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The Value of Parents Helping with Homework

Dr. selena kiser.

• September 2, 2020

The importance of parents helping with homework is invaluable. Helping with homework is an important responsibility as a parent and directly supports the learning process. Parents’ experience and expertise is priceless. One of the best predictors of success in school is learning at home and being involved in children’s education. Parental involvement with homework helps develop self-confidence and motivation in the classroom. Parents helping students with homework has a multitude of benefits including spending individual time with children, enlightening strengths and weaknesses, making learning more meaningful, and having higher aspirations.

How Parental Involvement with Homework Impacts Students

Parental involvement with homework impacts students in a positive way. One of the most important reasons for parental involvement is that it helps alleviate stress and anxiety if the students are facing challenges with specific skills or topics. Parents have experience and expertise with a variety of subject matter and life experiences to help increase relevance. Parents help their children understand content and make it more meaningful, while also helping them understand things more clearly.

Also, their involvement increases skill and subject retention. Parents get into more depth about content and allow students to take skills to a greater level. Many children will always remember the times spent together working on homework or classroom projects. Parental involvement with homework and engagement in their child’s education are related to higher academic performance, better social skills and behavior, and increased self-confidence.

Parents helping with homework allows more time to expand upon subjects or skills since learning can be accelerated in the classroom. This is especially true in today’s classrooms. The curricula in many classrooms is enhanced and requires teaching a lot of content in a small amount of time. Homework is when parents and children can spend extra time on skills and subject matter. Parents provide relatable reasons for learning skills, and children retain information in greater depth.

Parental involvement increases creativity and induces critical-thinking skills in children. This creates a positive learning environment at home and transfers into the classroom setting. Parents have perspective on their children, and this allows them to support their weaknesses while expanding upon their strengths. The time together enlightens parents as to exactly what their child’s strengths and weaknesses are.

Virtual learning is now utilized nationwide, and parents are directly involved with their child’s schoolwork and homework. Their involvement is more vital now than ever. Fostering a positive homework environment is critical in virtual learning and assists children with technological and academic material.

Strategies for Including Parents in Homework

An essential strategy for including parents in homework is sharing a responsibility to help children meet educational goals. Parents’ commitment to prioritizing their child’s educational goals, and participating in homework supports a larger objective. Teachers and parents are specific about the goals and work directly with the child with classwork and homework. Teachers and parents collaboratively working together on children’s goals have larger and more long-lasting success. This also allows parents to be strategic with homework assistance.

A few other great examples of how to involve parents in homework are conducting experiments, assignments, or project-based learning activities that parents play an active role in. Interviewing parents is a fantastic way to be directly involved in homework and allows the project to be enjoyable. Parents are honored to be interviewed, and these activities create a bond between parents and children. Students will remember these assignments for the rest of their lives.

Project-based learning activities examples are family tree projects, leaf collections, research papers, and a myriad of other hands-on learning assignments. Children love working with their parents on these assignments as they are enjoyable and fun. This type of learning and engagement also fosters other interests. Conducting research is another way parents directly impact their child’s homework. This can be a subject the child is interested in or something they are unfamiliar with. Children and parents look forward to these types of homework activities.

Parents helping students with homework has a multitude of benefits. Parental involvement and engagement have lifelong benefits and creates a pathway for success. Parents provide autonomy and support, while modeling successful homework study habits.

• #homework , #ParentalInvolvement

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• The Journal
• Vol. 19, No. 1

The Case for (Quality) Homework

Janine Bempechat

Any parent who has battled with a child over homework night after night has to wonder: Do those math worksheets and book reports really make a difference to a student’s long-term success? Or is homework just a headache—another distraction from family time and downtime, already diminished by the likes of music and dance lessons, sports practices, and part-time jobs?

Allison, a mother of two middle-school girls from an affluent Boston suburb, describes a frenetic afterschool scenario: “My girls do gymnastics a few days a week, so homework happens for my 6th grader after gymnastics, at 6:30 p.m. She doesn’t get to bed until 9. My 8th grader does her homework immediately after school, up until gymnastics. She eats dinner at 9:15 and then goes to bed, unless there is more homework to do, in which case she’ll get to bed around 10.” The girls miss out on sleep, and weeknight family dinners are tough to swing.

Parental concerns about their children’s homework loads are nothing new. Debates over the merits of homework—tasks that teachers ask students to complete during non-instructional time—have ebbed and flowed since the late 19th century, and today its value is again being scrutinized and weighed against possible negative impacts on family life and children’s well-being.

Are American students overburdened with homework? In some middle-class and affluent communities, where pressure on students to achieve can be fierce, yes. But in families of limited means, it’s often another story. Many low-income parents value homework as an important connection to the school and the curriculum—even as their children report receiving little homework. Overall, high-school students relate that they spend less than one hour per day on homework, on average, and only 42 percent say they do it five days per week. In one recent survey by the National Assessment of Educational Progress (NAEP), a minimal 13 percent of 17-year-olds said they had devoted more than two hours to homework the previous evening (see Figure 1).

Recent years have seen an increase in the amount of homework assigned to students in grades K–2, and critics point to research findings that, at the elementary-school level, homework does not appear to enhance children’s learning. Why, then, should we burden young children and their families with homework if there is no academic benefit to doing it? Indeed, perhaps it would be best, as some propose, to eliminate homework altogether, particularly in these early grades.

On the contrary, developmentally appropriate homework plays a critical role in the formation of positive learning beliefs and behaviors, including a belief in one’s academic ability, a deliberative and effortful approach to mastery, and higher expectations and aspirations for one’s future. It can prepare children to confront ever-more-complex tasks, develop resilience in the face of difficulty, and learn to embrace rather than shy away from challenge. In short, homework is a key vehicle through which we can help shape children into mature learners.

The Homework-Achievement Connection

A narrow focus on whether or not homework boosts grades and test scores in the short run thus ignores a broader purpose in education, the development of lifelong, confident learners. Still, the question looms: does homework enhance academic success? As the educational psychologist Lyn Corno wrote more than two decades ago, “homework is a complicated thing.” Most research on the homework-achievement connection is correlational, which precludes a definitive judgment on its academic benefits. Researchers rely on correlational research in this area of study given the difficulties of randomly assigning students to homework/no-homework conditions. While correlation does not imply causality, extensive research has established that at the middle- and high-school levels, homework completion is strongly and positively associated with high achievement. Very few studies have reported a negative correlation.

As noted above, findings on the homework-achievement connection at the elementary level are mixed. A small number of experimental studies have demonstrated that elementary-school students who receive homework achieve at higher levels than those who do not. These findings suggest a causal relationship, but they are limited in scope. Within the body of correlational research, some studies report a positive homework-achievement connection, some a negative relationship, and yet others show no relationship at all. Why the mixed findings? Researchers point to a number of possible factors, such as developmental issues related to how young children learn, different goals that teachers have for younger as compared to older students, and how researchers define homework.

Certainly, young children are still developing skills that enable them to focus on the material at hand and study efficiently. Teachers’ goals for their students are also quite different in elementary school as compared to secondary school. While teachers at both levels note the value of homework for reinforcing classroom content, those in the earlier grades are more likely to assign homework mainly to foster skills such as responsibility, perseverance, and the ability to manage distractions.

Most research examines homework generally. Might a focus on homework in a specific subject shed more light on the homework-achievement connection? A recent meta-analysis did just this by examining the relationship between math/science homework and achievement. Contrary to previous findings, researchers reported a stronger relationship between homework and achievement in the elementary grades than in middle school. As the study authors note, one explanation for this finding could be that in elementary school, teachers tend to assign more homework in math than in other subjects, while at the same time assigning shorter math tasks more frequently. In addition, the authors point out that parents tend to be more involved in younger children’s math homework and more skilled in elementary-level than middle-school math.

In sum, the relationship between homework and academic achievement in the elementary-school years is not yet established, but eliminating homework at this level would do children and their families a huge disservice: we know that children’s learning beliefs have a powerful impact on their academic outcomes, and that through homework, parents and teachers can have a profound influence on the development of positive beliefs.

How Much Is Appropriate?

Harris M. Cooper of Duke University, the leading researcher on homework, has examined decades of study on what we know about the relationship between homework and scholastic achievement. He has proposed the “10-minute rule,” suggesting that daily homework be limited to 10 minutes per grade level. Thus, a 1st grader would do 10 minutes each day and a 4th grader, 40 minutes. The National Parent Teacher Association and the National Education Association both endorse this guideline, but it is not clear whether the recommended allotments include time for reading, which most teachers want children to do daily.

For middle-school students, Cooper and colleagues report that 90 minutes per day of homework is optimal for enhancing academic achievement, and for high schoolers, the ideal range is 90 minutes to two and a half hours per day. Beyond this threshold, more homework does not contribute to learning. For students enrolled in demanding Advanced Placement or honors courses, however, homework is likely to require significantly more time, leading to concerns over students’ health and well-being.

Notwithstanding media reports of parents revolting against the practice of homework, the vast majority of parents say they are highly satisfied with their children’s homework loads. The National Household Education Surveys Program recently found that between 70 and 83 percent of parents believed that the amount of homework their children had was “about right,” a result that held true regardless of social class, race/ethnicity, community size, level of education, and whether English was spoken at home.

Learning Beliefs Are Consequential

As noted above, developmentally appropriate homework can help children cultivate positive beliefs about learning. Decades of research have established that these beliefs predict the types of tasks students choose to pursue, their persistence in the face of challenge, and their academic achievement. Broadly, learning beliefs fall under the banner of achievement motivation, which is a constellation of cognitive, behavioral, and affective factors, including: the way a person perceives his or her abilities, goal-setting skills, expectation of success, the value the individual places on learning, and self-regulating behavior such as time-management skills. Positive or adaptive beliefs about learning serve as emotional and psychological protective factors for children, especially when they encounter difficulties or failure.

Motivation researcher Carol Dweck of Stanford University posits that children with a “growth mindset”—those who believe that ability is malleable—approach learning very differently than those with a “fixed mindset”—kids who believe ability cannot change. Those with a growth mindset view effort as the key to mastery. They see mistakes as helpful, persist even in the face of failure, prefer challenging over easy tasks, and do better in school than their peers who have a fixed mindset. In contrast, children with a fixed mindset view effort and mistakes as implicit condemnations of their abilities. Such children succumb easily to learned helplessness in the face of difficulty, and they gravitate toward tasks they know they can handle rather than more challenging ones.

Of course, learning beliefs do not develop in a vacuum. Studies have demonstrated that parents and teachers play a significant role in the development of positive beliefs and behaviors, and that homework is a key tool they can use to foster motivation and academic achievement.

Parents’ Beliefs and Actions Matter

It is well established that parental involvement in their children’s education promotes achievement motivation and success in school. Parents are their children’s first teachers, and their achievement-related beliefs have a profound influence on children’s developing perceptions of their own abilities, as well as their views on the value of learning and education.

Parents affect their children’s learning through the messages they send about education, whether by expressing interest in school activities and experiences, attending school events, helping with homework when they can, or exposing children to intellectually enriching experiences. Most parents view such engagement as part and parcel of their role. They also believe that doing homework fosters responsibility and organizational skills, and that doing well on homework tasks contributes to learning, even if children experience frustration from time to time.

Many parents provide support by establishing homework routines, eliminating distractions, communicating expectations, helping children manage their time, providing reassuring messages, and encouraging kids to be aware of the conditions under which they do their best work. These supports help foster the development of self-regulation, which is critical to school success.

Self-regulation involves a number of skills, such as the ability to monitor one’s performance and adjust strategies as a result of feedback; to evaluate one’s interests and realistically perceive one’s aptitude; and to work on a task autonomously. It also means learning how to structure one’s environment so that it’s conducive to learning, by, for example, minimizing distractions. As children move into higher grades, these skills and strategies help them organize, plan, and learn independently. This is precisely where parents make a demonstrable difference in students’ attitudes and approaches to homework.

Especially in the early grades, homework gives parents the opportunity to cultivate beliefs and behaviors that foster efficient study skills and academic resilience. Indeed, across age groups, there is a strong and positive relationship between homework completion and a variety of self-regulatory processes. However, the quality of parental help matters. Sometimes, well-intentioned parents can unwittingly undermine the development of children’s positive learning beliefs and their achievement. Parents who maintain a positive outlook on homework and allow their children room to learn and struggle on their own, stepping in judiciously with informational feedback and hints, do their children a much better service than those who seek to control the learning process.

A recent study of 5th and 6th graders’ perceptions of their parents’ involvement with homework distinguished between supportive and intrusive help. The former included the belief that parents encouraged the children to try to find the right answer on their own before providing them with assistance, and when the child struggled, attempted to understand the source of the confusion. In contrast, the latter included the perception that parents provided unsolicited help, interfered when the children did their homework, and told them how to complete their assignments. Supportive help predicted higher achievement, while intrusive help was associated with lower achievement.

Parents’ attitudes and emotions during homework time can support the development of positive attitudes and approaches in their children, which in turn are predictive of higher achievement. Children are more likely to focus on self-improvement during homework time and do better in school when their parents are oriented toward mastery. In contrast, if parents focus on how well children are doing relative to peers, kids tend to adopt learning goals that allow them to avoid challenge.

Homework and Social Class

Social class is another important element in the homework dynamic. What is the homework experience like for families with limited time and resources? And what of affluent families, where resources are plenty but the pressures to succeed are great?

Etta Kralovec and John Buell, authors of The End of Homework, maintain that homework “punishes the poor,” because lower-income parents may not be as well educated as their affluent counterparts and thus not as well equipped to help with homework. Poorer families also have fewer financial resources to devote to home computers, tutoring, and academic enrichment. The stresses of poverty—and work schedules—may impinge, and immigrant parents may face language barriers and an unfamiliarity with the school system and teachers’ expectations.

Yet research shows that low-income parents who are unable to assist with homework are far from passive in their children’s learning, and they do help foster scholastic performance. In fact, parental help with homework is not a necessary component for school success.

Brown University’s Jin Li queried low-income Chinese American 9th graders’ perceptions of their parents’ engagement with their education. Students said their immigrant parents rarely engaged in activities that are known to foster academic achievement, such as monitoring homework, checking it for accuracy, or attending school meetings or events. Instead, parents of higher achievers built three social networks to support their children’s learning. They designated “anchor” helpers both inside and outside the family who provided assistance; identified peer models for their children to emulate; and enlisted the assistance of extended kin to guide their children’s educational socialization. In a related vein, a recent analysis of survey data showed that Asian and Latino 5th graders, relative to native-born peers, were more likely to turn to siblings than parents for homework help.

Further, research demonstrates that low-income parents, recognizing that they lack the time to be in the classroom or participate in school governance, view homework as a critical connection to their children’s experiences in school. One study found that mothers enjoyed the routine and predictability of homework and used it as a way to demonstrate to children how to plan their time. Mothers organized homework as a family activity, with siblings doing homework together and older children reading to younger ones. In this way, homework was perceived as a collective practice wherein siblings could model effective habits and learn from one another.

