how much homework should a 7 year old get

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What’s the Right Amount of Homework?

Decades of research show that homework has some benefits, especially for students in middle and high school—but there are risks to assigning too much.

Many teachers and parents believe that homework helps students build study skills and review concepts learned in class. Others see homework as disruptive and unnecessary, leading to burnout and turning kids off to school. Decades of research show that the issue is more nuanced and complex than most people think: Homework is beneficial, but only to a degree. Students in high school gain the most, while younger kids benefit much less.

The National PTA and the National Education Association support the “ 10-minute homework guideline ”—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students’ needs, not the amount of time spent on it.

The guideline doesn’t account for students who may need to spend more—or less—time on assignments. In class, teachers can make adjustments to support struggling students, but at home, an assignment that takes one student 30 minutes to complete may take another twice as much time—often for reasons beyond their control. And homework can widen the achievement gap, putting students from low-income households and students with learning disabilities at a disadvantage.

However, the 10-minute guideline is useful in setting a limit: When kids spend too much time on homework, there are real consequences to consider.

Small Benefits for Elementary Students

As young children begin school, the focus should be on cultivating a love of learning, and assigning too much homework can undermine that goal. And young students often don’t have the study skills to benefit fully from homework, so it may be a poor use of time (Cooper, 1989 ; Cooper et al., 2006 ; Marzano & Pickering, 2007 ). A more effective activity may be nightly reading, especially if parents are involved. The benefits of reading are clear: If students aren’t proficient readers by the end of third grade, they’re less likely to succeed academically and graduate from high school (Fiester, 2013 ).

For second-grade teacher Jacqueline Fiorentino, the minor benefits of homework did not outweigh the potential drawback of turning young children against school at an early age, so she experimented with dropping mandatory homework. “Something surprising happened: They started doing more work at home,” Fiorentino writes . “This inspiring group of 8-year-olds used their newfound free time to explore subjects and topics of interest to them.” She encouraged her students to read at home and offered optional homework to extend classroom lessons and help them review material.

Moderate Benefits for Middle School Students

As students mature and develop the study skills necessary to delve deeply into a topic—and to retain what they learn—they also benefit more from homework. Nightly assignments can help prepare them for scholarly work, and research shows that homework can have moderate benefits for middle school students (Cooper et al., 2006 ). Recent research also shows that online math homework, which can be designed to adapt to students’ levels of understanding, can significantly boost test scores (Roschelle et al., 2016 ).

There are risks to assigning too much, however: A 2015 study found that when middle school students were assigned more than 90 to 100 minutes of daily homework, their math and science test scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015 ). Crossing that upper limit can drain student motivation and focus. The researchers recommend that “homework should present a certain level of challenge or difficulty, without being so challenging that it discourages effort.” Teachers should avoid low-effort, repetitive assignments, and assign homework “with the aim of instilling work habits and promoting autonomous, self-directed learning.”

In other words, it’s the quality of homework that matters, not the quantity. Brian Sztabnik, a veteran middle and high school English teacher, suggests that teachers take a step back and ask themselves these five questions :

• How long will it take to complete?
• Have all learners been considered?
• Will an assignment encourage future success?
• Will an assignment place material in a context the classroom cannot?
• Does an assignment offer support when a teacher is not there?

More Benefits for High School Students, but Risks as Well

By the time they reach high school, students should be well on their way to becoming independent learners, so homework does provide a boost to learning at this age, as long as it isn’t overwhelming (Cooper et al., 2006 ; Marzano & Pickering, 2007 ). When students spend too much time on homework—more than two hours each night—it takes up valuable time to rest and spend time with family and friends. A 2013 study found that high school students can experience serious mental and physical health problems, from higher stress levels to sleep deprivation, when assigned too much homework (Galloway, Conner, & Pope, 2013 ).

Homework in high school should always relate to the lesson and be doable without any assistance, and feedback should be clear and explicit.

Teachers should also keep in mind that not all students have equal opportunities to finish their homework at home, so incomplete homework may not be a true reflection of their learning—it may be more a result of issues they face outside of school. They may be hindered by issues such as lack of a quiet space at home, resources such as a computer or broadband connectivity, or parental support (OECD, 2014 ). In such cases, giving low homework scores may be unfair.

Since the quantities of time discussed here are totals, teachers in middle and high school should be aware of how much homework other teachers are assigning. It may seem reasonable to assign 30 minutes of daily homework, but across six subjects, that’s three hours—far above a reasonable amount even for a high school senior. Psychologist Maurice Elias sees this as a common mistake: Individual teachers create homework policies that in aggregate can overwhelm students. He suggests that teachers work together to develop a school-wide homework policy and make it a key topic of back-to-school night and the first parent-teacher conferences of the school year.

Parents Play a Key Role

Homework can be a powerful tool to help parents become more involved in their child’s learning (Walker et al., 2004 ). It can provide insights into a child’s strengths and interests, and can also encourage conversations about a child’s life at school. If a parent has positive attitudes toward homework, their children are more likely to share those same values, promoting academic success.

But it’s also possible for parents to be overbearing, putting too much emphasis on test scores or grades, which can be disruptive for children (Madjar, Shklar, & Moshe, 2015 ). Parents should avoid being overly intrusive or controlling—students report feeling less motivated to learn when they don’t have enough space and autonomy to do their homework (Orkin, May, & Wolf, 2017 ; Patall, Cooper, & Robinson, 2008 ; Silinskas & Kikas, 2017 ). So while homework can encourage parents to be more involved with their kids, it’s important to not make it a source of conflict.

Should Kids Get Homework?

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

Getty Images

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

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

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

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

Value of Homework

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

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

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

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

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

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

Negative Homework Assignments

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

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

Homework that's just busy work.

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

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

Homework on material that kids haven't learned yet.

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

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

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

Homework that's overly time-consuming.

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

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

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

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

Private vs. Public Schools

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

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

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

How to Address Homework Overload

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

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

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

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

Study Tips for High School Students

Tags: K-12 education , students , elementary school , children

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• Ask the Professor

What is the appropriate age for children to start getting homework?

Debbie leekeenan, director of the eliot-pearson children’s school and a lecturer in the department of child development, fills us in.

“In recent times, there seems to be more homework, especially for our youngest students,” says Debbie LeeKeenan. Photo: iStock

Homework is such an established part of education, it’s hard to believe it’s not all beneficial. But recent studies have found almost no correlation between homework and long-term achievement in elementary school, and only a moderate correlation in middle school.

Yet in recent times, there seems to be more homework, especially for our youngest students. That seems to have led to a backlash. Often-cited negative effects include children’s frustration and exhaustion, lack of time for other activities and downtime and a loss of interest in learning. Many parents lament that homework is a constant source of tension at home.

