systems participating in the National Patient-Centered Clinical Research Network (PCORnet). This study also highlighted racial and ethnic differences in treatment uptake. During April–July 2022, treatment with nirmatrelvir-ritonavir among adults aged ≥20 years was 35.8%, 24.9%, 23.1%, and 19.4% lower among Black, multiple or other race, American Indian or Alaska native or other Pacific Islander, and Asian patients, respectively, than among white patients (31.9% treated). A CDC study found that among 699,848 U.S. adults aged ≥18 years eligible for nirmatrelvir-ritonavir during April–August 2022, 28.4% received a prescription with 5 days of being diagnosed with COVID-19.

CDC and NIH continue to monitor real-world effectiveness data for COVID-19 treatment. Current evidence suggests that effectiveness of nirmatrelvir-ritonavir is retained among persons who have been vaccinated and confers incremental benefit among persons at high risk for severe disease, although this is an underutilized treatment.

Air quality

Ventilation and related strategies to improve indoor air quality can reduce infective viral particle concentrations in indoor air. In 2023, informed by accumulating evidence, CDC issued recommendations for using Minimum Efficiency Reporting Value (MERV) 13 or greater and getting at least 5 air changes per hour of clean air in occupied spaces through air flow, filtration, or air treatment. CDC’s Interactive Home Ventilation Tool can help people identify strategies they can use to decrease the level of viral particles in their home. CDC also now provides a similar tool for building owners and operators. In addition, the U.S. Government issued a Clean Air in Buildings Challenge to help building owners and operators improve indoor air quality and protect public health.

Laboratory tests are currently widely available and can be readily accessed for diagnosis of COVID-19, influenza, and RSV. At-home antigen tests for SARS-CoV-2 are also widely available and increasingly familiar to the public. At-home rapid tests for influenza have recently received FDA approval and may become more widely accessible over time.

Staying home when sick and other steps to prevent spread

The importance of staying home and away from others when sick became more widely understood during the COVID-19 pandemic. When individuals have the option to stay home and be compensated while sick , they are much more likely to do so. Similarly, people with prior telework experience are more apt to work from home when they have respiratory symptoms , rather than work in person at an office.

Unlike early in the pandemic when COVID-19 was nearly the only respiratory virus causing illness, it is now one of many, including influenza , RSV , adenoviruses , rhinoviruses , enteroviruses , human metapneumovirus , parainfluenza virus , and other common human coronaviruses . CDC is focusing guidance on the core measures that provide the most protection across respiratory viruses. The updated guidance emphasizes the importance of staying home and away from others when sick from respiratory viruses, regardless of the virus, as well as additional preventive actions.

Virus not known in most respiratory infections

Viruses cause most acute respiratory illnesses, but it is rarely possible to determine the type of virus without testing, and oftentimes testing does not change clinical management. Testing for most respiratory pathogens is rarely available outside of healthcare settings. Although at-home antigen testing is widely available for COVID-19, most infections likely go undiagnosed. In a recent CDC survey, less than half of people said they would do an at-home test for COVID-19 if they had cold or cough symptoms, and less than 10% said they would get tested at a pharmacy or by a healthcare provider.

Even when testing occurs, COVID-19 is often not identified early in illness. The overall sensitivity of COVID-19 antigen tests is relatively low and even lower in individuals with only mild symptoms. Significant numbers of false negative test results occur early in an infection. This means mildly symptomatic cases are not always detected, and when they are detected, it often occurs several days into an illness, which is typically past when peak infectiousness occurs.

Public interest in prevention is not limited to COVID-19

A November 2023 survey from the Harvard Opinion Research Program found people were not meaningfully more concerned about any one respiratory virus, with roughly similar proportions reporting being concerned about getting infected with COVID-19, seasonal influenza, RSV, and a cold. Relatedly, a CDC survey found that a majority of Americans take precautions when sick with cold or cough symptoms (i.e., avoiding contact with people at higher risk, avoiding large indoor gatherings) even if they don’t know what virus is causing the illness.

Respiratory Virus Guidance does not imply all viruses are the same

Respiratory viruses are certainly not all the same. Some, like SARS-CoV-2, spread more through respiratory particles in the air, whereas others, like RSV and adenovirus , are thought to also spread via surface transmission. As such, this guidance is not meant to apply to specialized situations, like healthcare or certain disease outbreaks , in which more detailed guidance specific to the pathogen may be warranted. For example, adenoviruses are resistant to many common disinfectants and can remain infectious for hours on environmental surfaces. For the general public, however, an overall focus on hygiene, indoor air improvements, and mask use, coupled with necessarily specific recommendations about vaccines and treatment, provides a practical approach that addresses the key prevention measures.

The updated Respiratory Virus Guidance recommends people with respiratory virus symptoms that are not better explained by another cause stay home and away from others until at least 24 hours after both resolution of fever AND overall symptom are getting better. This recommendation addresses the period of greatest infectiousness and highest viral load for most people, which is typically in the first few days of illness and when symptoms, including fever, are worst. This is similar to longstanding recommendations for other respiratory illnesses, including influenza.