In another recent study, researchers examined mathematics achievement in low-income 8th-grade Asian and Latino students. Help with homework was an advantage their mothers could not provide. They could, however, furnish structure (for example, by setting aside quiet time for homework completion), and it was this structure that most predicted high achievement. As the authors note, “It is . . . important to help [low-income] parents realize that they can still help their children get good grades in mathematics and succeed in school even if they do not know how to provide direct assistance with their child’s mathematics homework.”

The homework narrative at the other end of the socioeconomic continuum is altogether different. Media reports abound with examples of students, mostly in high school, carrying three or more hours of homework per night, a burden that can impair learning, motivation, and well-being. In affluent communities, students often experience intense pressure to cultivate a high-achieving profile that will be attractive to elite colleges. Heavy homework loads have been linked to unhealthy symptoms such as heightened stress, anxiety, physical complaints, and sleep disturbances. Like Allison’s 6th grader mentioned earlier, many students can only tackle their homework after they do extracurricular activities, which are also seen as essential for the college résumé. Not surprisingly, many students in these communities are not deeply engaged in learning; rather, they speak of “doing school,” as Stanford researcher Denise Pope has described, going through the motions necessary to excel, and undermining their physical and mental health in the process.

Fortunately, some national intervention initiatives, such as Challenge Success (co-founded by Pope), are heightening awareness of these problems. Interventions aimed at restoring balance in students’ lives (in part, by reducing homework demands) have resulted in students reporting an increased sense of well-being, decreased stress and anxiety, and perceptions of greater support from teachers, with no decrease in achievement outcomes.

What is good for this small segment of students, however, is not necessarily good for the majority. As Jessica Lahey wrote in Motherlode, a New York Times parenting blog, “homework is a red herring” in the national conversation on education. “Some otherwise privileged children may have too much, but the real issue lies in places where there is too little. . . . We shouldn’t forget that.”

My colleagues and I analyzed interviews conducted with lower-income 9th graders (African American, Mexican American, and European American) from two Northern California high schools that at the time were among the lowest-achieving schools in the state. We found that these students consistently described receiving minimal homework—perhaps one or two worksheets or textbook pages, the occasional project, and 30 minutes of reading per night. Math was the only class in which they reported having homework each night. These students noted few consequences for not completing their homework.

Indeed, greatly reducing or eliminating homework would likely increase, not diminish, the achievement gap. As Harris M. Cooper has commented, those choosing to opt their children out of homework are operating from a place of advantage. Children in higher-income families benefit from many privileges, including exposure to a larger range of language at home that may align with the language of school, access to learning and cultural experiences, and many other forms of enrichment, such as tutoring and academic summer camps, all of which may be cost-prohibitive for lower-income families. But for the 21 percent of the school-age population who live in poverty—nearly 11 million students ages 5–17—homework is one tool that can help narrow the achievement gap.

Community and School Support

Often, community organizations and afterschool programs can step up to provide structure and services that students’ need to succeed at homework. For example, Boys and Girls and 4-H clubs offer volunteer tutors as well as access to computer technology that students may not have at home. Many schools provide homework clubs or integrate homework into the afterschool program.

Home-school partnerships have succeeded in engaging parents with homework and significantly improving their children’s academic achievement. For example, Joyce Epstein of Johns Hopkins University has developed the TIPS model (Teachers Involve Parents in Schoolwork), which embraces homework as an integral part of family time. TIPS is a teacher-designed interactive program in which children and a parent or family member each have a specific role in the homework scenario. For example, children might show the parent how to do a mathematics task on fractions, explaining their reasoning along the way and reviewing their thinking aloud if they are unsure.

Evaluations show that elementary and middle-school students in classrooms that have adopted TIPS complete more of their homework than do students in other classrooms. Both students and parent participants show more positive beliefs about learning mathematics, and TIPS students show significant gains in writing skills and report-card science grades, as well as higher mathematics scores on standardized tests.

Another study found that asking teachers to send text messages to parents about their children’s missing homework resulted in increased parental monitoring of homework, consequences for missed assignments, and greater participation in parent-child conferences. Teachers reported fewer missed assignments and greater student effort in coursework, and math grades and GPA significantly improved.

Homework Quality Matters

Teachers favor homework for a number of reasons. They believe it fosters a sense of responsibility and promotes academic achievement. They note that homework provides valuable review and practice for students while giving teachers feedback on areas where students may need more support. Finally, teachers value homework as a way to keep parents connected to the school and their children’s educational experiences.

While students, to say the least, may not always relish the idea of doing homework, by high school most come to believe there is a positive relationship between doing homework and doing well in school. Both higher and lower achievers lament “busywork” that doesn’t promote learning. They crave high-quality, challenging assignments—and it is this kind of homework that has been associated with higher achievement.

What constitutes high-quality homework? Assignments that are developmentally appropriate and meaningful and that promote self-efficacy and self-regulation. Meaningful homework is authentic, allowing students to engage in solving problems with real-world relevance. More specifically, homework tasks should make efficient use of student time and have a clear purpose connected to what they are learning. An artistic rendition of a period in history that would take hours to complete can become instead a diary entry in the voice of an individual from that era. By allowing a measure of choice and autonomy in homework, teachers foster in their students a sense of ownership, which bolsters their investment in the work.

High-quality homework also fosters students’ perceptions of their own competence by 1) focusing them on tasks they can accomplish without help; 2) differentiating tasks so as to allow struggling students to experience success; 3) providing suggested time frames rather than a fixed period of time in which a task should be completed; 4) delivering clearly and carefully explained directions; and 5) carefully modeling methods for attacking lengthy or complex tasks. Students whose teachers have trained them to adopt strategies such as goal setting, self-monitoring, and planning develop a number of personal assets—improved time management, increased self-efficacy, greater effort and interest, a desire for mastery, and a decrease in helplessness.

Excellence with Equity

Currently, the United States has the second-highest disparity between time spent on homework by students of low socioeconomic status and time spent by their more-affluent peers out of the 34 OECD-member nations participating in the 2012 Program for International Student Assessment (PISA) (see Figure 2). Noting that PISA studies have consistently found that spending more time on math homework strongly correlates with higher academic achievement, the report’s authors suggest that the homework disparity may reflect lower teacher expectations for low-income students. If so, this is truly unfortunate. In and of itself, low socioeconomic status is not an impediment to academic achievement when appropriate parental, school, and community supports are deployed. As research makes clear, low-income parents support their children’s learning in varied ways, not all of which involve direct assistance with schoolwork. Teachers can orient students and parents toward beliefs that foster positive attitudes toward learning. Indeed, where homework is concerned, a commitment to excellence with equity is both worthwhile and attainable.

In affluent communities, parents, teachers, and school districts might consider reexamining the meaning of academic excellence and placing more emphasis on leading a balanced and well-rounded life. The homework debate in the United States has been dominated by concerns over the health and well-being of such advantaged students. As legitimate as these worries are, it’s important to avoid generalizing these children’s experiences to those with fewer family resources. Reducing or eliminating homework, though it may be desirable in some advantaged communities, would deprive poorer children of a crucial and empowering learning experience. It would also eradicate a fertile opportunity to help close the achievement gap.

Janine Bempechat is clinical professor of human development at the Boston University Wheelock College of Education and Human Development.

An unabridged version of this article is available here .

For more, please see “ The Top 20 Education Next Articles of 2023 .”

This article appeared in the Winter 2019 issue of Education Next . Suggested citation format:

Bempechat, J. (2019). The Case for (Quality) Homework: Why it improves learning, and how parents can help . Education Next, 19 (1), 36-43.

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PARENTING HUB

40 Top Parenting Tips for Navigating Homework Challenges

Dr. Roseann Capanna-Hodge

• October 6, 2023

Navigating the intricacies of homework assignments can often feel like a maze for both parents and children alike. As someone deeply involved in child development and having worked closely with many educators, I've gathered a wealth of insights into establishing a solid homework routine. 

This article is a compilation of those tried-and-tested homework tips, aimed to ease challenges and enhance productivity. Whether you're looking to foster a deeper connection with your child's teacher or seeking effective strategies to prioritize tasks, I'm here to guide you.

Homework Tips for Parents: Break the Stress and Boost Learning Hacks from a Children’s Psychologist

Homework tip: setting up the environment.

• Establish a Routine: Set a specific time and place for homework to create consistency and predictability.
• Routine Consistency: Keep the routine consistent, even on weekends, so the child knows what to expect.
• Provide a Quiet Space: Ensure your child has a quiet, well-lit, and comfortable place to work, free from distractions. 
• Limit Distractions: Keep TVs, mobile phones, and other distracting electronics off during homework time.
• Limit Overall Stimuli: A clutter-free workspace can reduce distractions. Try to minimize items on their workspace that they might fidget with or get distracted by.
• Stay Organized: Use planners, calendars, or apps to keep track of assignment due dates.
• Equip the Space: Stock the homework area with essential supplies such as pencils, paper, erasers, and rulers

Homework Tip: Instruction Support

• Clear and Concise Instructions: Ensure instructions are short and to the point. Use visuals and watch for body language signals that show understanding.

• Break Tasks Into Manageable Chunks : If an assignment is extensive, break it down into smaller steps to make it more manageable.
• Chunking Information: Divide information into smaller, more digestible chunks. This can make the work seem more manageable.
• Set Time Limits: Use a timer to allocate specific amounts of time for each task, helping children stay on track.
• Timers: Use a visual timer, so they can see how much time they have left to work. This can make the passage of time more tangible.
• Teach Time Management: Help them prioritize their tasks, tackling more challenging or urgent assignments first.
• Stay Involved: Regularly check in with your child about their assignments and progress, offering guidance when needed.
• Interactive Tools: Consider using interactive educational tools or apps that can make learning more engaging for them.
• Ask Them To Explain What The Task Is: Gage what your child understands before they start the task. This will help set them in the right direction and give you a sense of what they know.

Homework Tip: Brain Hacks

• Physical Activity: Encourage short bursts of physical activity during breaks, like jumping jacks or a quick walk around the block. Physical activity can help increase attention span.
• Encourage Breaks: For longer homework sessions, ensure kids take short breaks to rest their minds and bodies.
• Offer Healthy Snacks : Brain-boosting snacks can help maintain energy and focus during study time. Fizzy drinks such as a seltzer-magnesium drink can stimulate and calm the brain.
• Shorter Work Periods: Divide homework time into shorter, more frequent sessions. For instance, instead of a continuous 30-minute session, try three 10-minute sessions with short breaks in between.
• Visual Schedules: Use visual aids like charts or diagrams to outline the tasks that need completion. This can help them understand what's expected and track their progress.
• Tactile Tools: For some children, using tactile tools like stress balls or fidget toys can help them channel their extra energy and maintain focus.

• Background Music: Some children focus better with low-volume, non-distracting background music or white noise. But others are stressed by it , so play around and do what works best for them (not you!). 
• Color Coding: Use colors to categorize and prioritize tasks. This can help visually differentiate and organize their work.
• Mindfulness and Relaxation Techniques: Mindfulness techniques like deep breathing, visualization, or even short meditation sessions can help center their attention.

Homework Tip: Monitoring, Communication and Positive Reinforcement

• Stay Positive : In your own mindset. Focus on the effort and improvements, not just the end result. Praise hard work and resilience.
• Encourage Independence Over Time: While it's essential to offer support, allow kids to complete assignments on their own as they build skills before you check the work. This fosters responsibility and self-reliance.
• Be Available for Questions: Make sure your child knows they can come to you if they have questions or need clarification on a topic.
• Connect Learning to Real Life: Help your child see the real-world applications of what they're learning to make it more engaging.
• Review Completed Assignments: Go over finished homework to ensure understanding and check for errors, but avoid doing the work for them.
• Explain Consequences and Establish Rewards: Positive reinforcement can motivate your child. Consider rewards for consistent homework completion.
• Encourage a Growth Mindset: Teach your child to see challenges as opportunities for growth. Emphasize the value of persistence and learning from mistakes. Talk to kids about how regular practice builds skills even when the learning is hard!
• Positive Reinforcement: Reinforce positive behavior immediately. If they've focused well for a short span, reward that effort to encourage repetition of the desired behavior.
• Active Participation: Encourage them to engage actively with their work, such as reading aloud or teaching the content back to you. This can reinforce their understanding and attention.
• Regular Check-ins: Check in more frequently during their homework sessions, offering guidance, encouraging movement to support brain alertness.
• Immediate Feedback: Give immediate feedback on their work. This keeps them engaged and lets them know they're on the right track.
• Open Communication: Ensure your child feels comfortable discussing their challenges with you. Sometimes, they might have insights into what might help them focus better.

Long Game Parent Homework Tips

• Stay Informed: If your child has a diagnosed attention disorder, like ADHD, stay updated with the latest strategies and recommendations specific to their needs. You can join our CALM Brain Parenting Community for science-backed solutions to support attention and learning. 
• Stay in Touch with Teachers: Regular communication with educators can give insights into how your child is doing and where they might need additional help. They may benefit from school accommodations or more formal IEP support .
• Seek External Support: If focus issues persist, consider seeking help from a tutor, educational therapist, or counselor familiar with attention challenges.

Reflecting on these pivotal parent homework tips, it becomes evident that with the right strategies, we can turn potential struggles into stepping stones for success. By instilling a consistent homework routine and maintaining open communication with your child, we're setting the stage for academic achievements. 

Each child is a unique individual, and it's crucial to discover what resonates best with them during homework time. It is also important to look for root causes better and better understand why your child is struggling . 

With these tools at your disposal, I'm confident in your ability to lead your child through the myriad tasks and challenges that lie ahead. Together, let's make every homework session a journey of growth and discovery and tamp down frustration!

Always remember… “Calm Brain, Happy Family™”

Disclaimer: This article is not intended to give health advice and it is recommended to consult with a physician before beginning any new wellness regime. *The effectiveness of diagnosis and treatment vary by patient and condition. Dr. Roseann Capanna-Hodge, LLC does not guarantee certain results.

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Khan Academy Blog

Making Homework Easier: Tips and Tools for Parents 

posted on September 20, 2023

By Stephanie Yamkovenko , group manager of Khan Academy’s Digital Marketing Team.

Homework can present challenges for parents and children alike. You naturally want to provide support for your child’s learning journey and ensure they are reaching their full potential. In this blog post, we will delve into practical strategies to assist your child with their homework. From fostering understanding and offering encouragement to breaking down tasks and implementing rewards, we will explore a variety of effective approaches to help your child achieve academic success.

Step 1: Set Up Your Child for Success

Your child’s study environment can have a significant impact on their homework performance. Create a space that is free from distractions like the television, smartphones, or noisy siblings. The study space should be comfortable, well lit, and have all the necessary materials your child might need, such as pens, papers, and textbooks. If your child’s workspace is noisy or uncomfortable, they may have difficulty focusing on their homework, resulting in lower productivity. 