What is the purpose of homework? The best homework assignments are meaningful and authentic and are connected to classroom learning. Homework can be used to teach time management and organization, to broaden experiences and to reinforce classroom skills. Parents are not expected to play the role of the teacher or introduce new skills.

Homework can certainly benefit students. It may encourage:

Practice and review —such as reading 15 minutes each night, studying spelling words or number facts

Pre-learning —a way to introduce a new topic; for example, if the class will be studying ants, having students write questions they have about ants

Processing —if learning about moon phases in class, students would observe the moon for several nights and draw what they see and identify the phases

Checking for understanding —keeping a journal about science experiments done in class, for instance

How much homework is too much? The idea that “less is more” rules here. According to the National Education Association, guidelines are no more than 10 minutes per grade level per night (that’s 10 minutes total for a first-grader, 30 minutes for a third-grader). Some students do their homework on their own, and some parents help their children. Many teachers now give homework once a week that is due the following week to allow more flexibility and accommodate a range of student and family schedules.

Successful homework experiences have strong home-school partnerships, where the purpose of homework is clearly defined by the teacher and communicated with the student and family. When in doubt, ask!

Do you have a question for Ask the Professor? Send it to Tufts Journal editor Taylor McNeil .

Posted September 01, 2010

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What Should a 7-Year-Old Know Academically?

I have a nephew who recently turned 7 years old and my sister-in-law has had some questions about where he should be academically. I have been reading and researching for her, and I thought I should share some information with you as well. 

So, what should a 7-year-old know academically? A 7-year old should be able to read, write (with some errors,) add and subtract. They should know how to tell time, know the days of the week and names of the months. They should be able to work with 3-digit numbers and be able to use a ruler.

A 7-year-old should be curious and want to learn more and more as they are just beginning their academic journey. Reading and math skills  are one of the most important things to focus on with a 7-year-old, especially if they seem to be falling behind early. 

Things a 7-Year-Old Will Know

If you have a 7-year-old, you are probably wondering if your child is at the right academic level. Especially if this is your first child, you may not know what to expect. School is just starting to be critical to your child, and basic learning levels at this time are essential to the growth of your kid. 

A 7-year-old will be attending the second grade. They will be learning major skills that will be so important down the road in life and academically. Here is just a basic list of what your 7-year-old should know or be learning.

• How to read fairly fluently – although your child will still stutter and have trouble with some words, a 7-year-old should be able to understand what she or he is reading and be able to read many kids books by themselves.  They should even be able to read basic chapter books that are designed for younger kids. 
• How to add and subtract – this is a basic math skill that will be needed for day to day life in the future. This is why making sure your child knows these skills early will help them succeed. They will start at this age adding and subtracting 3-digit numbers
• How to read a clock – along with other math skills a 7-year-old will be learning, this is when most children learn how to read an analog clock. They will also learn how to count money, learn the days and months, and other timekeeping skills.
• Learning how to form a hypothesis – Even if the word “hypothesis” is not in their vocabulary yet, a child at this age will start making assumptions and testing out their ideas. 
• Know the Solar System – A child here will not only know about the earth but know about the other planets in our system and the sun. 
• Know and compare stories – A 7-year-old will be able to link stories together and compare them. They will also be able to identify characters, setting, plot and be able to answer questions like “who, what, when, where, why, and how” in a group discussion
• They will be able to understand that there are different cultures – social studies at this point has not been a big topic, they might know the names of the continents but they will learn and know various cultures from different places in the world. 
• They will be able to participate better in art and in Physical Education (P.E.) – Before the interaction with Art will have been more scribbles but they should know how to draw straight lines, color inside the lines, what colors make other colors. In P.E. multitasking will be more developed so children will better be able to dance, play sports and move without falling over. 

This is the general rule for what a 7-year-old will be learning and should know as they attend school. Skills may be hard for some kids to learn. Like with snowflakes, every child is different. A child could struggle with math and excel in art. Some children are not athletically inclined but do well with reading.

Curiosity is one of the most prominent character aspects of a child. A 7-year-old is always looking for an explanation. Have you heard your child ask “why” about a thousand times a day for the last year? It’s because he or she is starting to pay attention to the world…

Academically, the biggest things to focus on with a 7-year-old is reading, writing, and math. These are the biggest skills that must be learned to exceed in life. Math and English are vital for living day to day in the world that we live in. 

As a parent, these will be the best things to help your child out with. In each of the sections below, there will be tips on how to help a 7-year-old progress with each academic category. 

If you want to watch videos that showcase what a 7-year-old should know academically, here is a really great link . This site provides visuals to help you better picture where your child should be at academically at this age. 

Math Skills a 7-Year-Old Should Know

Math is such a big part of a 7-year-olds life. They have been able to count for a couple of years at this point and have started putting those numbers to action.

At the beginning of 2nd grade, a 7-year-old will be learning how to add and subtract. A teacher usually starts with addition. Kids will sometimes lovingly refer to subtraction as “take-aways.” This is perfectly normal for a young child.

As the year progresses, a 7-year-old should be progressing pretty rapidly. They should be starting to understand larger numbers. Homework will include 3-digit problems. This will be (typically) much harder for a child to understand.

A child will likely take a bit of time to understand this – I know I did as a kid – but feel confident when the skill is mastered.

By the way, I got this set of 2nd-grade math flashcards from Amazon and they have been incredibly helpful.

Homework will start to include word problems. Word problems are a vital part to start comprehending math for a 7-year-old. This will make the knowledge they have acquired seem more relevant and put in real-life situations. 

Another big part of this time is learning to work with money . In class, there will be some teaching on how to add coins to make $1.00 by using quarters, nickels, and pennies. 

A child at the age of 7 should know how money works and how to give change. They should know how much money is in each coin and how to tell the coins apart. 

Reading a clock should be a skill that is learned in math by a 7-year-old . At this time in a child’s life, he or she should be able to read time and be able to know what “half-past” or a “quarter-until” means. This skill is a tricky one too. Not every child is taught this anymore because analog clocks are not as popular. 

Along with “quarters” and “halves” children will be learning basic fractions. They will learn to add and subtract big units. This will usually be applied in terms of “when you cut the cake in half, how many pieces are there?” and similar questions. 

If it is not taught in school while your child is in 2nd grade, it is extremely worthwhile to teach your child on your own.  

Ways to Help a Child who is Falling Behind

If reading this has got you worried about your own child, don’t get discouraged. A 7-year-old may not have fully grasped concepts right away. Maybe the teacher has not gotten to the section you’re worried about yet.