A residual risk of SARS-CoV-2 transmission remains , depending on the person and circumstances, after the period in which people are recommended to stay home and away from others. Five additional days of interventions (i.e., masking, testing, distancing, improved air quality, hygiene, and/or testing) reduce harm during later stages of illness, especially to protect people at higher risk of severe illness. Some people, especially people with weakened immune systems, might be able to infect others for an even longer time. It is important to note that a similar residual risk of transmission is also true for influenza and other viruses.

In addition to the overall reduction in risk from COVID-19, other factors considered in developing this component of the guidance included assessment of personal and societal costs of extended isolation (e.g., limited paid sick time), analysis of the period of peak infectiousness ( see section 4.), and acknowledgement that many people with respiratory virus symptoms do not often know the pathogen that is causing their illness.

Case examples from states and countries that changed their COVID-19 isolation guidance to recommendations similar to CDC’s updated guidance did not experience clear increases in community transmission or hospitalization rates. Examples include the most populous Canadian provinces ( Ontario , Quebec , and British Columbia ), Australia , Denmark , France , and Norway , as well as California (on January 9, 2024) and Oregon (May 2023). In California and Oregon, for the week ending February 10, COVID-19 test positivity, emergency department visits, and hospitalizations were lower than the national average.

No appreciable difference in COVID-19 ED and hospitalization trends in Oregon vs. nation or neighboring Washington after guidance change

Data from CDC’s COVID Data Tracker

Need for ongoing implementation of recommendations

Vaccines remain an underused layer of protection, even for groups at higher risk. For example, only 42% of adults aged 65 years or greater had received an updated COVID-19 vaccine as of February 16, 2024, compared with 73% for flu . COVID-19 antiviral treatments are also substantially underused to prevent severe COVID-19, meaning many people are missing out on important protection. Influenza treatment is also underused.

Ongoing data monitoring

The SARS-CoV-2 virus will continue to evolve, and new variants will continue to replace previous viruses. Genomic surveillance to monitor for new variants, epidemiologic studies to understand immune escape, infectiousness, severity, and monitoring of key indicators like hospitalizations and emergency department visits, all help inform prevention strategies.

Various data systems are in place to continue to monitor for changes in how COVID-19 affects us . These include monitoring laboratory-based percent positivity and wastewater as indicators of changes in infections. Data on hospitalizations and deaths are indicators of severe illness while data on hospital occupancy and capacity provide information on stress on the healthcare system. Epidemiologic studies continue to assess how infectious the virus is and how efficiently it transmits between people as well as the severity of disease it causes. Ongoing monitoring through genomic surveillance and viral characterization will continue to be important to identify and describe new SARS-CoV-2 variants that may emerge. Vaccines will continue to be updated based on circulating variants, and other protective measures can be scaled up as needed. If variants emerge that have significant immune escape from existing vaccines and therapeutics, non-pharmaceutical interventions such as masking, distancing, and ventilation will be particularly important.

COVID-19 remains an important public health threat, but it is no longer the emergency that it once was, and its health impacts increasingly resemble those of other respiratory viral illnesses, including influenza and RSV.

Protective tools, like vaccination and treatment that decrease risks of COVID-19 disease are now widely available and resultantly, far fewer people are getting seriously ill from COVID-19. Complications like multisystem inflammatory syndrome in children (MIS-C) and Long COVID are now less common as well. Data indicate rates of hospitalizations and deaths are down substantially, and that clinically COVID-19 has become similar to, or even less severe in hospitalized people, than influenza and RSV.

These factors have enabled CDC to issue updated Respiratory Virus Guidance that provides the public with recommendations and information about effective steps and strategies tailored to the current level of risk posed by COVID-19 and other common respiratory viral illnesses.

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Pebble - AI for mothers 9+

Ai to make your life easier, what if, inc., designed for ipad.

• 5.0 • 1 Rating

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Description.

Make your life as a mom much easier with AI Simplify your daily routine and find a moment of peace in your busy life with AI. Pebble is your personal AI assistant, designed to make motherhood a little easier. From helping your kids with their homework to planning out a healthy meal, Pebble is there to lend a hand with practical, AI-driven support. Examples: Personalized Tutoring: Assist your kids with customized learning tools. Vent and Chat: Have a listening ear whenever you need it. Parenting Advice: Get tips and tricks for various parenting situations. Strengthen Relationships: Discover new ways to connect with your spouse. With Pebble, you can enjoy more quality time with your family, tackle parenting challenges with confidence, and take care of yourself, all with a little help from AI. Let us show you how AI can make your life as a mother so much easier. For any feedback or questions, contact [email protected]

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The developer, What If, Inc. , indicated that the app’s privacy practices may include handling of data as described below. For more information, see the developer’s privacy policy .

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The following data may be collected and linked to your identity:

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The following data may be collected but it is not linked to your identity:

Privacy practices may vary, for example, based on the features you use or your age. Learn More

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