For example, if you live in a small apartment, consider setting up a designated corner with a small desk or table where your child can focus on their work. You can use dividers or screens to create a sense of privacy and minimize distractions.

If the only place to do homework is in the dining room or kitchen, try to establish a routine where the area is cleared and organized before study time. This can help signal to your child that it’s time to concentrate and be productive.

Remember, it’s important to adapt to your specific circumstances and make the best of the available space. The key is to create a dedicated study area that promotes focus and minimizes interruptions regardless of the size or location of your home.

Try Confidence Boosters for Your Child Here!

Step 2: make it fun.

It’s important to make homework fun and engaging for your child. Here are some examples of how you can do it:

• Use games : Incorporate educational games like card games, board games, or puzzles that align with the subject your child is learning. For instance, use Scrabble to practice spelling or Sudoku to enhance problem-solving skills.
• Turn it into a challenge : Create a friendly competition between siblings or friends by setting goals or time limits for completing assignments. Offer small rewards or incentives for accomplishing tasks.
• Make it interactive : Use hands-on activities or experiments to reinforce concepts learned in class. For science or math, conduct simple experiments at home or use manipulatives like blocks or counters to visualize abstract concepts.
• Use technology : Explore online educational platforms or apps that offer interactive learning experiences. There are various educational games, virtual simulations, and videos available that can make homework more enjoyable.
• Incorporate creativity : Encourage your child to express their understanding through art, storytelling, or multimedia presentations. For example, they can create a comic strip to summarize a story or make a short video to explain a concept.

Remember, by making homework enjoyable, you can help your child develop a positive attitude towards learning.

Step 3: Use Rewards

Rewards can be a powerful motivational tool for children. Offering positive reinforcement can encourage them to complete their homework on time and to the best of their ability. 

Here are some examples of rewards our team has used with their children:

• Extra screen time: “I use Apple parental controls to add screen time on their iPad.”
• Access to a favorite toy: “My eight year old has a drum kit, which drives us all up the wall. (Thanks, Grandma!) But when they’ve been doing a lot of school work, we put on headphones and let him go nuts.”
• Praise for a job well done: “Specific, measurable praise is what works best.” 
• Trip to the park: “A trip to the park is good for everyone, especially for the kids to run around with the doggos.”
• Movie night: “I know every word and song lyric in Moana ; we now reserve showings for good behavior.” 
• Stickers or stamps: “Gold stars were such a thing growing up in the 80s; turns out they still work.”
• Stay up a little later: “An extra 30 minutes feels like a whole day for my young ones; use this reward with caution as it can become the expectation!”

So, celebrate your child’s efforts and encourage them to continue doing their best.

Step 4: Break Down Difficult Tasks

When facing daunting homework assignments, follow these step-by-step instructions to break down the tasks into smaller, manageable chunks:

• Understand the requirements and scope of the task.
• Break down the assignment into individual tasks or sub-tasks.  
• Splitting the middle term
• Using formula
• Using Quadratic formula
• Using algebraic identities
• Determine the order in which tasks should be completed based on importance or difficulty. 
• Start with the easiest task. Begin with the task that seems the least challenging or time-consuming.
• Progress to more challenging tasks: Once the easier tasks are completed, move on to more difficult ones.
• Take breaks: Schedule short breaks between tasks to avoid burnout and maintain focus.
• Check completed tasks for accuracy and make any necessary revisions.
• Finish the remaining task(s) with the same approach.
• Celebrate small achievements to boost confidence and keep motivation high.

By following these steps, you can make daunting homework assignments more manageable and less overwhelming for your child.

Step 5: Get Targeted Help

If your child is struggling with homework, it might be worth considering seeking personalized assistance. You have the option to search for professional tutors or explore online tutoring platforms, such as Khan Academy’s AI tutor, Khanmigo .

This AI tutor can offer personalized guidance and support tailored to your child’s specific needs, helping them grasp complex concepts and practice essential skills. Incorporating this approach can effectively complement your child’s learning and enhance their homework performance.

Enhance your child’s learning and boost homework performance!

Homework can be a challenge for both parents and children. But with the right approach, you can help your child overcome difficulties and support their learning. Encourage and understand your child, create a comfortable environment, break down difficult tasks, use rewards, get professional help when needed, and make it fun. With these tips and techniques, you can help your child achieve success, develop a love for learning, and achieve academic excellence. Remember that each child learns differently, so it’s essential to adjust your approach to meet their unique needs.

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Homework Help: 9 Tips for Parents and Caregivers

While many kids have mixed feelings about homework, it does have its benefits. Homework helps students develop study and time management skills, fosters independence and accountability, and reinforces their learning. However, as a parent, helping your child manage and complete all of their homework assignments isn’t always easy. Here are some ways you can make homework easier for everyone involved.

(Psst! If you’re an educator looking for homework strategies and tips, some of these can help you, too. You might even want to pass them along to families and caregivers to help with homework.)

Strategies for Parents & Caregivers to Help with Homework

Students are more successful in school when parents and caregivers take an active interest in their learning — and that includes homework. Here are some tips to help with homework.

Get organized

First and foremost, help your child get organized by finding a system that will help them keep track of the assignments they need to bring home to complete. These organization systems will look differently for every learner, so we’ve gathered a few different ideas to get you started. 

One option is to have a homework folder where your child puts all their take-home assignments. Another option is to have a binder for every class and/or subject, plus a dedicated homework binder. The latter is ideal for older students, students who have to switch between multiple classes, or those who are able to keep track of different binders. 

In addition to homework folders and binders, you could also create a dedicated place for your child to write down homework assignments every day like a homework log or agenda. Writing down the assignments each day will help underscore what’s due, and help keep them accountable. 

Resources to help with homework organization

• Free Homework Binder for Organization by Pathway 2 Success
• Assignment + Homework Log | Blank & Seasonal by Crafty Creations
• Homework Assignment Planner/Tracker for Students by Savvy School Posters and Printables

Set the scene

Choose a spot at home where your child can regularly go to complete their homework. Be sure to keep any supplies they might need, such as paper, pencils, scissors, and glue, within reach of that spot. Most importantly, make sure this place is as distraction-free as possible. You can limit potential distractions by making it an expectation that electronics — like cell phones, televisions, gaming consoles — stay switched off (or put away altogether!) while they study.

Plan a study time schedule

When it comes to homework, having a set routine can make a big difference. It’s a good idea, when possible, to have a set time for homework. Of course, this will look different for every family, depending on work schedules and after-school activities. Just choose any time that works for your family and stick to it as much as you can. Over time, consistency will help your child develop good study habits.

Give your child some choice

Let your child have a little bit of say when it comes to how they complete their homework. For example, you can let them choose which assignment or subject they start with first. Giving kids the opportunity to make some choices can go a long way toward helping them feel more empowered, independent, and more important of all, motivated to complete their assignments. 

Help them manage their time

Before starting homework, spend a few minutes going over what’s on deck for the night. Ask questions about what assignments are due, and what quizzes and tests they have coming up that they might need to study for. This can help you (and them!) get a sense of the overall workload for the night and what they need to prioritize. On nights when there are really big projects on their plates, encourage your child to think about what steps they need to complete to break the work down into more manageable chunks. If it’s a really heavy homework night, be sure they schedule brain breaks every hour. 

Resources to help with time management

• Organizational and Study Skills for Middle and High School Students by Informed Decisions
• FREE: Student Planner for High School & Middle School by Ye Olde History Shoppe
• Weekly Prioritizer – To Do List by MrsSystems

Be present for homework help (but don’t hover)

Homework helps students learn how to work independently. As a parent or caregiver, you’ll have to strike a balance between being available to support and encourage your child as they complete their assignments — without becoming overly involved in doing the work itself. To foster independent working habits, you can stay available to help with homework by doing your own tasks or chores nearby. This allows you to be present to answer questions and offer guidance, without hovering.

Pro Tip: Since kids are more likely to follow what their parents do rather than what they say, model what independent work looks like. When it’s homework time, consider working on your own “assignments,” like reading the news, paying bills, or another task!

Have a “phone a friend” option available

It might be a good idea for you and your child to pick a few study buddies — that is, two or three classmates that your child can reach out to, should the need arise. Having the option to “phone a friend” can come in handy if your child has a question about something they were assigned or needs additional homework help.

Keep in touch with teachers

If you’re able to, try to attend school events at the beginning of the year — like meet-the-teacher night or parent-teacher conferences — to open the lines of communication with your child’s teacher. These are great forums to ask what a teacher’s homework policies are, along with their expectations for how involved you should be.

If you need homework help throughout the year, don’t be shy in bringing it to your teacher’s attention. Teachers often have helpful tips and strategies to share to help with homework, but if they don’t know your child is struggling, they can’t offer you help.

Reward effort and progress

Let’s face it: homework often isn’t an activity that kids want to do, and it can be a big source of stress and frustration. As a parent or caregiver, you can boost motivation and confidence in a number of different ways. 

For example, if you have a child who lacks motivation, consider implementing a rewards system or incentive plan. Talk to your child about what they might like to earn. Watching a favorite TV show, spending time on devices, or getting a sweet treat are just a few ways to reward kids’ for their effort. Additionally, if you have a child who routinely struggles with their assignments, it might be a good idea to provide additional encouragement and support by practicing affirmations and positive self-talk. Celebrate their effort and progress rather than just the final grade.

Discover more resources and ideas to help with homework on TPT.

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The Pathway 2 Success

Solutions for Social Emotional Learning & Executive Functioning

20+ Homework Strategies for Parents

December 13, 2022 by pathway2success Leave a Comment

Homework can be a big source of frustration for kids and parents at home. Even more, it can be a challenge that carries over from home to school when the child doesn’t complete the work and is behind in class.

If your child is struggling with homework, read through these strategies and give some a try. As a note, not every single strategy is going to work for every child. To start, pick a few and give them a try. See what works and what doesn’t. Then, move forward together.

If you are an educator looking for strategies for kids, these can help you too. You might even want to pass them along to families to give strategies and support along the way.

Homework Strategies for Home:

Set up a binder organization system. First and foremost, it’s helpful to set your child up with a binder organization system that works for them. This might look different for different learners. One option is having one binder for every class/subject plus a dedicated homework binder. This is ideal for kids who are switching classes and have a good ability to keep track of different binders. In each binder, add a pocket folder and extra paper. In the homework binder, have your child add their homework agenda (read more about that below), a pencil pouch, and a pocket folder just for homework. If this system is too much, consider having one larger binder that contains a homework folder and all classes. You can separate the classes with dividers. While setting up a system most definitely takes time and planning, it helps keep things more orderly in the future.

Use a homework folder. A dedicated homework folder is key to making sure pages get brought home to finish and find their way back to the classroom to be turned in. Using a pocket folder, label one side of the folder “to do” and one side “done.” Explain that assignments that need to be completed, will go on the “to do” side, while pages that are finished will stay in “done.” It’s advisable to purchase a name brand folder to help make sure it lasts a bit longer and stays in the binder. Another tip is to go to the store with your child and let them choose the folder design. There are many different folders with everything from kittens to race cars. Letting the child choose the folder helps them be part of the organization process and might encourage a bit more buy-in. You can use this free homework binder template to get yourself started, or you can make your own!

Teach organization skills on an ongoing basis. Since a big part of completing homework is about organization, it’s important to teach and practice these skills often. Talk about where things should go in the house, take a 5-minute organization break when you need it, and model what organizing materials looks like. If your child struggles significantly with organization, consider reading up more on interventions for organization challenges .

Set up a homework spot. Choose one spot in the house where your child can productively accomplish work on a regular basis. This might be a downstairs office or just the kitchen table. Most importantly, aim to make it consistent and distraction-free.

Have kids use a homework log or agenda. A homework log or agenda is a dedicated place to write homework every day. Often, schools provide homework logs with spots for kids to write work down. If this works, great! Sometimes, though, one isn’t provided or the space might be too small for a child to write in. If that’s the case, you can make your own or use a journal. The key is to set it up so that your child has one spot to write homework down every single day.

Keep the homework area stocked and organized. Keep extra pencils, coloring utensils, and paper ready to go when your child needs it. Having materials organized and stocked will reduce time your child goes looking for it when they need it for an assignment.

Check over the homework log together. Before starting homework, spend a few minutes going over the homework log with your child. Ask them to show you and tell you what assignments they have to do tonight. This is also a great time for positive reinforcement when all homework assignments are clearly outlined, or constructive criticism when they are not. For example, you might say, “I noticed you wrote down ‘study’ under math. What do you think might be more helpful than that for next time?” Then, talk about how you could write down the chapters or topics to study. This homework log check also helps build accountability for your child.

Find alternative ways to check homework. Kids and teens aren’t always perfect about writing their assignments down. Check to see if your child’s teacher has a website where homework is listed. Bookmark the site and have your child use it when they forget to write assignments down. It’s important that it becomes their responsibility to check. If a teacher website isn’t an option, have a homework buddy from class that your child can touch base with. Again, this should be your child’s responsibility when possible. The idea is to teach your child that it is actually easier just to write it down correctly in class the first time!

Be a motivator. It’s no secret that homework isn’t often a favorite activity for kids and teens. Help make it easier by providing encouragement and support in a positive way. You can even start with practicing some positive self-talk and positive affirmations .

Use a timer. A timer can be a valuable tool to help set boundaries and allow breaks. Choose an amount of time that your child should be working, such as 20 minutes. Set the timer and make this a working time. Once the timer goes off, allow a 5 or 10 minute break before heading back to work. A visual timer can be especially helpful in this case because it shows kids and teens just how long they have left until they get their next break. Of course, a simple timer on the oven works, too.

Keep distractions away. We all know that kids and teens love their cell phones. The truth is that these devices are extremely distracting during working times. Make it an expectation that electronics stay away during homework time. Of course, it’s important to mention that this might be incredibly difficult for some kids at first. Work at it to make it a habit for the long-term.

Schedule breaks. It’s healthy to take breaks during long working sessions. Plan to take a break after each course assignment, or after a period of time. Of course, the number of breaks is going to vary greatly depending on your child.

Plan homework times. When it comes to homework, routine is a big part of the puzzle. Plan and schedule daily homework times when possible. Aim for shortly after your child gets home from school if that’s an option. This can allow a short break but still the time to finish the work they need to before dinner and night-time routines. Again, this is going to vary depending on every family situation, since parent work schedules and sports might interfere. If that’s the case, choose any time that works for you. It’s most important to stick with it so that it becomes a routine.

Model focused work. When it’s homework time, model what focused work looks like. While your child is working on assignments, read a book, do crossword puzzles, write in a journal, or complete some work of your own!

Build in choice. Give kids some say when it comes to homework! This will help them feel more empowered and independent. You can let them choose which assignment to start first or how they’d like to start a project. A little bit of choice can go a long way.

Create a homework checklist. Help your child create a daily checklist for homework each day. Encourage them to list out everything they need to accomplish on a piece of paper. Then, prioritize what is most important and start there. Have them check off each assignment on the checklist as they go. This can be done on paper or on a mini whiteboard.