If a child is struggling, here are some tips:

• Sit down with your child while he or she is doing homework – this will help you better understand what the child is struggling with and supply the child with helpful hints and encouragements.
• Use flashcards – Flashcards are a great tool – especially with addition and subtraction. Keeping them with you in the car or on-the-go will allow moments filled with boredom be turned to learning moments.
• Use games as a way of teaching – If a child is struggling with the concept of money, use games like “Monopoly Jr.” to make learning fun and applicable. Games like “Sorry” help with counting spaces to move forward and backward. There are many online games that help, too.
• Let your child cook with you – Math skills are definitely a part of cooking. Things need to be measured, timers need to be set. Obviously, baking and cooking can be dangerous as well, so make sure your 7-year-old stays safe. 
• Stay positive – 7-year-olds really do care about how they are perceived. Keeping it positive and setting small goals can really help a child develop the confidence to keep trying and trying. 

Reading Skills

Reading is arguably one of the most important skills to be developing as a child. This skill will be used throughout a child’s life into adulthood. That being said, it is absolutely critical for a child to learn how to read fluently.

Although being able to read smoothly and fluently is not usually achieved until 8 years of age, a 7-year-old should be getting close.

What is fluency? Reading Rockets gives us a definition. They say:

Fluency is defined as the ability to read with speed, accuracy, and proper expression. In order to understand what they read, children must be able to read fluently whether they are reading aloud or silently. When reading aloud, fluent readers read in phrases and add intonation appropriately. Their reading is smooth and has expression. -Reading Rockets

This means that your child at 7 should be getting closer and closer to reading without errors and with speed. 

Also, if you want to give your child an enormous headstart/jumpstart with their reading, I can’t recommend this program any more highly, take just a minute and check it out.

Along with their ability to read better, they should be able to read out loud at a steady rate, even if they stumble or have trouble with words. Their reading level is outgrowing picture books.

Academically, a child who is 7 years old should be able to read chapter books. I don’t mean Jane Austen or Emily Bronte chapter books. There are many books out there intended for children audiences.’ Click here to see some books that are great for 2nd graders to read. 

The attention span of a 7-year-old is longer than at any previous age which means they should be able to sit and read a chapter at the time. 

As well as being able to read at a higher level, they should be understanding the text they are reading more than ever. 

As a child, I remember reading groups in school. We would have to make connections to the text, whether it was to another book, a movie, or a real-life event. At 7, a child should be doing this, sometimes without even thinking about it.

At school, a teacher will instruct 7-year-olds make connections to help them understand the story they are reading. This will help a child develop critical thinking and application.

Applying the story to real life will make the reading experience more purposeful.

At 7, a child should know how to identify the main character of the story, the place and some parts of the plots. They should know what is going on in the story. 

They should be asking questions to better their understanding. Most children will be telling parents at home about what they read or the story they heard. This is all good news.

Now just because you have a child who is getting pretty good at reading, you shouldn’t expect your child do be great at spelling and writing. It may seem like writing and reading levels go hand-in-hand. This rarely, if ever, is the case.

Children who are writing at the age of 7 will have frequent spelling errors. Their vocabulary will include several thousand words at this time but spelling is a difficult skill to learn, even for most adults. 

Tips to Improve a 7-year-old’s Reading Level

If your child is struggling with their reading skills, here are some basic tips that will help parents help kids.

• Read with your child – reading with your child out loud will help your child immensely. This will help your child know the right reading pace, understand tone and voice in the dialogue. Reading with your child will help you better understand what the issues are and let you gently correct errors.
• Talk with the teachers – talking with the teachers will let you better understand what is going on and they might be able to provide exercises that you are unaware of.
• Use flashcards – flashcards are not just for math. You don’t have to buy these either. If there is a weekly vocab list, write down the word on one side of a piece of paper, and the definition on the other. Seeing the word and sounding it out frequently will help with fluency and provide definitions. 
• Use technology in a positive way  – there are a lot of apps available for tablets or smartphones that can help your child. Leapfrog has been making toys for a long while to help with reading. Use the resources you have around you constantly. 
• Be a good example – If you read, your child will likely want to read too. Instead of watching TV, you could try sitting down with a book. Don’t down talk reading or call it boring. Reading should be fun and if a 7-year-old knows it’s important then he or she will want to try even harder.

Science Interests and Curiosity that a 7-Year-Old Should Have

Science is going to be one of the most fun aspects when it comes to learning. With experiments and nature, a 7-year-old will likely have science as his or her favorite subject.

Curiosity is one of the most prominent character aspects of a child. A 7-year-old is always looking for an explanation. Have you heard your child ask “why” about a thousand times a day for the last year?

It’s because he or she is starting to pay attention to the world around them and is at the age where comprehension can be achieved. 

A child should have this natural curiosity. They should be asking questions of “why” and “how”. This is a basic component of science.

Academically at 7 years of age, a child will start learning the solar system. They will learn how the sun affects the earth and how the other planets are in orbit. They should know the names of the planets.

At 7, a child will observe things in nature and learn that during certain times of the year, it is colder. They will learn this is because the earth rotates. They will learn that animals interact with nature similar to how people do; animals need shelter, food, and water just like humans.

A 7-year-old will should be able to understand inter-dependence of all living things. Of course, this starts out with a basic knowledge. Kids in the 2nd grade will learn that we need animals and animals need plants and plants and so on.

How to Help Your Child Become Interested in Science

If your 7-year-old does not seem to be interested in science or is struggling, here are some things you could do.

• Let them explore – whether this step involves hiking or going out in nature, or watching a storm from the safety of a house, it is important to let a child observe. The more they observe the more questions they will have. Going to a museum or the zoo can help them get excited about science too. 
• Ask them questions – if your child asks why does it snow in the winter maybe ask them “why do you think it snows” and see what they have to say. Help them become interested.
• Show value in science – try not to use words like “nerdy” or other words with negative connotations. Treat scientists with respect, similar to how you would talk about a professional athlete or musician. 
• Watch nature movies – watch movies that tell all about nature or animals. Maybe stay away from the bloody ones when they are younger. Watch a movie like March of the Penguins.
• Conduct Experiments – just start somewhere. There are kits at the store or you could even try the old mentos in a coke bottle thing. Handson experience is a great way to help a 7-year-old enjoy this subject. 

Social Studies Skills

This may not be the main focus of the education of your 7-year-old but it is still important. Social studies helps a kid understand the people who are around him or her better.

It helps a child know that people who come from different places believe, wear, eat, and even behave differently and most importantly that differences are okay.

Social studies also includes history. At the age of 7, a child should know prominent figures in history such as George Washington, Abraham Lincoln as well as the current president. 

A child who is 7 years old should know what state he or she lives in, and the city. He or she should be able to point out their state on a map and know the name of the continents. 

2nd graders should know some laws, know why laws are important. Typically they should know about the existence of the Constitution as well as the Declaration of Independence. 

Being able to recognize government and different government levels is a critical skill at this age. Recognizing authority is going to play a huge role in behavioral aspects.

Also, knowing that rules don’t only extend over the house but over the city and country will help them understand the world better.

For a list of items that are taught in the 2nd grade, click here . 