Find a homework buddy. Make sure your child has a friend or classmate they can reach out to when they need homework support. This can be beneficial if they don’t know the assignment or have a question on a specific problem.

Be flexible. If your child wants to do homework a little bit differently than you would recommend, let them try. For example, maybe your child needs to spread out and work on the floor. Perhaps they might really do better while listening to music. These are all recommendations, strategies, and ideas, but remember that there is no one-size-fits-all approach. Be open-minded and find what works for your child.

Recognize when something is taking too long. You know your child best. If he or she spending two hours on a homework assignment, consider taking a look at it together. Provide support and encourage strategies to help them move along. When nothing seems to work, you can also consider adding a note to the back of the page and sending an email to the teacher letting them know the challenges you encountered.

Check homework when finished. Depending on the needs of the child, it may be important to check over and review homework together. Not only it is important to check for completion, but for quality of work. If work isn’t done well, it is worth going back and having your child add or fix what they need to. Eventually, the goal is that they will learn that it’s just easier to do it right the first time!

Plan fun activities after homework. Family game time, watching a favorite show, or heading out for ice cream are all great ways to naturally reward being finished with work.

Develop a home incentive plan. If completing homework is continually a struggle and you suspect motivation is the culprit, consider an incentive or reward plan. Talk with your child about what they would like to earn, such as a movie night with friends or a weekend sleepover. Come up with the terms (such as homework completed every night for a week) and make it happen. The goal with an incentive plan is to develop positive habits and create independence.

Keep in touch with teachers. Remember to stay in contact with your child’s teachers. They are often a source of helpful tips and strategies, but they can’t provide that information if they don’t know your child is struggling. When talking to your child’s teacher about homework challenges, be specific about the difficulties you are seeing an open-minded to trying some strategies. Avoid the blame game. It’s always best when families work with schools on homework issues. If issues continue, do your best to document them and request a face-to-face meeting to discuss further and come up with ideas. Using actual homework samples might also be helpful.

Be a united front with teachers. Even if homework becomes a source of frustration, it’s helpful to remember to act as a united front with your child’s teachers. Certainly, it’s helpful to voice your concerns (and even frustrations) with your child’s teacher privately, but doing it in front of the child can send the wrong message. Again, working together always works best.

Remember to start with just a few strategies, give them a fair shot, and see where they take you. The goal is always that your child can complete the homework independently and feel successful. This may take time, practice, and changing up the strategies along the way, but homework success is possible!

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How Parents Can Offer Homework Help

Homework can be daunting in any household, but there are many places to turn for help.

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Parents should create a routine in which they ask their children daily about the homework assignments they have, when they plan to do their homework, and what help they might need.

Getting kids to do their homework can be a battle of wills, and many parents can attest to the frustrations that come with helping children complete assignments. But education experts say there is plenty of homework help available for both parents and students.

While some educators and researchers have questioned the value of homework and its ability to improve academic outcomes, it is still a part of life in most schools, and experts say it helps teach children executive function skills, such as planning and completing assigned tasks.

“Homework should be about practicing content,” says Audrey Dolginoff, a special education teacher based in Washington, D.C., who has taught middle school students at both public and private schools.

“But it’s also about structuring your time to plan for the next day, making sure you have all your materials and ensuring you are looking ahead in the calendar as you get older in school,” she says. “All of these skills tie into being a functioning member of society later on.”

Whatever the subject, education experts say there is much parents can do to help their children with homework, whether it’s directly or by providing resources.

The Right Environment for Homework

Making homework a smoother experience starts by providing a dedicated space for children to focus on their studies. Create a clean space that is relatively free of distractions – including TVs, phones and other devices – and provides ready access to the materials and technology needed to complete homework.

That might include a computer, a comfortable chair, a calculator, a stapler, paper, pens, pencils, erasers, crayons, markers and anything else that facilitates schoolwork.

“Giving them a special, well-equipped study space is a good foundation for quality accomplishments,” says Cindy McKinley Alder, a veteran elementary school teacher in Michigan and co-author of the book “10 Quick Homework Tips.”

Education experts recommend that children with homework in multiple subjects use a calendar or planner. This tool can be a physical book or binder or a digital app such as MyHomework , My Study Life or Trello .

Parents can help children plan their homework assignments, Dolginoff says, which is a great way of “showing interest before there’s a problem.” She says parents should create a routine in which they ask their children daily about the homework assignments they have, when they plan to do their homework, and what help they might need.

Getting Homework Help at School

Educators say teachers are the first people struggling students and their parents should go to for help. Teachers often have office hours or dedicated time during the school day for students to drop by to ask questions.

“Sometimes just asking a teacher how they can improve can be so helpful because the instructor can point out weaknesses they’ve noticed,” says Laurie Kopp Weingarten, a certified educational planner and independent educational consultant in New Jersey. Teachers may be able to point students to study materials they should be using, such as class notes or other resources, Weingarten says.

Some schools may also have homework clubs or students who provide free tutoring in certain subjects.

How to Hire a Tutor

When parents feel they are out of their depth on a subject or just realize their child may need some more specialized instruction, outside tutoring services may be the answer.

Before hiring a tutor, a parent should check in with teachers to find out “how the parent can best support the child at school or what interventions can be put in place in the classroom to help the child access the content,” Dolginoff says.

Brian Galvin, chief academic officer at Varsity Tutors , says parents should hire a tutor if their child has “hit a roadblock or slowed their advancement.”

“Learning can look a lot like a Jenga tower, where a student can feel completely overwhelmed and unmoored in a higher-grade topic like algebra, and the entire cause is a missing building block or two a few levels down in something like understanding factors and divisibility,” he says.

Galvin says a tutor can help a student relearn those missing blocks, in addition to working on the current curriculum.

There are several national tutoring chains that offer in-person and virtual tutoring, including Sylvan , Mathnasium and Kumon . But parents may also benefit from exploring locally based tutoring services or finding local teachers who work as tutors.

Online Resources for Homework Help

There are a plethora of online resources purporting to help kids with their homework and practice skills they are learning in school, and many are free or offer low subscription rates. But determining which apps will be most helpful can be daunting.

Common Sense , a nonprofit that independently reviews online media and content for children, has information on educational apps that can help parents determine what kinds of online homework might be the most beneficial. Teachers are often a good source to ask about what online sites or apps might be most helpful for the curriculum they are teaching.

For parents who want to do some research, here are several sites and apps recommended by educators:

• Math is Fun has tutorials and practice questions for math, including basic arithmetic, algebra, geometry and even physics.
• Summerbell helps children with reading difficulties access books and reading in new ways.
• Khan Academy is a nonprofit site that offers practice exercises, instructional videos and a dashboard for students studying multiple subjects.
• Learning Ally provides audiobooks for students who have learning differences or difficulty reading.
• IXL is a personalized learning site used by both parents and schools, with a K-12 curriculum and real-time analytics.

Parents should be careful that online services they hire are not offering to write student papers or provide answers to the questions in textbooks.

“Unfortunately, many of those who claim to provide tutoring services actually sell cheating,” says Derek Newton, author of a newsletter on academic integrity and cheating called The Cheat Sheet. “To avoid cheating traps and get actual tutoring help, start by asking the school or teachers for a recommendation.”

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Is Homework a Waste of Time? Teachers Weigh In

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The debate over homework rages on.

In response to an Opinion essay by a teacher titled “ What Do You Mean My Kid Doesn’t Have Homework? ”, many Facebook users took to the comments section to voice their perspectives on whether assigning homework is outdated and unnecessary—especially during a pandemic—or whether it’s a critical step to cultivating learning.

The benefits of homework have long been disputed, especially at the elementary school level. In 2018, Marva Hinton wrote about how homework was assigned at early grades and the potential effects on these young students. Some schools embraced homework, like Arlington Traditional School, a countywide elementary school in Arlington, Va., where kindergartners were expected to complete a minimum of 30 minutes of homework a night, Monday through Thursday. But some teachers such as Cathy Vatterott, a professor of education at the University of Missouri-St. Louis and the author of Rethinking Homework worried that adjusting to school routines combined with homework could sour young students on school.

But what about the benefits for older students? In a 2019 article , Education Week Assistant Editor Stephen Sawchuk unpacked the results of a Center for American Progress analysis, which found that while much of the homework assigned to the students in the study aligned with the Common Core State Standards, it did not contribute to building more difficult skills called for in the standards, like analyzing or extending their knowledge to new problems.

Beyond considering the efficacy of homework, the debate over how much time students should spend daily on take-home assignments dates back to the early 1900s. The public furor even led some state lawmakers to ban homework entirely at one point. Multiple studies over the years have examined different angles of the homework debate, including just how much homework students were assigned. In 2003, a pair of national studies found that most American students spent less than an hour daily on homework, and the workload was no bigger than it was 50 years prior.

“There is this view in the popular media that there has been this terrible burden of homework on children, and that the homework is increasing,” said Tom Loveless, the director of the Brown Center on Education Policy at the Brookings Institution to Education Week’s Debra Viadero in a 2003 article . “That is not the case.”

Fast-forward to the present, teachers and students alike might find themselves at another crossroads in the homework debate. The pandemic brought with it the advent of strategies like “flipped learning” , which relies heavily on homework as an integral component of the lesson. While this might work for some, many students grew weary of the reliance on homework during remote and hybrid learning. This is on top of the potential equity issues arising from lack of internet access affecting students’ ability to complete the steady stream of homework being assigned, and the uptick in mental health issues in students .

So what do teachers really think about homework? Here’s what they had to say in response to the recently resurfaced essay by Samantha Hulsman.

A Disconnect Between Parents and Educators

“i teach 1st grade. i had parents ask for homework. i explained that i don’t give homework. home time is family time. time to play, cook, explore and spend time together. i do send books home, but there is no requirement or checklist for reading them. read them, enjoy them, and return them when your child is ready for more. i explained that as a parent myself, i know they are busy—and what a waste of energy it is to sit and force their kids to do work at home—when they could use that time to form relationships and build a loving home. something kids need more than a few math problems a week.”.

- Colleen S.

“I tried the ‘no homework’ policy one year and received so much pushback from my parents that I began sending home a weekly packet. I pass it out on Monday and it is due on Friday. Parents [are] happy, I’m happy, and life goes on. I say pick your battles. Now, I refuse to give packets over school breaks (winter/spring). If a parent asks, I simply tell them to have them work on any app that we use in class.”

“i literally only assign homework because some parents always make a huge deal of it if i don’t.”, “parents are the driving force behind homework ... they demand it and will complain about not receiving it even after explaining your philosophy of education and providing them with pedagogy that refutes the ‘benefits’ of it.”, homework can be useful for certain subjects or grades, “as a teacher of nearly 40 years, i believe homework has its place. especially in math math needs to be practiced to learn it. i don’t believe in giving homework just because. i think it should be purposeful.”.

- Sandra S.

“For those leading the charge against homework, please think about the expectation for students beyond your classroom. If you teach elementary school, will they be asked to do homework in middle school, high school, and beyond? If so, organization, time management, and study skills are not so easily learned at a later age, when the expectation has never been present. I can’t imagine being a student, who enters college, having never had the expectation of nightly HW.”

- Bobbie M.

Is Homework Actually Helpful for Learning?

Some agree that at its core, homework is practice, which is a needed element to achieving learning.

“Homework is practice. Practice the skills we learned about in class so we can review and add to them. My instrumental students are required to practice every day. When they don’t it’s evident.”

Others aren’t as convinced it’s actually a good tool for assessing comprehension.

“As a teacher, if the kids were assigned homework, guess when the papers were graded ... After discovering a Mom had been doing the homework and was making failing grades ... I gave it up ... taught 25 years without it and my students did much better ...”

- Martha H.

Heightens Equity Issues

“no homework ever it is unnecessary it is so elitist and ableist and teaches kids that it is expected to take work home after hours of a job. nope never”, “homework just further separates the students. those who have parents home who understand the work, or can afford a tutor will do so. families already struggling financially tend not to have parents home to help and cannot afford tutors.”.

- Rebecca J.

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Credit: August de Richelieu

Does homework still have value? A Johns Hopkins education expert weighs in

Joyce epstein, co-director of the center on school, family, and community partnerships, discusses why homework is essential, how to maximize its benefit to learners, and what the 'no-homework' approach gets wrong.

By Vicky Hallett

The necessity of homework has been a subject of debate since at least as far back as the 1890s, according to Joyce L. Epstein , co-director of the Center on School, Family, and Community Partnerships at Johns Hopkins University. "It's always been the case that parents, kids—and sometimes teachers, too—wonder if this is just busy work," Epstein says.

But after decades of researching how to improve schools, the professor in the Johns Hopkins School of Education remains certain that homework is essential—as long as the teachers have done their homework, too. The National Network of Partnership Schools , which she founded in 1995 to advise schools and districts on ways to improve comprehensive programs of family engagement, has developed hundreds of improved homework ideas through its Teachers Involve Parents in Schoolwork program. For an English class, a student might interview a parent on popular hairstyles from their youth and write about the differences between then and now. Or for science class, a family could identify forms of matter over the dinner table, labeling foods as liquids or solids. These innovative and interactive assignments not only reinforce concepts from the classroom but also foster creativity, spark discussions, and boost student motivation.

"We're not trying to eliminate homework procedures, but expand and enrich them," says Epstein, who is packing this research into a forthcoming book on the purposes and designs of homework. In the meantime, the Hub couldn't wait to ask her some questions:

What kind of homework training do teachers typically get?

Future teachers and administrators really have little formal training on how to design homework before they assign it. This means that most just repeat what their teachers did, or they follow textbook suggestions at the end of units. For example, future teachers are well prepared to teach reading and literacy skills at each grade level, and they continue to learn to improve their teaching of reading in ongoing in-service education. By contrast, most receive little or no training on the purposes and designs of homework in reading or other subjects. It is really important for future teachers to receive systematic training to understand that they have the power, opportunity, and obligation to design homework with a purpose.

Why do students need more interactive homework?

If homework assignments are always the same—10 math problems, six sentences with spelling words—homework can get boring and some kids just stop doing their assignments, especially in the middle and high school years. When we've asked teachers what's the best homework you've ever had or designed, invariably we hear examples of talking with a parent or grandparent or peer to share ideas. To be clear, parents should never be asked to "teach" seventh grade science or any other subject. Rather, teachers set up the homework assignments so that the student is in charge. It's always the student's homework. But a good activity can engage parents in a fun, collaborative way. Our data show that with "good" assignments, more kids finish their work, more kids interact with a family partner, and more parents say, "I learned what's happening in the curriculum." It all works around what the youngsters are learning.

Is family engagement really that important?

At Hopkins, I am part of the Center for Social Organization of Schools , a research center that studies how to improve many aspects of education to help all students do their best in school. One thing my colleagues and I realized was that we needed to look deeply into family and community engagement. There were so few references to this topic when we started that we had to build the field of study. When children go to school, their families "attend" with them whether a teacher can "see" the parents or not. So, family engagement is ever-present in the life of a school.