How to Help a 7-Year-Old Struggling with Social Studies

If your 7-year-old is struggling with government, names and dates, or even just being interested in these topics, here are a few things that you can do.

• Use currency to introduce significant historical figure – If you have some loose change laying in your pocket, you can use this as a teaching moment. Explain who George Washington was, or Abraham Lincoln, or Thomas Jefferson. 
• Teach about historical events near you – Look up cool facts about your city or state. When on vacation, use moments to see historical places or items.
• Try eating food from different regions – Try to incorporate different meals in to explain some differences there are throughout the world.
• Go through old photographs – Use photographs of when you were younger or your parents to explain how things were different back then.
• Have maps available – If you have a globe or a map, you can help your child study different places and include fun facts. If you go on a road trip, using a map can help a child understand the distance between places. 
• Study up – knowing cool facts about past presidents will help you be able to help your child. When your 7-year-old asks you a question that you don’t know, look it up. Study with them. When your kid knows that it’s interesting to you, it will become more significant. 

Artistic and Physical Skills of 7-Year-Olds

Art and music will become more advanced in a 7-year-old because motor skills will be more finely tuned. A child at this age is better at multitasking than at any other age before. This development will allow the child to draw better, run better, dance better.

A 7-year-old should be able to draw more than just scribbles. They often will try to draw things they see in real life. I’m not saying the drawings should be phenomenal, but they should more complex than when he or she was a toddler. 

It is not unreasonable for a child to start playing an instrument at this age. If the child has started lessons before this, he or she should have an easier time of reading music and be able to play more difficult pieces. 

As the motor skills become more developed, a 7-year-old will be able to dance more on tempo. A child being trained to dance will be moving more smoothly than before. 

Physically, your child should want to be playing, running around, swimming, and a whole host of rambunctious activity. Getting out and being active is such an important part of being 7 years old. 

According to PBS, this amount of physical development will not be the same if the child is not active. They say:

“During this period of development, children’s actual skill levels will vary based on their amount of physical activity. Sedentary children will not mature as quickly as those who participate in activities like dance lessons, team sports or backyard play.” PBS

At this age, a child should be able to run and kick a ball. Before this age, this motion could be disconnected, or wobbly. As a child grows his or her body becomes more aware of itself and transitions and multitasking become more natural.  

Tips to Get a 7-Year-Old More Active

• Limit technology – If your child has a tablet or enjoys watching TV, set a specific amount of time the child is allowed to have on the device. 
• Be active with them – If you want your child to be outside playing, go on a walk with him or her, offer to go on a bike ride, take a trip to a swimming pool. 7-year-olds depend a lot on family members to plan activities.
• Be a role model – Your child looks up to. Do you want your child to have an active lifestyle? A great place to start is to show them how fun and rewarding it can be.
• Don’t use it as a punishment – An easy way to get a child to dislike going outside or running or any activity is to use it as a way to punish the child. Physical activity is theraputic when used the right way. 

Related Questions

What grade is 7-year-old in? A child at the age of 7 is typically in the 2nd grade. Do to different cut off dates that schools have, a child can either be turning 7 or already 7 by the time they enter into the school year. 

Can 7-year-olds read? A 7-year-old should be able to read but not fluently yet. They should be able to read some children’s chapter books, even if they read slowly or misread some words. 

Sarah Merrill

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Do our kids have too much homework?

by: Marian Wilde | Updated: January 31, 2024

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Many students and their parents are frazzled by the amount of homework being piled on in the schools. Yet many researchers say that American students have just the right amount of homework.

“Kids today are overwhelmed!” a parent recently wrote in an email to GreatSchools.org “My first-grade son was required to research a significant person from history and write a paper of at least two pages about the person, with a bibliography. How can he be expected to do that by himself? He just started to learn to read and write a couple of months ago. Schools are pushing too hard and expecting too much from kids.”

Diane Garfield, a fifth grade teacher in San Francisco, concurs. “I believe that we’re stressing children out,” she says.

But hold on, it’s not just the kids who are stressed out . “Teachers nowadays assign these almost college-level projects with requirements that make my mouth fall open with disbelief,” says another frustrated parent. “It’s not just the kids who suffer!”

“How many people take home an average of two hours or more of work that must be completed for the next day?” asks Tonya Noonan Herring, a New Mexico mother of three, an attorney and a former high school English teacher. “Most of us, even attorneys, do not do this. Bottom line: students have too much homework and most of it is not productive or necessary.”

Research about homework

How do educational researchers weigh in on the issue? According to Brian Gill, a senior social scientist at the Rand Corporation, there is no evidence that kids are doing more homework than they did before.

“If you look at high school kids in the late ’90s, they’re not doing substantially more homework than kids did in the ’80s, ’70s, ’60s or the ’40s,” he says. “In fact, the trends through most of this time period are pretty flat. And most high school students in this country don’t do a lot of homework. The median appears to be about four hours a week.”

Education researchers like Gill base their conclusions, in part, on data gathered by the National Assessment of Educational Progress (NAEP) tests.

“It doesn’t suggest that most kids are doing a tremendous amount,” says Gill. “That’s not to say there aren’t any kids with too much homework. There surely are some. There’s enormous variation across communities. But it’s not a crisis in that it’s a very small proportion of kids who are spending an enormous amount of time on homework.”

Etta Kralovec, author of The End of Homework: How Homework Disrupts Families, Overburdens Children, and Limits Learning , disagrees, saying NAEP data is not a reliable source of information. “Students take the NAEP test and one of the questions they have to fill out is, ‘How much homework did you do last night’ Anybody who knows schools knows that teachers by and large do not give homework the night before a national assessment. It just doesn’t happen. Teachers are very clear with kids that they need to get a good night’s sleep and they need to eat well to prepare for a test.

“So asking a kid how much homework they did the night before a national test and claiming that that data tells us anything about the general run of the mill experience of kids and homework over the school year is, I think, really dishonest.”

Further muddying the waters is an AP/AOL poll that suggests that most Americans feel that their children are getting the right amount of homework. It found that 57% of parents felt that their child was assigned about the right amount of homework, 23% thought there was too little and 19% thought there was too much.

One indisputable fact

One homework fact that educators do agree upon is that the young child today is doing more homework than ever before.

“Parents are correct in saying that they didn’t get homework in the early grades and that their kids do,” says Harris Cooper, professor of psychology and director of the education program at Duke University.

Gill quantifies the change this way: “There has been some increase in homework for the kids in kindergarten, first grade, and second grade. But it’s been an increase from zero to 20 minutes a day. So that is something that’s fairly new in the last quarter century.”