My daughter's elementary school doesn't assign homework until third grade. What's your take on "no homework" policies?

There are some parents, writers, and commentators who have argued against homework, especially for very young children. They suggest that children should have time to play after school. This, of course is true, but many kindergarten kids are excited to have homework like their older siblings. If they give homework, most teachers of young children make assignments very short—often following an informal rule of 10 minutes per grade level. "No homework" does not guarantee that all students will spend their free time in productive and imaginative play.

Some researchers and critics have consistently misinterpreted research findings. They have argued that homework should be assigned only at the high school level where data point to a strong connection of doing assignments with higher student achievement . However, as we discussed, some students stop doing homework. This leads, statistically, to results showing that doing homework or spending more minutes on homework is linked to higher student achievement. If slow or struggling students are not doing their assignments, they contribute to—or cause—this "result."

Teachers need to design homework that even struggling students want to do because it is interesting. Just about all students at any age level react positively to good assignments and will tell you so.

Did COVID change how schools and parents view homework?

Within 24 hours of the day school doors closed in March 2020, just about every school and district in the country figured out that teachers had to talk to and work with students' parents. This was not the same as homeschooling—teachers were still working hard to provide daily lessons. But if a child was learning at home in the living room, parents were more aware of what they were doing in school. One of the silver linings of COVID was that teachers reported that they gained a better understanding of their students' families. We collected wonderfully creative examples of activities from members of the National Network of Partnership Schools. I'm thinking of one art activity where every child talked with a parent about something that made their family unique. Then they drew their finding on a snowflake and returned it to share in class. In math, students talked with a parent about something the family liked so much that they could represent it 100 times. Conversations about schoolwork at home was the point.

How did you create so many homework activities via the Teachers Involve Parents in Schoolwork program?

We had several projects with educators to help them design interactive assignments, not just "do the next three examples on page 38." Teachers worked in teams to create TIPS activities, and then we turned their work into a standard TIPS format in math, reading/language arts, and science for grades K-8. Any teacher can use or adapt our prototypes to match their curricula.

Overall, we know that if future teachers and practicing educators were prepared to design homework assignments to meet specific purposes—including but not limited to interactive activities—more students would benefit from the important experience of doing their homework. And more parents would, indeed, be partners in education.

Posted in Voices+Opinion

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An Age-By-Age Guide to Helping Kids Manage Homework

D o you ever wonder whether homework is gauging the child’s ability to complete assignments or the parent’s? On one end of the spectrum, a parent might never mention homework and assume it gets done independently; on the other end are the parents who micromanage to be sure every worksheet is absolutely perfect.

Being too laissez faire about homework might deny a child the support they need to develop executive functioning skills, but being too involved could stifle their independence. So how much parent participation in homework is actually appropriate throughout a child’s education?

Basic homework tips

According to Scholastic , you should follow these rules of thumb to support your child during homework (without going overboard):

• Stay nearby and available for questions without getting right in the middle of homework.
• Avoid the urge to correct mistakes unless your child asks for help.
• Instead of nagging, set up a homework routine with a dedicated time and place.
• Teach time management for a larger project by helping them break it into chunks.

Child psychologist Dr. Emily W. King recently wrote about rethinking homework in her newsletter. King explains at what ages kids are typically able to do homework independently, but she writes that each child’s ability to concentrate at the end of the day and use executive functioning skills for completing tasks is very individual. I talked to her for more information on how much parental involvement in homework completion is needed, according to a child’s age and grade level.

Kindergarten to second grade

Whether children even need homework this early is a hot debate. Little ones are still developing fine motor skills and their ability to sit still and pay attention at this age.

“If a child is given homework before their brain and body are able to sit and focus independently, then we are relying on the parent or other caregivers to sit with the child to help them focus,” King said. “Think about when the child is able to sit and focus on non-academic tasks like dinner, art, or music lessons. This will help you tease out executive functioning skills from academic understanding.”

Elementary-age children need time for unstructured play and structured play like music, arts, and sports. They need outside time, free time, and quiet time, King said. For children who are not ready for independent work, nightly reading with another family member is enough “homework,” she said.

Third to fifth grades

Many children will be able to do homework independently in grades 3-5. Even then, their ability to focus and follow through may vary from day to day.

“Most children are ready for practicing independent work between third and fifth grade, but maybe not yet in the after-school hours when they are tired and want to rest or play. We need to begin exposing children to organization and structure independently in late elementary school to prepare them for more independence in middle school,” King said.

Neurodivergent kids may need more parental support for several years before they work independently.

“Neurodivergent children, many of whom have executive functioning weaknesses, are not ready to work independently in elementary school. Children without executive functioning weaknesses (e.g., the ability to remain seated and attend to a task independently) are able to do this somewhere between third and fifth grade, but it’s very possible they can work independently at school but be too tired to do it later in the afternoon,” King said. “We need to follow the child’s skills and give them practice to work independently when they seem ready. Of course, if a child wants to do extra work after school due to an interest, go for it.”

For students who are not ready to work independently in middle school, it is better to reduce the amount of homework they are expected to complete so they can practice independence and feel successful.

Middle school

In sixth grade and later, kids are really developing executive functioning skills like planning, organizing, paying attention, initiating, shifting focus, and execution. They will still need your encouragement to keep track of assignments, plan their time, and stick to a homework routine.

“Middle school students need lots of organization support and putting systems in place to help them keep track of assignments, due dates, and materials,” King said.

High school

By this point, congratulations: You can probably be pretty hands-off with homework. Remain open and available if your teen needs help negotiating a problem, but executing plans should be up to them now.

“In high school, parents are working to put themselves out of a job and begin stepping back as children take the lead on homework. Parents of high schoolers are ‘homework consultants,’” King said. “We are there to help solve problems, talk through what to say in an email to a teacher, but we are not writing the emails or talking to the teachers for our kids.”

What if homework is not working for them (or you)

There are a number of reasons a child might not be managing homework at the same level as their peers, including academic anxiety and learning disabilities.

If your child is showing emotional distress at homework time, it might be a sign that they have run out of gas from the structure, socialization, and stimulation they have already been through at school that day. One way to support kids is to teach them how to have a healthy balance of work and play time.

“When we ask students to keep working after school when their tank is on empty, we likely damage their love of learning and fill them with dread for tomorrow,” King wrote in her newsletter.

King said in her experience as a child psychologist, the amount of homework support a child needs is determined by their individual abilities and skills more than their age or grade level.

“All of these steps vary for a neurodivergent child and we are not following these guidelines by age or grade but rather by their level of skills development to become more independent,” she said. “In order to independently complete homework, a child must be able to have attended to the directions in class, brought the materials home, remember to get the materials out at home, remember to begin the task, understand the task, remain seated and attention long enough to complete the task, be able to complete the task, return the work to their backpack, and return the work to the teacher. If any of these skills are weak or the child is not able to do these independently, there will be a breakdown in the system of homework. You can see why young students and neurodivergent students would struggle with this process.”

If you and your child have trouble meeting homework expectations, talk to their teacher about what could be contributing to the problem and how to modify expectations for them.

“Get curious about your child’s skill level at that time of day,” King said. “Are they able to work independently at school but not at home? Are they not able to work independently any time of day? Are they struggling with this concept at school, too? When are they successful?”

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Teacher-Parent Communication Strategies to Start the Year Off Right

By prioritizing communication with families at the start of the school year, educators can foster strong parent engagement, break down barriers, and provide support for all students. 

It’s no secret that when schools make a concerted effort to foster healthy, strong relationships with families, students benefit in a number of ways.

Studies suggest that parental involvement can lead to academic gains for students: higher grades and test scores, improved social skills and time on task , better attendance and participation, and decreased behavioral problems in the classroom.

But parent-teacher communication can be challenging, say teachers. In 2006, 50 percent of participants in a survey of more than 1,000 K–12 public school teachers rated parental involvement in their children’s education as inadequate; 48 percent reported parental understanding of the curriculum similarly. And a 2016 study revealed that some of the largest barriers to productive parent-teacher communication were trouble getting to the school site, conflicting work schedules, lack of translation services, and consistent requests for donations or fundraising that seem prioritized over all else.

Though parent-teacher communication will always require a mutual effort on both sides, educators shared their best practices—from home visits to in-school parent workshops—for building strong bonds with families, from the first day of school to the last.

Getting Off to a Good Start

Establishing strong relationships and clear lines of communication at the beginning of the year sets a strong foundation for parent-teacher interactions, according to teachers.

Opening reliable channels of communication: Not all parents communicate the same way. To determine a family’s contact preferences, simply ask them directly, says Erin Healey, an English teacher in Rhode Island. Create a beginning-of-the-year Google Form, use an introductory phone call or email, or discuss the topic at back-to-school night. This is also a great time to learn what languages are spoken at home.

A personalized touch: When in-person parent meetings weren’t possible due to the pandemic, middle and high school teacher Lauren Huddleston found that embedding short, introductory videos in emails was an effective alternative. The video format allowed Huddleston to virtually “share my personality and warmth with parents” at the start of the year, while also outlining the syllabus and explaining classroom expectations.

Your child, in a million words or less: Eighth-grade English teacher Cathleen Beachboard mails out a “Million Words or Less” survey asking caregivers to tell her everything she should know about their child, with a tongue-in-cheek word limit as the only restriction. Huddleston, meanwhile, distributes a survey to caregivers that is meant to capture their child’s attitude toward the subject matter, their motivations, and how they might be feeling about the new school year.

Connecting outside the school walls: To kick off the year, preschool teachers from Educare New Orleans visit the homes of each family. During the visit, parents are asked about their strengths as a family and any goals they have for their child. Educators then help outline what can be done within their classroom to help the child meet and exceed those goals, as well as what families can do at home to help support their child’s learning. They have a follow-up visit near the end of the school year.

Establish Back-and-Forth Communication

Two-way communication where parents can listen and receive information, as well as speak and be heard, ensures a healthy exchange of ideas that welcomes parents as partners in their child’s education, says Beachboard.

Beyond bad news: Consider sharing regular information about how students are progressing and engaging with lessons at school. This is especially important for families that are newer to the country, as “teacher-home communication may be new and is likely to be reserved for bad news only,” explains Louise El Yaafouri, an independent consultant in refugee and immigrant newcomer education.

Get active on social media: Healey recommends creating a classroom Instagram page or Twitter account to post photos and videos of student work, or emailing out a monthly or quarterly blog celebrating student successes and previewing upcoming curricular content for parents. This keeps families in the loop about what their child will be learning next and maintains positive communication with parents, she says.

Real-time tech tools: Platforms like Seesaw or ClassDojo allow kids to share their learning with their parents directly through the app and make real-time updates easier. “If you’re in class and you’re able to take a video of one of your scholars saying, ‘Hi Mom! I’m learning about how to add numbers—10 and 5 makes 15. I’m going to practice tonight when I come home,’ and then the [parent] gets to see, that’s powerful,” says Paul Bannister, a New York–based kindergarten teacher.

Give parents a nudge: Simple text reminders—sometimes called “nudges”—can help parents help their children stay on track. A Columbia University study, for example, found that sending weekly text updates to middle and high school parents about their children’s grades, absences, and missed assignments led to an 18 percent increase in student attendance and a 39 percent drop in course failures. Beachboard says she personally utilizes the Remind app to keep families abreast of assignment due dates and bolster back-and-forth communication.

Bring the Parent Into the Classroom

Research shows that the more deeply a parent is involved in their child’s learning, the larger the impact on the child’s achievement and performance in school.

Show off your families’ strengths: Give parents a chance to highlight their talents, experiences, and skills to get them more engaged in the classroom, says education consultant and retired teacher Terri Eichholz. Eichholz created a Google Form where families could mention any skills that they might want to share with the class—which led to her finding a parent who was a drone operator. “[He] zoomed with my students (back before Zoom was a thing!), and we built an entire field trip around his expertise,” she says.

Provide pathways for entry: At Educare New Orleans, teachers maintain a monthly calendar marked with days on which caregivers are invited to engage with their child inside the classroom. For parents who can’t attend, there’s a take-home activity that provides a similar experience.

Empower students to explain their best work: At Design 39 Campus in Poway, California, parents attend in-school workshops . During the first half hour, students are in the driver’s seat, taking charge and explaining their work to their parents. The second half hour is reserved for parent-teacher communication—including a question-and-answer period—while students attend an elective, gym, or their lunch period.

Making your curriculum transparent: High school history and journalism teacher David Cutler posts two weeks’ worth of lessons and assignments online . The practice provides transparency to families about what their children will be learning—and when— while also allowing him to carve out time to meet with students and parents as they prepare for more challenging assignments.

Reaching Every Parent Where They Are

Historically underserved families are often judged before parent-teacher communication even begins, says Angie Shorty-Belisle, school director of Educare New Orleans.

“The biggest mistake is to think, OK, we’re at a school where we’re servicing [underserved] families; they’re going to be difficult parents,” explains Shorty-Belisle. “Every parent is their child’s first advocate.... No family comes in wanting to be a burden or difficult to the school.”

Close the communication gap: A third of the parents polled in a recent New York Immigration Coalition survey reported not receiving information from their child’s school in the language they speak at home. As schools become increasingly linguistically diverse , teachers can turn to any number of tech tools, like Google Translate, ClassDojo , or the Remind  app to translate communications and reduce language barriers.

Redefine the perception of participation: Work schedules and transportation can be just as significant of a barrier to parent engagement as language, say teachers. “We often think of parent engagement as PTA, coaching the softball team, or chaperoning the middle school dance,” says El Yaafouri, who recommends redefining family participation so that it’s more inclusive. “Sometimes, engagement is ensuring that a child has a quiet place to study at home, or making the right calls to get ahold of school supplies, or sharing wisdom that is unique to one’s lived experiences.”

A more inclusive calendar: One way to show families of diverse learners that they are an important part of the community is by creating an inclusive school calendar at the beginning of the year, says El Yaafouri. Find out what holidays families celebrate—don’t make assumptions—and be cognizant of not scheduling school events on days that might conflict, while creating opportunities throughout the year so that all students and families feel represented and valued .  

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How Parents and Teachers Can Work Together for the Child's Benefit

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Communicate

Approach issues head-on.

• Work Together

Consider Other Perspectives

The best tip for school success is to make sure that parents and teachers are working together as allies. Sometimes, though, it can seem as though there’s a chalk line drawn down the middle of your child’s life.

On the home side, there are all the things you know about your child, the help you give them for homework, and their social development with siblings and peers. On the school side of the line, there are all the things your child’s teacher knows about them, the help they're getting with their school work, and their social development with peers.

The information on both sides can be combined to create a fuller understanding of your child. This is not only of benefit to them but also to you and their teachers. Try these tips for creating a great relationship with your child's teacher.

It’s something parents hear all the time, but it bears repeating. One of the keys to parents and teachers working together is to have good communication. What may not be clear is that communication works both ways.