The history of homework

In his research, Gill found that homework has always been controversial. “Around the turn of the 20th century, the Ladies’ Home Journal carried on a crusade against homework. They thought that kids were better off spending their time outside playing and looking at clouds. The most spectacular success this movement had was in the state of California, where in 1901 the legislature passed a law abolishing homework in grades K-8. That lasted about 15 years and then was quietly repealed. Then there was a lot of activism against homework again in the 1930s.”

The proponents of homework have remained consistent in their reasons for why homework is a beneficial practice, says Gill. “One, it extends the work in the classroom with additional time on task. Second, it develops habits of independent study. Third, it’s a form of communication between the school and the parents. It gives parents an idea of what their kids are doing in school.”

The anti-homework crowd has also been consistent in their reasons for wanting to abolish or reduce homework.

“The first one is children’s health,” says Gill. “A hundred years ago, you had medical doctors testifying that heavy loads of books were causing children’s spines to be bent.”

The more things change, the more they stay the same, it seems. There were also concerns about excessive amounts of stress .

“Although they didn’t use the term ‘stress,'” says Gill. “They worried about ‘nervous breakdowns.'”

“In the 1930s, there were lots of graduate students in education schools around the country who were doing experiments that claimed to show that homework had no academic value — that kids who got homework didn’t learn any more than kids who didn’t,” Gill continues. Also, a lot of the opposition to homework, in the first half of the 20th century, was motivated by a notion that it was a leftover from a 19th-century model of schooling, which was based on recitation, memorization and drill. Progressive educators were trying to replace that with something more creative, something more interesting to kids.”

The more-is-better movement

Garfield, the San Francisco fifth-grade teacher, says that when she started teaching 30 years ago, she didn’t give any homework. “Then parents started asking for it,” she says. “I got In junior high and high school there’s so much homework, they need to get prepared.” So I bought that one. I said, ‘OK, they need to be prepared.’ But they don’t need two hours.”

Cooper sees the trend toward more homework as symptomatic of high-achieving parents who want the best for their children. “Part of it, I think, is pressure from the parents with regard to their desire to have their kids be competitive for the best universities in the country. The communities in which homework is being piled on are generally affluent communities.”

The less-is-better campaign

Alfie Kohn, a widely-admired progressive writer on education and parenting, published a sharp rebuttal to the more-homework-is-better argument in his 2006 book The Homework Myth: Why Our Kids Get Too Much of a Bad Thing . Kohn criticized the pro-homework studies that Cooper referenced as “inconclusive… they only show an association, not a causal relationship” and he titled his first chapter “Missing Out on Their Childhoods.”

Vera Goodman’s 2020 book, Simply Too Much Homework: What Can We Do? , repeats Kohn’s scrutiny and urges parents to appeal to school and government leaders to revise homework policies. Goodman believes today’s homework load stresses out teachers, parents, and students, deprives children of unstructured time for play, hobbies, and individual pursuits, and inhibits the joy of learning.

Homework guidelines

What’s a parent to do, you ask? Fortunately, there are some sanity-saving homework guidelines.

Cooper points to “The 10-Minute Rule” formulated by the National PTA and the National Education Association, which suggests that kids should be doing about 10 minutes of homework per night per grade level. In other words, 10 minutes for first-graders, 20 for second-graders and so on.

Too much homework vs. the optimal amount

Cooper has found that the correlation between homework and achievement is generally supportive of these guidelines. “We found that for kids in elementary school there was hardly any relationship between how much homework young children did and how well they were doing in school, but in middle school the relationship is positive and increases until the kids were doing between an hour to two hours a night, which is right where the 10-minute rule says it’s going to be optimal.

“After that it didn’t go up anymore. Kids that reported doing more than two hours of homework a night in middle school weren’t doing any better in school than kids who were doing between an hour to two hours.”

Garfield has a very clear homework policy that she distributes to her parents at the beginning of each school year. “I give one subject a night. It’s what we were studying in class or preparation for the next day. It should be done within half an hour at most. I believe that children have many outside activities now and they also need to live fully as children. To have them work for six hours a day at school and then go home and work for hours at night does not seem right. It doesn’t allow them to have a childhood.”

International comparisons

How do American kids fare when compared to students in other countries? Professors Gerald LeTendre and David Baker of Pennsylvania State University conclude in their 2005 book, National Differences, Global Similarities: World Culture and the Future of Schooling, that American middle schoolers do more homework than their peers in Japan, Korea, or Taiwan, but less than their peers in Singapore and Hong Kong.

One of the surprising findings of their research was that more homework does not correlate with higher test scores. LeTendre notes: “That really flummoxes people because they say, ‘Doesn’t doing more homework mean getting better scores?’ The answer quite simply is no.”

Homework is a complicated thing

To be effective, homework must be used in a certain way, he says. “Let me give you an example. Most homework in the fourth grade in the U.S. is worksheets. Fill them out, turn them in, maybe the teacher will check them, maybe not. That is a very ineffective use of homework. An effective use of homework would be the teacher sitting down and thinking ‘Elizabeth has trouble with number placement, so I’m going to give her seven problems on number placement.’ Then the next day the teacher sits down with Elizabeth and she says, ‘Was this hard for you? Where did you have difficulty?’ Then she gives Elizabeth either more or less material. As you can imagine, that kind of homework rarely happens.”

Shotgun homework

“What typically happens is people give what we call ‘shotgun homework’: blanket drills, questions and problems from the book. On a national level that’s associated with less well-functioning school systems,” he says. “In a sense, you could sort of think of it as a sign of weaker teachers or less well-prepared teachers. Over time, we see that in elementary and middle schools more and more homework is being given, and that countries around the world are doing this in an attempt to increase their test scores, and that is basically a failing strategy.”

Quality not quantity?

“ The Case for (Quality) Homework: Why It Improves Learning, and How Parents Can Help ,” a 2019 paper written by Boston University psychologist Janine Bempechat, asks for homework that specifically helps children “confront ever-more-complex tasks” that enable them to gain resilience and embrace challenges.

Similar research from University of Ovideo in Spain titled “ Homework: Facts and Fiction 2021 ” says evidence shows that how homework is applied is more important than how much is required, and it asserts that a moderate amount of homework yields the most academic achievement. The most important aspect of quality homework assignment? The effort required and the emotions prompted by the task.

Robyn Jackson, author of How to Plan Rigorous Instruction and other media about rigor says the key to quality homework is not the time spent, but the rigor — or mental challenge — involved. ( Read more about how to evaluate your child’s homework for rigor here .)

Nightly reading as a homework replacement

Across the country, many elementary schools have replaced homework with a nightly reading requirement. There are many benefits to children reading every night , either out loud with a parent or independently: it increases their vocabulary, imagination, concentration, memory, empathy, academic ability, knowledge of different cultures and perspectives. Plus, it reduces stress, helps kids sleep, and bonds children to their cuddling parents or guardians. Twenty to 30 minutes of reading each day is generally recommended.

But, is this always possible, or even ideal?