Certainly, there are a number of things you should tell your child’s teacher about them to help start out the year right, but the responsibility for maintaining good parent-teacher communication doesn’t lie solely on the parent.

Parent-teacher relationships only work well if a teacher not only puts in the effort to respond to your concerns and questions but also reaches out to share concerns and compliments with you.

What can you do when you think the teacher isn’t living up to their part?

Dealing with a difficult teacher is hard but not as uncommon as you may think. If you feel as though your child’s teacher is being unfair or isn’t sharing as much information as they should, it’s time for a parent-teacher conference to ask some questions about what’s going on.

Just keep in mind that in order to get the most out of your time, it’s important to schedule a meeting ahead of time. Just as the teacher catching you on the playground isn’t appropriate, neither is you pulling them aside at a school function.

Deal With the Tough Stuff Together

Not all kids have an easy transition to school or enjoy being at school. In fact, it’s estimated that up to 5% of kids show signs of school refusal behaviors at some point in their school career. And each day innumerable kids complain of being bored at school.

Some parents shoulder the blame and responsibility for their child’s problems, not talking with the school because they feel as if it’s their issue alone to deal with. Some parents get the feeling that the school is passing judgment on their parenting when they receive a phone call asking to sit down and talk about their child. That’s not always the case.

In many situations, sitting down to work out solutions together is the best way to deal with the tough stuff.

Dealing with school refusal , for example, requires you and the school to share what you know about your child and using that information to come up with a plan to get them back into the classroom.

Likewise, exploring the  reasons your child might be bored at school  is best done together. Hearing what your child says at home is helpful to the school, and knowing what’s being seen and said in the classroom gives you some context to use when hearing your child’s complaints.

Building partnerships between parents and teachers can rely on teachers listening to parents and parents taking the time to understand where teachers are coming from. Sometimes parents and teachers both are guilty of dismissing the other’s viewpoint.

As a parent, the more dismissed you feel, the less likely you are to participate in your child’s education. As a teacher, the less you feel like you’re being heard, the more likely you are to stop communicating with a parent.

Things that may seem confrontational, like an outline of what kind of homework help a teacher wants from a parent or a parent outlining what the school needs to do to accommodate a child’s peanut allergy, aren’t always as demanding as they appear. The end goal is the same for both the parent and the school: helping kids be responsible, safe, and successful.   

Elliott JG, Place M. Practitioner review: school refusal: developments in conceptualisation and treatment since 2000 . J Child Psychol Psychiatry . 2019;60(1):4-15. doi:10.1111/jcpp.12848

Help Parents Deal with Homework

Excerpted from A Survival Kit for the Special Education Teacher Every night in millions of homes across the country you can imagine the scenario: the age-old story of children and their homework. The scene may have different characters, but the script is usually the same. Parents have always attempted to help their children with homework. This help ranges from a short occasional explanation to total completion of the task by the parent. Whatever the case, numerous problems exist. In an attempt to cope, parents will use trial and error, bribery, threats, reasoning, and anything they hope will work.

There seems to be little doubt that the motives of the parents are genuine. Who could find fault with the motive of concern? However, it is not the motive that creates the anxiety and tension for both parents and children, but the techniques employed. For some children, school can be a stressful place. When one takes into account work demands, social pressures, concern over parental approval, fear of failure, and so much more, children may need the home as a haven to unwind. If they encounter stress in the form of parental agitation during homework, then where can they "hang their hat?" For those of us who work, it might be comparable to working all day at a job that has its share of stresses and coming home to a tense environment. Think of how long you might be able to handle such a situation. Also keep in mind the alternatives that we have as adults if the pressure gets to be too great. Children do not have the same options.

The following techniques are provided to facilitate the process of homework and prevent frustration, anger, and disappointment: Homework Schedule Rank the Assignments Don't Hover Check Correct Problems First Never Let Homework Drag On All Night Success Strategies for Textbook Assignments Be Aware of Negative Messages Avoid Finishing Assignments for Your Child

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The Burden of ‘Parent Homework’

This is not about a parent helping with homework. It is work given from teacher to parent, passing directly over a child’s head.

By Karen Barrow

On one recent Tuesday, I received two emails with requests from my daughter’s teacher: Send in a collection of 100 things for the 100th day of school, and find something starting with the letter Q for show-and-tell. I already had to get a Dr. Seuss costume together for the next week, and don’t forget silly sock day, crazy hat day and everything else planned for a weeklong celebration of Dr. Seuss. And that’s just for one of my three kids.

The children in this class are 4. They cannot complete these assignments themselves, let alone even read the email.

I refer to these types of assignments as parent homework. This is not about a parent helping with homework. It is work given from teacher to parent, passing directly over a child’s head.

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“There should never be preschool homework,” said Jessica Lahey, author of “The Gift of Failure: How the Best Parents Learn to Let Go So Their Children Can Succeed.” “Research shows it has no academic benefit, it’s a terrible idea for family time, and it’s just a waste of time.”

Parent homework comes in many forms: from finding show-and-tell items and “All About Me” posters for the littlest, to the large-scale science projects, historically accurate costumes and more as children go through the ranks at school.

“We need to pause and ask ourselves if we’ve lost sight of the end goal,” said Phyllis Fagell, a licensed clinical professional counselor and author of “Middle School Matters.” “A 4-year-old will learn more playing pretend fairies and ponies with a friend than filling out a work sheet or collecting 100 paper clips.”

Ms. Lahey agreed. “As a teacher myself, I have to call foul,” she said. “Teachers have to stop assigning projects to kids that aren’t kids’ projects.”

She suggested that the next time I am sent an assignment my child can’t do herself, I first contact the teacher (in person or by email) and ask, “What are the expectations of this assignment?”

“That will force the teacher to reflect back to you what they assigned,” she said.

Then, you can ask the following:

What is the assignment expected to assess?

How much parental involvement is expected?

How long should it take to complete?

This a way of pointing out to a teacher that the assignment is beyond your child’s ability to complete herself, or is perhaps too long for her attention span.

“Teachers don’t want to create frustration at home,” Ms. Fagell said. Often by alerting them to what is going on, they will be willing to modify an assignment to help your child complete it himself.

And if the teacher doesn’t get the hint, be blunt and say that the assignment is simply beyond your child’s ability to complete alone.

“That’s feedback that the teacher should want,” said Laura Guarino, associate dean of children’s programs at Bank Street College of Education.

But if you complain, will the teacher be offended and take it out on your child?

“People always worry that if you ruffle feathers, it will impact how your teacher will look at your child,” said Ms. Guarino.

So enter the conversation with the goal of impressing on the teacher that you want to be able to understand the school’s goals around homework, and how they fit into the curriculum.

“The people who enter a conversation from a place of curiosity are the ones we know are willing to partner with our school to do the best for their child,” said Jed Lippard, dean of children’s programs at Bank Street. “Try inquiry before advocacy.”

So I mentioned to my daughter’s teacher that I felt a little daunted by dressing my daughter as one of the fuzzy, bulbous creatures from the Dr. Seuss books, and she steered me toward printing out a photo of a red fish and taping it to her shirt, as in “One Fish, Two Fish, Red Fish, Blue Fish.” That lowered the bar, and my stress level. Not wanting tape on her shirt, my daughter ending up dressing in a white shirt, black skirt and red bow as Sally, the do-gooder little girl from “The Cat in the Hat,” and I didn’t have to sew, glue or print out a single thing.

But I couldn’t bring myself to ask out of the 100-object assignment. And while my daughter wanted to bring in a box of 100 straws, that just felt like a cop out. Wasn’t she supposed to learn what 100 represented by counting?

She had barely any interest in counting, but I felt I’d be doing her a disservice if I sent her to school empty-handed when everyone else would bring in something.

I felt guilty, overburdened and needing to impress.

We tried counting out 100 Lego bricks in 10 stacks of 10. But, two and a half stacks in, she lost her patience, so with my apologies to my daughter’s teacher, I asked my older daughter, a first-grader, to complete the assignment. (She made it a few stacks further, until I just went in and found the last 23 bricks.)

Was I somehow failing as a parent since my 4-year-old was unable to do it herself, and didn’t even want to do it with me?

Ms. Guarino suggested a different approach. If my daughter’s attention span allowed her to stack only 10 bricks at a time, I could have broken up the assignment and had her stack bricks before dinner, after dinner, before bath time, and after tooth brushing.

If I had thought this through earlier in the school year and spoken to my child’s teacher in September, Ms. Lahey suggested, I could have explained that my goals for the year were for my daughter to become more autonomous.

She could have gone to school with the two and half stacks of Legos she counted, even if it fell far short of 100, and I wouldn’t have had to feel guilty.

“If the child gets things wrong and messes the assignment up, that’s a great opportunity for the entire class to learn from the mistake,” Ms. Lahey said.

Now, especially in light of recent discussions of snowplow parenting in the wake of the college bribery scandal , I feel guilty instead for the help I gave her. I robbed my daughter of an opportunity to see me advocate on her behalf, and I also robbed her whole class of a learning opportunity.

In the interest of transparency, I told my daughter’s teacher I was writing about this. Her response? “Oh, that? The kids in class were asking for homework, so I thought collecting 100 things would be something fun for them to do. But I didn’t care if they did it or not.”

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Follow our news, recent searches, commentary: should holiday homework be banned, advertisement.

The June school holidays have started, but many students and families are experiencing a familiar mix of anticipation and dread, says Dr Eugenia Koh-Chua, a former lecturer and mother of two.

This audio is AI-generated.

Eugenia Koh-Chua

MELBOURNE: The June school holidays  have started for primary and secondary schools as well as junior colleges.  With school out, the fun should begin - but does it really?

While many look forward to a respite from the daily grind of school , the burden of holiday homework hangs over them.

For many parents and tutors, the mid-year break is also the perfect time for an extra academic boost. Let’s not forget June holiday boot camps and intensive revision programmes arranged by teachers and enterprising tuition centres for Primary 6 students taking their Primary School Leaving Examination (PSLE) this year.

The term “holiday homework” itself is contradictory, prompting the question: Should school breaks be a protected sanctuary from homework, or is the expectation of holiday assignments an unavoidable reality?

A BAN ON HOMEWORK? 

The debate surrounding holiday homework extends beyond the borders of Singapore.

In the Philippines, legislative attempts to enforce a weekend homework ban have been ongoing since 2016.  In 2021, the Chinese government enacted the Double Reduction Policy , which includes a limit on homework and a ban on private tutoring classes.

Meanwhile, in Poland, a ban on graded homework for students in lower primary took effect in April. Homework for children in upper primary levels is optional and does not count towards a grade.

These efforts share a common goal: To alleviate the burden of excessive homework and promote greater student well-being.  However, the effectiveness of these measures remains questionable.

In China, the mandate has driven the industry underground and led to exorbitant rates , exacerbating educational inequity. The Chinese experience suggests the potential pitfalls of using a simplistic solution like a hard legislative ban to address a complex social issue.

Drawing lessons from these global examples, I wonder: Should the focus shift from eliminating homework to understanding why parents and schools perceive it as necessary?

Commentary: A China-like tuition ban may not work, but Singapore can still find ways to address overreliance

China launches campaign to halt school bullying, excessive homework

Is homework beneficial.

While the debate on homework rages on, educational research has acknowledged the many potential benefits it serves.

Homework helps to reinforce academic concepts at home, develops time management skills, and encourages independent learning in children. 

Learning at home can offer a more adaptable environment that caters to individual student’s learning pace and needs, particularly benefiting those who thrive with additional support.  Moreover, homework functions as a crucial link between school and home, allowing parents to stay informed of their children’s academic progress.

At the same time, however, an Institute of Policy Studies (IPS) survey published in 2017 showed that 66.7 per cent   of parents with primary school children agreed or strongly agreed that they were stressed over assisting with homework and ferrying them to and from school, and tuition or enrichment classes.

Additionally, nearly 94 per cent of parents in the study expressed a need for the primary school curriculum to be more manageable, reflecting the struggle many parents face in grasping the modern curriculum while balancing work demands in typical dual-income Singaporean households.

In my doctoral study on Singaporean parents’ tensions within education reform, one parent candidly remarked on this struggle: “I don’t think I can impart the (knowledge) skills to them. And I don’t want my children to lose out."

Consequently, many parents delegate homework guidance to educational experts - tuition teachers.

Families spent an estimated S$1.4 billion (US$1 billion) on tuition in 2018, based on data from the last Household Expenditure Survey in 2017 and 2018, up from S$1.1 billion in 2012 and 2013.

These insights highlight parents’ challenges in supporting their children’s learning at home due to a lack of knowledge, skills, time, and energy. Consequently, schools must consider these factors when designing and assigning homework.

Daily Cuts:

Commentary: Parents, getting your preschoolers to cram for P1 can backfire

Commentary: Parents play an outsized role in academic stress children face

Perceived benefits of after-school learning.

Research consistently emphasises the importance of play in nurturing the holistic development of children. What then motivates parents to enrol their children in tuition classes during school holidays?

Many parents I’ve spoken say they feel like they have “no choice” as they mitigate the pressures of a high-stakes education system.

They question how much play alone can contribute to children’s social-emotional well-being if they fail to perform academically. One parent stated, “I don’t need (my child) to be at the top, but I don’t want him to be at the bottom either”.

Parental guilt also motivates many to enrol their children in out-of-school classes. As one parent explained: “If my kids are idle or roaming around at home, I will feel bad as a parent … because it feels like my child is wasting his life away”.

Teachers participating in my doctoral study also reluctantly acknowledge the value of tuition classes for “weaker students”. Unfortunately, in a class size of 40, teachers lack the time and staffing to cater to each child’s learning needs while covering the school curriculum.

They also cited pressure from school leaders and managing familial expectations to assign homework as an indicator of a “good teacher”.

FIND HARMONY, NOT BALANCE 

Amid the ongoing discussion on finding the right balance between work and play for students, the term “balance” implies a rigid 50-50 split between “work versus play”, overlooking the unique needs and strengths of each child, family, and school.

Rather than fixating on achieving a static “balance”, might it be better to consider striving for a harmonious blend between work and play? This approach encourages families and schools to identify the optimal mix that suits their specific contexts, fostering an environment where children can thrive in both learning and well-being.

The ideal combination of work and play will naturally vary in each family, classroom, and school, based on their diverse values, cultures, and aspirations. Nonetheless, this optimal mix should be viewed as fluid and dynamic, constantly adapting to suit the evolving needs of children.

Student agency is an essential ingredient in this optimal blend. Schools should actively seek student input on their homework experiences and understand their preferences for how it is assigned and evaluated.

This not only empowers students but also ensures that homework policies are responsive to their needs and interests.

Schools could consider moving away from compulsory holiday homework towards recommended assignments. Allow parents to determine and decide the homework load that best suits their child based on their family values and aspirations.

Many teachers are already offering non-mandatory assignments in the Student Learning Space online portal during mid-year and end-of-year school holidays. However, it is crucial to complement these assignments with online explanatory videos that provide solutions.