No, it’s not.

Alfie Kohn criticizes this added assignment in his blog post, “ How To Create Nonreaders .” He cites an example from a parent (Julie King) who reports, “Our children are now expected to read 20 minutes a night, and record such on their homework sheet. What parents are discovering (surprise) is that those kids who used to sit down and read for pleasure — the kids who would get lost in a book and have to be told to put it down to eat/play/whatever — are now setting the timer… and stopping when the timer dings. … Reading has become a chore, like brushing your teeth.”

The take-away from Kohn? Don’t undermine reading for pleasure by turning it into another task burdening your child’s tired brain.

Additional resources

Books Simply Too Much Homework: What Can We do? by Vera Goodman, Trafford Publishing, 2020

The Case Against Homework: How Homework is Hurting Children and What Parents Can Do About It by Sara Bennett and Nancy Kalish, Crown Publishers, 2007

The Homework Myth: Why Our Kids Get Too Much of a Bad Thing by Alfie Kohn, Hatchett Books, 2006 The End of Homework: How Homework Disrupts Families, Overburdens Children, and Limits Learning by Etta Kralovec and John Buell, Beacon Press, 2001.

The Battle Over Homework: Common Ground for Administrators, Teachers, and Parents by Harris M. Cooper, Corwin Press, 2001.

Seven Steps to Homework Success: A Family Guide to Solving Common Homework Problems by Sydney Zentall and Sam Goldstein, Specialty Press, 1998.

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Home / Expert Articles / Child Behavior Problems / School & Homework

The Homework Battle: How to Get Children to Do Homework

By debbie pincus, ms lmhc.

Parents often feel it’s their job to get their kids to do well in school. Naturally, you might get anxious about this responsibility as a parent. You might also get nervous about your kids succeeding in life—and homework often becomes the focus of that concern.

But when parents feel it’s their responsibility to get their kids to achieve, they now need something from their children—they need them to do their homework and be a success. I believe this need puts you in a powerless position as a parent because your child doesn’t have to give you what you want.

The battle about homework becomes a battle over control. Your child starts fighting to have more control over the choices in their life, while you feel that your job as a parent is to be in control of things. So you both fight harder, and it turns into a war in your home.

Over the years, I’ve talked to many parents who are in the trenches with their kids, and I’ve seen firsthand that there are many creative ways kids rebel when it comes to schoolwork. Your child might forget to do their homework, do their homework but not hand it in, do it sloppily or carelessly, or not study properly for their test. These are just a few ways that kids try to hold onto the little control they have.

When this starts happening, parents feel more and more out of control, so they punish, nag, threaten, and argue. Some parents stop trying altogether to get their children to do homework. Or, and this is common, parents will over-function for their kids by doing the work for them.

Now the battle is in full swing: reactivity is heightened as anxiety is elevated—and homework gets lost in the shuffle. The hard truth for parents is that you cannot make your children do anything, let alone homework. But what you can do is to set limits, respect their individual choices, and help motivate them to motivate themselves.

You might be thinking to yourself, “You don’t know my child. I can’t motivate him to do anything.” Many parents tell me that their children are not motivated to do their work. I believe that children are motivated—they just may not be motivated the way you’d like them to be. Keep reading for some concrete tips to help you guide them in their work without having to nag, threaten, or fight with them.

Also, keep in mind that if you carry more of the worry, fear, disappointments, and concern than your child does about their work, ask yourself, “What’s wrong with this picture, and how did this happen?” Remember, as long as you carry their concerns, they don’t have to.

Stop the Nightly Fights

The way you can stop fighting with your kids over homework every night is to stop fighting with them tonight. Disengage from the dance. Choose some different steps or decide not to dance at all. Let homework stay where it belongs—between the teacher and the student. Stay focused on your job, which is to help your child do their job. Don’t do it for them.

If you feel frustrated, take a break from helping your child with homework. Your blood pressure on the rise is a no-win for everyone. Take five or ten minutes to calm down, and let your child do the same if you feel a storm brewing.

Create Structure Around Homework Time

Set limits around homework time. Here are a few possibilities that I’ve found to be effective with families:

• Homework is done at the same time each night.
• Homework is done in a public area of your house.
• If grades are failing or falling, take away screen time so your child can focus and have more time to concentrate on their work.
• Make it the rule that weekend activities don’t happen until work is completed. Homework comes first. As James Lehman says, “The weekend doesn’t begin until homework is done.”

Let Your Child Make Their Own Choices

I recommend that your child be free to make their own choices within the parameters you set around schoolwork. You need to back off a bit as a parent. Otherwise, you won’t be helping them with their responsibilities.

If you take too much control over the situation, it will backfire on you by turning into a power struggle. And believe me, you don’t want a power struggle over homework. I’ve seen many kids purposely do poorly just to show their parents who’s in charge. I’ve also seen children who complied to ease their parents’ anxiety, but these same kids never learned to think and make choices for themselves.

Let Your Child Own the Consequences of Their Choices

I’m a big believer in natural consequences when it comes to schoolwork. Within the structure you set up, your child has some choices. They can choose to do their homework or not. And they can choose to do it well and with effort or not. The natural consequences will come from their choices—if they don’t choose to do their work, their grades will drop.

When that happens, you can ask them some honest questions:

“Are you satisfied with how things are going?”

“What do you want to do about your grade situation?”

“How can I be helpful to you?”

Be careful not to be snarky or judgmental. Just ask the question honestly. Show honest concern and try not to show disappointment.

Intervene Without Taking Control

The expectation is that homework is done to the best of your child’s ability. When they stop making an effort, and you see their grades drop, that’s when you invite yourself in. You can say:

“It’s my job to help you do your job better. I’m going to help you set up a plan to help yourself, and I will check in to make sure you’re following it.”

Set up a plan with your child’s input to get them back on their feet. For example, the new rules might be that homework must be done in a public place in your home until they get their grades back up. You and your child might meet with the teacher to discuss disciplinary actions should their grades continue to drop.

In other words, you will help your child get back on track by putting a concrete plan in place. And when you see this change, you can step back out of it. But before that, your child is going to sit in a public space and you’re going to monitor their work.

You’re also checking in more. Depending on your child’s age, you’re making sure that things are checked off before they go out. You’re adding a half-hour of review time for their subjects every day. And then, each day after school, they’re checking with their teacher or going for some extra help.

Remember, this plan is not a punishment—it’s a practical way of helping your child to do their best.

“I Don’t Care about Bad Grades!”

Many parents will say that their kids just don’t care about their grades. My guess is that somewhere inside, they do care. “I don’t care” also becomes part of a power struggle.

In other words, your child is saying, “I’m not going to care because you can’t make me. You don’t own my life.” And they’re right. The truth is, you can’t make them care. Instead, focus on what helps their behavior improve. And focus more on their actions and less on their attitude because it’s the actions that matter the most.