This approach is essential to support struggling students and enhance their self-efficacy by ensuring they understand how to approach and solve the questions independently at home.

Ideally, homework tasks should prioritise inquiry-based learning, embracing a play-based approach that fosters engagement and creativity.

Given the absence of time constraints in the classroom, these tasks can encourage students to explore core learning concepts with scaffolding prompts, developing learner autonomy, and stimulating greater engagement and creativity.

Commentary: Voices of tensions behind the 'kiasu parent' label

Commentary: PSLE stress – a question of not too much, not too little

Through collaborative efforts, schools and families can create a supportive environment that fosters student success and well-being.

In an ideal scenario, if schools and families can embrace a unified approach to revamping homework practices and reimagining the objectives of holiday assignments , we may just be able to find that sweet spot between work and play during the June holidays.

Dr Eugenia Koh-Chua is a sessional lecturer and educational researcher at Swinburne University of Technology (Melbourne). She is a mother of two and a former lecturer in Singapore.

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5 Importance of Acknowledging Student Effort

5 behavior rewards for elementary students, 5 academic achievements rewards, 5 homework reward ideas, 5 art rewards for students, 5 kindness rewards for students, 5 teamwork rewards for students.

Ever feel like you’ve tried every trick in the book to keep your students motivated and nothing sticks? You’re not alone! Let’s explore some fresh classroom reward ideas together—simple, creative ways to give your students the boost they need and deserve. Let’s turn those everyday challenges into opportunities!

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• Motivation and Engagement: Rewards help make school more interesting for students. When they know there’s a chance to earn a reward, they’re more likely to take part and stay focused.
• Behavior Management : Using rewards can help improve how students behave. When they receive something positive for good behavior, they’re more likely to keep it up.
• Positive Reinforcement : This method shows students that good things happen when they do well. It helps them connect learning and good behavior with positive results.
• Achievement and Performance: Recognizing students when they do well can motivate them to keep trying and achieve more.
• Building Relationships: Giving personal recognition can make students feel valued. This strengthens the bond between teachers and students , creating a supportive classroom environment.

Creating a supportive and positive learning environment is key for young students. Integrating behavior rewards for elementary students not only promotes good habits but also makes school a fun and rewarding place. Here are five effective classroom reward ideas that can help encourage and recognize positive behaviors in your students:

• Extra Recess Time: Who doesn’t love more time to play? Offering extra recess time as a reward encourages the whole class to work together for more fun. This group incentive for students not only boosts morale but also promotes healthy physical activity.
• Sticker Charts: Sticker charts are a classic and effective classroom reward idea. Every time a student exhibits good behavior, they earn a sticker. Filling up a chart can lead to a larger reward, making this a fun and visual incentive for students.
• Treasure Box: A treasure box filled with small toys and goodies can be a magical source of motivation. Kids earn the chance to pick a prize from the box for their positive behavior, making this one of the most exciting ideas for rewards in the classroom.
• Show and Tell Opportunities: Giving students rewards in the form of sharing something special during show and tell helps boost their confidence and speaking skills. It’s a great way for them to connect with classmates over shared interests.
• Praise Postcards: Sending home a postcard praising a student’s good behavior is a heartfelt incentive that extends the recognition beyond the classroom. It allows parents to share in the celebration of their child’s achievements, reinforcing positive behaviors at home too.

Recognizing academic accomplishments not only encourages students to strive for excellence but also reinforces the importance of educational achievement. Here are five effective academic rewards and incentives for students that celebrate their successes and keep learning exciting:

• Certificate of Achievement: Offering Certificates of Achievement is a classic example of teacher rewards for students. It’s a tangible way to acknowledge their hard work at achieving academic milestones and to motivate them to continue excelling.
• Homework Pass: A Homework Pass is a cherished free reward for students, especially for those who consistently submit outstanding work. It allows them to skip a single homework assignment, giving them a break as a reward for their diligence.
• Educational Games Time: Incorporating extra time for educational games can be one of the fun classroom rewards that make learning engaging. This approach encourages students to associate learning with enjoyable activities, enhancing their educational experience.
• Feature on a Classroom Bulletin Board: Publicly celebrating student achievements by featuring their work on a Classroom Bulletin Board is a powerful motivator. This visibility fosters pride and sets a benchmark for other students to aspire to.
• Book Club Picks: Allowing high achievers to select books for the class reading list empowers them to actively participate in their education. It’s a rewarding experience that respects their input and encourages a deeper engagement with literature.

Getting students excited about homework can be a challenge, but the right incentives can make all the difference. Here are five homework reward ideas that not only encourage timely and consistent completion but also make the process rewarding and fun. These strategies are perfect for fostering a positive learning environment and showing appreciation for students’ efforts.

• Free Choice Activity Time: Allowing students to pick their activities is a standout among classroom reward ideas. It gives children the autonomy to choose how they want to use their time, making it a prized reward for diligent homework completion.
• Positive Phone Call Home: Making a positive phone call home is one of the most meaningful rewards for students in the classroom. It not only acknowledges their hard work but also involves their parents in the celebration of their academic success.
• Fun Stationery Packs: Equipping students with fun and unique stationery packs can be an exciting classroom rewards for elementary students. These packs make homework more enjoyable and show students that their efforts are appreciated.
• Breakfast Club: Hosting a Breakfast Club is a delightful incentive and one of the creative rewards for kids in school. It offers a fun and social reward for those who consistently complete their homework, promoting both good habits and community.
• Extra Computer Time: Additional computer time is highly valued as it enhances learning through technology. This reward supports educational engagement and is a practical use of classroom resources to motivate students.

Encouraging artistic expression is not only about teaching art; it’s about inspiring creativity and recognizing students’ efforts in unique ways. Here are five creative rewards that can help nurture the artistic talents of your students:

• Art Supplies: Rewarding students with new art materials is a fantastic way to encourage their creative endeavors. Whether it’s new paints, brushes, or sketchbooks, fresh supplies can spark excitement and motivate students to explore their artistic potential.
• Display Art in School: Offering students the opportunity to display their artwork around the school can be incredibly rewarding. It gives them a sense of pride and accomplishment and enhances the school environment, making it a gallery of student creativity.
• Art Class Helper: Allowing a student to assist in organizing art supplies or choosing the next project can be a great incentive. This role not only makes them feel valued but also encourages responsibility and leadership within the art class.
• Attend a Workshop: Providing tickets to a local art workshop or event is an enriching reward that can broaden a student’s exposure to the arts. It’s an exciting way for students to learn new techniques and get inspired by professional artists.
• Artistic Director for a Day: Let a student be the ‘Artistic Director for a Day’ where they can lead a small art project or activity. This reward fosters leadership and decision-making skills while allowing them to express their creative vision with their classmates.

Recognizing and rewarding acts of kindness in the classroom not only promotes a positive atmosphere but also encourages students to care for one another. Here are five thoughtful ways to acknowledge and incentivize kindness in students:

1. Kindness Medals: Awarding Kindness Medals for acts of compassion is a visual and memorable way to honor students. These medals serve as a tangible reminder of the value of being kind and encourage others to act similarly.

2. Positive Note Home: Sending a note home to parents about their child’s kind acts is a powerful tool for reinforcing positive behavior. It not only makes the student feel appreciated but also involves parents in the positive culture being cultivated at school.

3. Role Model for a Day: Allowing a student who has demonstrated exceptional kindness to be a classroom leader for a day is a great incentive. This role empowers them to set a positive example for their peers and reinforces leadership qualities.

4. Lunch with the Teacher: Hosting a special lunch with the teacher to celebrate a student’s kindness is a personal and highly valued reward. It provides an opportunity for meaningful connection between teacher and student, reinforcing the positive behavior.

5. Special Recognition at School Assemblies: Publicly acknowledging kind acts during school assemblies gives students a platform for recognition in front of their peers. This not only celebrates their behavior but also sets a community-wide example of the importance of kindness.

Fostering a culture of teamwork is vital for building collaborative skills among students. Here are five teamwork rewards that can encourage and celebrate effective collaboration:

• Team Leader of the Week: Recognizing a student as the ‘Team Leader of the Week’ is a creative reward for students who show exceptional leadership during class projects. This acknowledgment motivates others to strive for similar recognition, enhancing leadership skills across the classroom.
• Group Movie Time: Hosting a movie session as a reward for great teamwork is a fun and free reward for students. It allows teams to relax and enjoy their success together, strengthening bonds and encouraging future collaboration.
• Team Lunch: Offering a team lunch, like pizza, for the best collaborative group mixes fun with recognition. It’s a tasty way to celebrate the hard work and dedication of a group, making teamwork a rewarding experience.
• Collaboration Corner: Creating a ‘Collaboration Corner,’ a dedicated space for team activities , provides a physical reminder of the rewards of working together. This space can be used for brainstorming, project work, or simply a place to gather and share ideas.
• Team Trophies: Giving out temporary team trophies that teams can earn weekly is an exciting and visual way to commend groups for their cooperative efforts. These trophies foster a friendly competition and highlight the importance of working together towards common goals.

Implementing these classroom reward ideas can significantly enhance student motivation and foster a positive learning environment. By acknowledging individual achievements and collaborative efforts, we create a more engaging and supportive classroom for all students.

Frequently Asked Questions (FAQs)

What can i do instead of rewards in the classroom.

Instead of using rewards, you can focus on intrinsic motivation by setting personal goals for students, providing meaningful feedback , and creating a classroom culture that values curiosity and learning for its own sake.

How do you reward individual students?

You can reward individual students by providing verbal praise, giving personalized feedback, or offering small privileges like choosing a classroom activity or leading a group task. These methods help acknowledge and celebrate their unique contributions and achievements.

What are tangible student rewards?

Tangible student rewards include physical items like stickers, certificates, small toys, or books. These rewards are given to students to recognize their efforts and achievements and can serve as a motivational tool in educational settings.

What is the marble jar reward system?

The marble jar reward system involves adding marbles to a jar as a class earns them for positive behavior or achievements. Once the jar is full, the class earns a collective reward, such as a party or extra recess, encouraging teamwork and positive behavior.

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Captions in World Languages Help Parents Understand Homework to Help Their Children at Home

We all know the importance of parental involvement in our students' education. But how can we bridge the language gap to ensure every parent can effectively help their child with homework?

That’s where Screencastify’s World Language captions can help!

With Captions in World Languages, viewers can easily translate your content into their preferred language with just a few clicks. This exciting update empowers teachers and admins to offer their audience seamless translation of captions into over 90 languages from English. Additionally, you can effortlessly record your content in any of our supported languages and then translate the captions into English. 

In the US, more than 80% of parents believe that homework is important for learning . Even though 51% of parents reported that students should do their homework on their own , on average, 73% of parents reported helping their child with homework completion. ( https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2019.01048/full ) 

Many parents might not be fluent in English, but they're still eager to support their children's learning. By providing translated captions alongside our instructional videos or materials, we empower parents to understand the content and assist their kids more effectively.

For example if we have a video tutorial on long division with English captions, we could also include captions in languages spoken by our students' families, like Spanish, Mandarin, or Arabic. In addition translating homework assignments directions and details can also help parents and children understand the purpose of the homework.

With Captions in World Languages, you can create a unified video experience, allowing viewers to easily translate your content into their preferred language with just a few clicks.

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Teachers Are Opening Up About The Most Difficult Parents They've Ever Dealt With, And I Don't Know How They Do It

"Parents who are in denial will waste your time and ruin your sanity."

BuzzFeed Staff

We asked members of the BuzzFeed Community who work as teachers to tell us about their worst encounters with parents. Unsurprisingly, the stories were completely infuriating. Here's what people shared:

1. "a student attempted to push me down the stairs. i grabbed the railing and tweaked my wrist while preventing my fall. i had to get an x-ray. the student was suspended. the parents ignored the suspension and sent the child (eighth grade) to school the next day. they refused to come get him, so he spent the day in the office. the next day, i was told to keep my distance from the student and always have a clear path to the door to escape if he came at me again. the parents refused to believe this wasn't an accident and questioned what i saw and heard him say to his friends as he pushed me.".

— mellowshield58

2. "Office staff here. I had an angry parent call 911 on me because I would not let her into the building. She called yelling at me because her son, who was NOT a student at my school, was told to leave the school grounds. I explained that he was asked to leave because he wasn't enrolled at our school, and she started yelling, so I hung up. She then came to school threateningly, and I wouldn't let her in the building. She called 911 so the police would come and make me let her in so she could scream at me. They, of course, said, 'Sorry, you're not getting in. The staff did the right thing by protecting themselves and the students.' I was hoping they would cite her for unlawful use of 911, but they didn't."

—Kathy B., Facebook

3. "I teach high school math. I once had a grandmother chase me down the hallway after school because I did not have a grade in the grade book for a quiz I gave out THAT MORNING! She expected me to get everything graded while teaching and planning all day. She threatened to go talk to the principal about this."

4. "a student attempted to steal another student's brand-new iphone. the sticky-fingered student took it from a locker and put it in her backpack; video footage supported this. her parent went ballistic afterward, not because her sticky-fingered daughter stole the phone. nope, she was irate because her sticky-fingered daughter was 'soooo traumatized' by staff members who retrieved the phone that wasn't hers to begin with. according to mom, sticky fingers did not feel safe. her mom threatened to sue. nothing was done about the theft, and the aforementioned sticky-fingered student was allowed to return to the school. i. was. done.".

5. "In my first year of teaching, I had a student who constantly harassed other students verbally and even physically. For the sake of other students' safety and ability to focus, I tried having her sit separately while all the other students worked in groups (art class). The mom came storming in, informed me her daughter had to be seated with her 'friends' (who did not want to sit with her), and then said I hated kids and was only doing this for the money. I thought of my former classmates at my Ivy League school who were making the big bucks while I was teaching in a Title 1 school for a pittance. I managed not to laugh in her face."

— shycaptain24

6. "Preschool teacher here. A parent showed up 30 minutes after closing to get his child and didn't apologize for being so late, but rather, he said, 'I have a real job, and real jobs sometimes run late.'"

7. "First year teaching. First day of parent conferences ever. A parent screamed at me that I hated their child, and when I showed them a book at the level the kids were expected to be reading at, the mom picked it up and threw it across the table at me. I have been very fortunate with parents since then, but I'll never forget how small that mother made me feel as a brand-new teacher just trying my best."

— meganblair

8. "A parent told me she would punch anyone who corrected her daughter in the face, all in front of the silent principal. Obviously, the child had issues following basic instructions and rules."

— francesjoys

9. "I worked in the special needs department of a high school. At this school, there was an entrance only for our students, and a mom insisted she was allowed to use it, too. She wasn't. ALL guests (whether you're a parent or not) must go through the main office and get a badge. My boss then told this mom that she had to go to the front, and she said, 'No, I don't. My son comes through here, so I can, too. I'll be, like, three minutes, anyway. I'm just picking him up.' My boss stood her ground and said, 'No, I understand the confusion here, and I know you're only going to be here for a few minutes, but there are safety protocols, and I need you to check in at the front. Please.'"