Motivation Comes From Ownership

It’s important to understand that caring and motivation come from ownership. You can help your child be motivated by allowing them to own their life more.

So let them own their disappointment over their grades. Don’t feel it more than they do. Let them choose what they will do or not do about their homework and face the consequences of those choices. Now they will begin to feel ownership, which may lead to caring.

Let them figure out what motivates them, not have them motivated by fear of you. Help guide them, but don’t prevent them from feeling the real-life consequences of bad choices. Think of it this way: it’s better for your child to learn from those consequences at age ten by failing their grade and having to go to summer school than for them to learn at age 25 by losing their job.

When Your Child Has a Learning Disability

I want to note that it’s very important that you check to see that there are no other learning issues around your child’s refusal to do homework. If they’re having difficulty doing the work or are performing below grade-level expectations, they should be tested to rule out any learning disabilities or other concerns.

If there is a learning disability, your child may need more help. For example, some kids need a little more guidance; you may need to sit near your child and help a little more. You can still put structures into place depending on who your child is.

But be careful. Many times, kids with learning disabilities get way too much help and develop what psychologists call learned helplessness . Be sure you’re not over-functioning for your learning disabled child by doing their work for them or filling in answers when they’re capable of thinking through them themselves.

The Difference Between Guidance and Over-Functioning

Your child needs guidance from you, but understand that guidance does not mean doing their spelling homework for them. Rather, it’s helping them review their words. When you cross the line into over-functioning, you take on your child’s work and put their responsibilities on your shoulders. So you want to guide them by helping them edit their book report themselves or helping them take the time to review before a test. Those can be good ways of guiding your child, but anything more than that is taking too much ownership of their work.

If your child asks for help, you can coach them. Suggest that they speak with their teacher on how to be a good student and teach them those communication skills. In other words, show them how to help themselves. So you should not back off altogether—it’s that middle ground that you’re looking for. That’s why I think it’s essential to set up a structure. And within that structure, you expect your child to do what they have to do to be a good student.

Focus on Your Own Goals

When you start over-focusing on your child’s work, pause and think about your own goals and what do you need to get done to achieve those goals. Model your own persistence and perseverance to your child.

Believe In Your Child

I also tell parents to start believing in their children. Don’t keep looking at your child as a fragile creature who can’t do the work. I think we often come to the table with fear and doubt—we think if we don’t help our kids, they’re just not going to do it.

But as much as you say, “I’m just trying to help you,” what your child hears is, “You’re a failure; I don’t believe you can do it on your own.”

Instead, your message should be, “I know you can do it. And I believe in you enough to let you make your own choices and deal with the consequences.”

Related content: What Can I Do When My Child Refuses to Go to School? “My Child Refuses to Do Homework” — How to Stop the Nightly Struggle Over Schoolwork

For more information on the concept of learned helplessness in psychology and behavior, we recommend the following articles:

Psychology Today: Learned Helplessness

VeryWell Mind: What Is Learned Helplessness and Why Does it Happen?

About Debbie Pincus, MS LMHC

For more than 25 years, Debbie has offered compassionate and effective therapy and coaching, helping individuals, couples and parents to heal themselves and their relationships. Debbie is the creator of the Calm Parent AM & PM™ program and is also the author of numerous books for young people on interpersonal relations.

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Frank My daughter Nina just turned 8 (Feb 11). She does not like to do homework one bit. Her teacher gives her homework every day except Friday. She loves Fridays because she doesn't like homework. She always hides her homework under her bed, refuses to do her homework, and in the More morning she tells her teacher "I lost it last night and can't find it!". She feels homework is a waste of time, yes, we all feel that way, but poor Nina needs to learn that homework is important to help you stay smart. She needs to start doing homework. How can I make her 2nd-grade brain know that homework is actually good? Is there a way to make her love, love, LOVE homework? Let me know.

Rebecca Wolfenden, Parent Coach We appreciate you writing in to Empowering Parents and sharing your story. Because we are a website aimed at helping people become more effective parents, we are limited in the advice and suggestions we can give to those outside of a direct parenting role. In addition to the tips in More the article above, it may be helpful to look into local resources to help you develop a plan for addressing these particular issues with your cousins, such as their doctor or their teachers. We wish you the best going forward. Take care.

Rebecca Wolfenden, Parent Coach I hear you. Homework can be a challenging, frustrating time in many families even under the best of circumstances, so you are not alone. When kids struggle with a subject, it can be even more difficult to get assignments completed. Although you didn’t indicate that your daughter More has ADHD, you might find some helpful tips in Why School is Hard for Kids with ADHD—and How You Can Help . Author Anna Stewart outlines techniques that can be useful to help make homework more interesting for kids with a variety of learning challenges in this article. You might also consider checking in with your daughter’s teacher, as s/he might have some additional ideas for engaging your daughter in her homework. Please be sure to write back and let us know how things are going for you and your family. Take care.

So, after reading this I get to say…GREAT…You really do not know my child.  We have done 100% of everything listed in this article.  In the end, my son has utterly declared “I DON’T CARE, AND I DON’T NEED SCHOOL”.  We have attempted a “reward” system as well, and that doesn’t work.  He cares about 3 or 4 things.  Nintendo DS, Lego, K’Nex, TV…all of those he has lost over the past year.  Now he reads, ALL the time.  Fine, but that doesn’t get his homework done.  It also doesn’t get anything else he needs to do done.  We’ve done “task boards”, we’ve done “Reward Systems”, we’ve done the “What is on your list to complete”.  EVERYTHING is met with either a full fledged meltdown (think 2 year old…on the floor, kicking and screaming and crying).  His IMMEDIATE response to ANYTHING that may interrupt him is “NO” or worse.  If something doesn’t go his way directly he throws a fit INSTANTLY, even if the response is “Give me a second” it’s NOW OR I’M DESTROYING SOMETHING.  He’s been suspended multiple times for his anger issues, and he’s only 10.  Unfortuantely we have no family history as he was adopted from Russia.  His “formal” diagnosis are ADHD and Anxiety.  I’m thinking there is something much more going on.  BTW: He did have an IQ test and that put him at 145 for Spacial and Geometric items, with a 136 for written and language.  His composite was 139, which puts him in the genius category, but he’s failing across the board…because he refuses to do the work.