"The mom slapped my boss across the face and said, 'No, I'm' going to get my son.' And she did. I want to clarify that the student being picked up was okay. He was not leaving early because he was sick or anything. We all told my boss to sue her or something for her doing that. My boss feared causing drama because they went to the same church."

10. "I'm a librarian at an elementary school, not a teacher. I've had some REALLY annoying parent experiences, but this one takes the cake. Two years ago, this mom tried to ban a quarter of the books in the library. That's not an exaggeration. Literally a QUARTER. Almost all of those books were about POC and/or LGBTQ+ people. She failed partly because it's a pretty progressive district (and partly because no one wanted us to lose a quarter of the library). But still. Jesus."

— moonlitrat

11. "English teacher here. I had this girl in my class who (on the second day of class) would not pay any attention and would constantly talk to her friend. I politely asked her multiple times to pay attention and answer the easy question she was asked (or at least try to); she just sat there and glared at me silently. The next day, I had a phone call from the mother: 'My little girl told me what you did in class yesterday!' 'So what did I do?' 'You yelled at her! She came home in tears because you bullied her because she didn't know the answer to a hard question!' 'No, I didn't. I was just asking her to pay attention and try to answer!' 'NOOO, my little girl would never lie to me! You BULLIED my poor little girl!'"

"The girl and her friend had thought of telling her mother that lie to avoid having to come to my class (it was during the summer). I asked the other students in my class if I had been too harsh or cruel with her, and they all denied it. But, this mother kept saying how I bullied her POOR LITTLE GIRL. Poor, poor baby girl. The girl was 15!!!!!"

— mudda8139

12. "I moved to a new state after six years as an elementary school principal. I'm a big believer in contacting parents. On the first day of the new job, I called the parent of a misbehaving child. I had just introduced myself when the parent interrupted and said, 'Mr. Principal, let me stop you right there. I have to put up with him for 15 hours a day. When he's there, he's your problem.'"

13. "I'm no longer teaching, but my worst parent encounter was with a mom whose kid had called me slurs multiple times. Unfortunately, it became pretty clear that the student was just parroting the language the mom used to refer to me. She said outright that she wasn't mad the student had called me slurs; she was mad that the student had called me slurs *at school.* Classy."

14. "i had a prim and proper parent (who is also a teacher) walk into a parent-teacher conference, dressed to the nines, take out our district policy, and hand me a highlighted chunk where she claimed i was violating said policy — all because her son wasn't getting an a. thankfully, i had admin sit in on this conversation. we just rolled our eyes as she walked away. after her son, a really sweet kid, earned an a (to his credit), my principal and i didn't hear a peep.".

— wickedgoose82

15. "As a high school drawing teacher, I believed a student had traced a picture. But I knew how the game was played and gave her a low A. My mistake was questioning the student. A few days later, her father showed up and spent over an hour of my time trying to convince me that she didn’t trace it. I asked him what he wanted me to do. Was I supposed to raise her grade? No, he said, 'I want you to believe that she didn’t trace it.'"

— cornygoat29

16. "I taught high school math. I had a student in the back of the classroom who was very distracting to others. I moved her to the front for the remainder of that class period so everyone could pay attention better. I received an email from her mother scolding me for moving her to the front, saying she should be allowed to sit wherever she wanted."

17. "Parents who are in denial will waste your time and ruin your sanity. I have worked in special education. Parents stress teachers tremendously because we cannot cure or fix their children. Some principals and administrators think teachers can bridge all these gaps. COVID brought more problems and changes. Technology and 24-hour access have ruined education. Parents think you should cater to their needs. Sometimes, it has nothing to do with the children. You are never rewarded for being an expert in your field. Administrators just use you to meet their needs. The only people who suffer are teachers and students. Education sucks. It is getting worse. Kids are probably less educated and morally blocked."

— janenecampbell1

18. "I was teaching wood shop, and I caught a student chasing other students with a stick and poking them. I had a conference about the incident with the student's father, the principal, and the student. The student told us that he found the stick and was showing it to other students. His father turned to me and said, 'See? He was doing you a favor and should be commended for it.' This is the same student who complained about reading the safety procedures for the woodworking machines and said out loud in class, 'How do you expect us to learn anything if you keep making us read?'"

19. "I teach high school math. During a parent-teacher conference, a mother came in heated. I asked her if there was anything she wanted to discuss since I knew she had something on her mind. She said she was mad I didn't respond to her email about her son. I apologized and replied that I didn't remember seeing the email come through. She whipped her phone out to prove me wrong. When she found the email, she started yelling at her son. He had told her a different teacher's name, so I did not receive the email. They left without an apology."

20. "i had a fourth-grade student constantly getting in verbal fights with other students. i had spoken to the mom about it multiple times with little success. one day, a fight turned physical (we broke it up). i called the mom for a meeting to tell her, and she told me, verbatim, 'i don't know what the goal is, but i don't want to hear any more about my child getting into fights. you expect me to talk to them about it, and it's ruining my relationship with them.' lady, it's your child. policy is that i have to tell you, and you should want to know. this was one of the incidents that pushed me to leave the job. ps: pay teachers more, please.".

21. "I teach English as a second language to 16-year-old students who have had to take English as a second language class since they were 6. One day, a mom called and ripped me a new one for speaking English to her daughter during class. The number of times I've had to justify speaking English in my English class over my 24 years of teaching is just unreal. I even had to convince a school principal once and had to defend giving a failing grade to a student who didn't write their finals in English because it wasn't specified the end-of-year essay of the English class had to be written in English."

22. "my students are all made aware that we do not plagiarize others' work, famous or not, in art. i had a student copy another's design almost completely. the student in question added one very small change, but the rest was exactly like another student's design that had been turned in. when the copied piece was turned in, i gave it a 0 for plagiarism. the student's parents requested a meeting with the principal and me, and then they proceeded to defend their child's work, saying that the one small element made it a totally different piece. the father went on to say that in the college he taught at, he let his students copy a little. i also teach at the college level, and in my school, we do not allow plagiarism, period. so disappointing the example these parents set for their child.".

23. "I once had a parent tell me I had given her son, formerly a straight-A student, a B because I didn't like her!"

24. "there was a mother who kept emailing me about every little point i deducted on her 10th-grade son's' schoolwork, asking me to explain why it was wrong. one day, i overheard the kid tell his friend that his mom did all his homework.".

25. "Our school got the wonderful opportunity to host the winner of the best high school mariachi band contest, as they were coming to our town for a concert. A student's father called asking if it was true and asking if it was mandatory. I said yes, all assemblies were mandatory at our middle school. He screamed at me, saying his daughter would never be forced to listen to 'Mexican music' and have 'Mexican culture shoved down her throat.' I told him he was being inappropriate and said he should talk to the principal. The principal had been excited to have the whole school hear the mariachi band, but whatever that dad said to her got that one child out of the assembly. I left teaching about 18 months after that happened. Parents are the worst part about teaching."

— notjoshselig

26. "I taught preschool. I had a parent email me saying I was deliberately excluding their child from activities outside of school. Apparently, one of my students was having a birthday party, and the parent of the birthday girl had given my director the invitation email to send to the class (my director did not want teachers handing out invites). My director had accidentally misspelled one of the moms' email addresses, and they didn't know about the party until another parent spoke about it after it happened. I was ripped a new one via email from this parent, with my director CC'ed on it, telling me I must have an issue with the child because I was deliberately excluding them and how awful of a person I am because I was cruel to children."

"My director wrote back, admitting it was her fault. The parent just said, 'Oh, okay,' and that was the end of it. I never got an apology, and the parent avoided me for the rest of the time their child was in my class."

— dmcrowe12

27. "Oh boy. When I taught sixth grade, a student constantly lied to adults about her actions. She'd start fights and then claim it was others, accuse me of racism all the time, etc. One day after school, her mother phoned me, threatening to come to the school with police officers because her daughter had been ganged up on and hit by other students that day, and I 'did nothing to protect her.' In reality, she had started severely beating on another boy in my class — a boy who had PTSD from growing up in a war-torn country. The boy had bruises all over his back from her. This mother didn't even care when I explained what happened. It was a very difficult battle all year. As a teacher, you will never get an apology or closure from those parents, even though you go through hell and try your best for their kids."

— packofdogs

28. "I had a parent trick me into sending lessons home for a month because her daughter was too ill to get out of bed, much less attend school. Surprise, surprise, I saw the kid at the pep rally doing cartwheels and really shaking it on the dance team. Turns out she had been attending daily dance practice for the entire month."

29. "I once had a parent ask me to teach in a substantially different way so I'd match her high school daughter's preferences. Her daughter had a 20% attendance rate. I was like,' 'Madam, how will she know?'"

30. "i caught a student with an 8.5x11 typed 'cheat sheet' during a test. his father said it couldn't have happened because his son's test scores were 'always so good,' he didn't need to cheat. so, therefore, he didn't.".

31. "I had a student who, by the time he came to my school, was on his third school after being kicked out of the previous two. This kid was HELL ON EARTH, and his mom knew, AND she knew enough of school law and politics not to have him removed from this school. He terrorized the admins, other teachers, and myself all year, and the most we could do was send him to ISS. Anytime we scheduled a parent conference, his parents would never show, and whenever he was suspended, his mom would fight it until the suspension was reversed."

32. "i teach preschool and am so happy to finally be at a school where the owners and director put their teachers first. i had a parent a couple of weeks ago throw a giant tantrum over something small. on her way to pick up her sick child, she called my director and said all kinds of horrible things to her. then she came in and was rude to me in front of my class. the owner immediately emailed her an official letter of childcare termination.".

— sarah9488

33. "I had a parent file a false police report claiming I physically assaulted her child. The child refused to go into the classroom and spent all day, every day, running around the playground and the parking lot. I was on the 'safety team' and would monitor the child, typically from a distance, to ensure they did not hurt themselves. Although I am trained and certified to restrain children who are a harm to themselves or others, I never attempted to touch or restrain this child because they weren't hurting anyone, just refusing to participate in their education. Some parents are in such deep denial about the needs of their child that they resort to outrageous accusations without a second thought."

34. and: "i used to be a preschool teacher. parents' behavior is one of the things that made me decide to leave the job, amongst other things, like the low pay for a job that, in my country, requires a four-year degree. the moment i knew i was done was during a parent-teacher conference. both the mom and dad came, which i always appreciate. their child was a mediocre student who needed a bit of extra stimulation in preschool math. nothing outlandish. i had prepared some homework for them to help their child. easy. their attitude changed when i explained what their son needed to prepare for the tests. the mom looked at the dad. the father cleared his throat, stood up, raised his voice like a boss would to his employees, and said: 'listen, my wife and i both have a university degree. and you you're a teacher. hahaha. so, please do not tell us what to do with our child' i have never felt so humiliated.".

— warriorinthegarden_

Teachers, I'm so, so sorry. If you work in education and have a parent horror story you'd like to share, please tell us in the comments or submit anonymously using this form .

Note: Submissions have been edited for length and/or clarity.

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What did you do when you couldn’t solve a tricky maths equation?

Did you search for the answer on Google, skip doing the homework altogether and tell your teacher dog ate it, or watch as your parents asked Alexa for the answer?

As bizarre as it may sound, the latter scenario is happening at an alarming rate, as parents and grandparents struggle to help kids complete their homework – particularly mathematics. 

There comes a time when homework becomes a little too advanced for parents to help with, especially as many forget how to do tricky long divisions, algebra or the names of all the triangles once they finish school . With over 500 million Alexa-enabled devices sold worldwide, people are using technology to their advantage when it comes to maths.

New data commissioned by the Department for Education ’s Skills for Life campaign and Kindred found that 54% of parents would say they ‘would struggle to know where to start’ if left to their own decisions when helping children with their maths homework.

The Skills for Life campaign is encouraging adults of all ages to up their skills and learn something new, and to boost their confidence when helping their children at home and potentially improve their own career prospects. 

Of the 2,250 adults surveyed, 69% said they use the internet to help solve schoolwork problems and 20% reported using virtual assistants, like Alexa and Google Assistant, to help tutor their kids at home. Maths was revealed to cause the most angst and was voted the least favourite homework subject among parents and grandparents.

The data comes as education groups raise concerns about the growing use of AI in students’ work. Asking a virtual assistant for help on a task you plan to finish yourself is quite different to asking ChatGPT to come up with the answers for you, it raises questions about how much we rely on technology. 

A 16-year-old student identified only as Fiore previously told Metro.co.uk that he turned to ChatGPT when he realised an English essay was due the next day. It’s 2024 after all, and his story serves as a stark reminder that the days of cramming the assignment into an all-nighter or turning to SparkNotes for help are long gone.

Although many people would fear plagiarism detectors or eagle-eyed lecturers spotting AI-generated essays , the student wasn’t afraid about being caught. 

However, not all students are using AI to cheat and not all are using ChatGPT, with some turning to Gemini, which was developed by Google. Chatbots have also been found to be helpful for students with dyslexia when it comes to comprehending in-depth academic texts. 

Jane Basnett, director of digital learning at Downe House School in Berkshire admits that homework can be tricky for parents. ‘In the old days, parents turned to the Encyclopaedia Britannica to find responses, visited the library with their child or they asked a more informed friend,’ she told Metro.co.uk. ‘They had conversations and made discoveries about different topics that perhaps they had not known about before.’ 

This practice, however, has changed drastically now that technology is just one tap, swipe or voice command away. ‘Finding the knowledge is one thing, understanding it and engaging with it properly is another.

‘Parents need to encourage their child to understand the GenAI output and to put their own responses together.

‘These are just the sort of conversations that teachers are having with their students in classrooms across the country. Gen AI (generative artificial intelligence) is a tool that can very quickly do your homework for you but in doing so, it takes away the key important elements of education: learning, discovering and critical thinking.’

One dad, Paul Duggan, 68, from London made a huge life change after realising he couldn’t help his daughter with her homework. He completed a Skills for Life Numeracy course in 2020, when his daughter Rebecca was 10, after she inspired him to sign up.

He has since gone on to achieve a Functional Skills qualification in maths, which is equivalent to a Maths GCSE. 

‘I always had a difficult relationship with maths,’ he said. ‘I think a lot of people do. When my daughter, Rebecca, started needing more help with her homework I realised that if I didn’t tackle my fear of numbers now, not only would I be unable to help, but I’d also risk passing on my negative relationship with maths, which I certainly didn’t want to do.’

Not all parents will be able to find the time to brush up on their maths skills, as they often have to balance full-time jobs, the needs of other children, the cost of living and general life stuff. But for those like Paul who could, it has proven to be invaluable.

‘Signing up to the Skills for Life course was honestly one of the best decisions I’ve ever made. It’s helped boost my confidence with everyday sums, and I’ve also grown a lot closer to my daughter, Rebecca, in the process, helping her solve equations and more complex problems as she studies for her maths GSCE.’

Do you have a story to share?

Get in touch by emailing [email protected] .

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