Interesting article and comments. Our son (6th grade) was early diagnosed as ADHD and for the first 3 years of elementary school several of his teachers suggested he might require special education. But then the school counseling staff did a workup and determined that his IQ is 161 and from that point forward his classroom antics were largely tolerated as “eccentric”.  He has now moved to middle school (6th grade) and while his classroom participation seems to be satisfactory to all teachers, he has refused to do approximately 65% of his homework so far this school year. We have tried talking with him, reasoning with him, removing screen time, offering cash payments (which he lectures us as being unethical “bribes”), offering trips, offering hobbies and sporting events, and just about anything we can think of. Our other children have all been through the “talented and gifted” programs, but he simply refuses to participate in day-to-day school work. His fall report card was pretty much solid “F” or “O” grades. He may be bored out of his mind, or he may have some other issues. Unfortunately, home schooling is not an option, and neither is one of the $40,000 per year local private schools which may or may not be in a better position to deal with his approach to school.  Do “learning centers” work for kids like this? Paying somebody else to force him to do his homework seems like a coward’s solution but I am nearly at the end of my rope! Thanks..

RebeccaW_ParentalSupport 12yokosuka Many parents struggle with staying calm when their child is acting out and screaming, so you are not alone.  It tends to be effective to set up a structured time for kids to do their homework and study, and they can earn a privilege if they comply and meet More their responsibilities.  What this might look like for your daughter is that if she studies, she can earn her phone that day.  If she refuses, and chooses to argue or scream at you instead, then she doesn’t earn her phone that day and has another chance the next day.  You can read more about this in https://www.empoweringparents.com/article/end-the-nightly-homework-struggle-5-homework-strategies-that-work-for-kids/.  If you are also looking for resources to help you stay calm, I encourage you to check out our articles, blogs, and other resources on https://www.empoweringparents.com/article-categories/parenting-strategies-techniques/calm-parenting/.  Please let us know if you have any additional questions.  Take care.

Scott carcione 

I’m sorry to hear about the challenges you are experiencing with your

son.I also hear the different

approaches you and your ex are taking toward parenting your son.While it would be ideal if you were able to

find common ground, and present a consistent, united response to your son’s

choices, in the end, you can only https://www.empoweringparents.com/article/parenting-after-divorce-9-ways-to-parent-on-your-own-terms/.At

this point, it might be useful to meet with the school to discuss how you can

work together to hold your son accountable for his actions, such as receiving a

poor grade if he refuses to do his work.Janet Lehman discusses this more in https://www.empoweringparents.com/article/when-your-child-has-problems-at-school-6-tips-for-parents/.Take care.

It can be so challenging when your child is acting out at school, yet does

not act that way at home.One strategy I

recommend is talking with your son at home about his behavior at school.During this conversation, I encourage you to

address his choices, and come up with a specific plan for what he can do differently

to follow the rules.I also recommend

working with his teachers, and discussing how you can assist them in helping

your son to follow the rules.You might

find additional useful tips in our article, https://www.empoweringparents.com/article/acting-out-in-school-when-your-child-is-the-class-troublemaker/.Please be sure to write back and let us know

how things are going for you and your son.Take care.

I hear you.It can be so challenging

when your young child is having outbursts like this.A lot of young children tend to act out and

have tantrums when they are experiencing a big transition, such as starting a

new school or adjusting to having a younger sibling, so you are not alone.Something that can be helpful is to set up

clear structure and expectations around homework, as Janet Lehman points out in

https://www.empoweringparents.com/article/my-child-refuses-to-do-homework-heres-how-to-stop-the-struggle/.I also encourage you to set aside some time

for you to have https://www.empoweringparents.com/article/attention-seeking-behavior-in-young-children-dos-and-donts-for-parents/ with your daughter as well.Please be sure to write back and let us know

how things are going for you and your family.Take care.

JoJoSuma I am having the exact same problem with my 9 year old son. His grades are quickly falling and I have no idea why or where to begin with helping him turn things around. When he applies himself he receives score of 80% or higher, and when he doesn't it clearly shows and he receives failing scores. He, too, says that he doesn't do or want to do the work because it is boring, or that he "Forgot" or "lost it". He has started to become a disruption to the class and at this rate I am afraid that he will have to repeat 5th grade. I am also a single parent so my frustration is at an all time high. You are not alone and I wish you and your family the best.

Thank you so much for these tips RebeccaW_ParentalSupport because I SERIOUSLY had nowhere to turn and no clue where to begin. I have cried many nights feeling like I was losing control. I will try your tips and see where things go from here.

It’s not uncommon

for kids to avoid doing homework, chores or other similar tasks.  After

all, homework can be boring or difficult, and most people (both kids and adults

alike) tend to prefer activities which are enjoyable or fun.  This does

not mean that you cannot address this with your daughter, though. 

Something which can be helpful for many families is to set up a structured

homework time, and to require that your daughter complete her homework in order

to earn a privilege later on that evening.  You can read about this, and

other tips, in https://www.empoweringparents.com/article/end-the-nightly-homework-struggle-5-homework-strategies-that-work-for-kids/. 

Please be sure to write back and let us know how things are going for you and

your daughter.  Take care.

Thestruggleisreal I'm just now signing up for these articles, I'm struggling with my 12 year and school work, she just doesn't want to do it, she has no care I'm world to do, she is driving me crazy over not doing, I hate to see her More fail, but I don't know what to do

FamilyMan888 

I can hear how much your

daughter’s education means to you, and the additional difficulties you are

facing as a result of her learning disabilities.  You make a great point

that you cannot force her to do her work, or get additional help, and I also

understand your concern that getting her teachers to “make” her do these things

at school might create more conflict there as well.  As James Lehman

points out in his article, https://www.empoweringparents.com/article/stop-the-blame-game-how-to-teach-your-child-to-stop-making-excuses-and-start-taking-responsibility/, lowering your expectations for your daughter due to her

diagnosis is probably not going to be effective either.  Instead, what you

might try is involving her in the https://www.empoweringparents.com/article/the-surprising-reason-for-bad-child-behavior-i-cant-solve-problems/, and asking her what she thinks she needs, and what she will do

differently, to meet classroom expectations.  Please be sure to write back

and let us know how things are going for you and your family.  Take care.

tvllpit Very effective to  kids age of 5, 7, and 11 years old. Thank you for sharing your idea.

Thank you for

your question.  You are correct that we recommend setting up a structured

time for kids to do homework, yet not getting into a power struggle with them

if they refuse to do their work during that time.  It could be useful to

talk with your 11 year old about what makes it difficult to follow through with

doing homework at that time, and perhaps experimenting with doing homework at

another time to see if that works more effectively.  In the end, though,

if your child is simply refusing to do the work, then we recommend giving a

consequence and avoiding a power struggle.  Megan Devine details this

process more in her article, https://www.empoweringparents.com/article/end-the-nightly-homework-struggle-5-homework-strategies-that-work-for-kids/. 

Please let us know if you have any additional questions.  Take care.

jovi916 I'm a mother to a 10 year old 5th grader. Since 3rd grade I've been struggling with homework. That first year, I thought it was just lack of consistency since my children go between mine and dad's house. I tried setting some sort of system up with More the teacher to get back on track, but the teacher said it was the child's responsibility to get the hw done. This year has been esp. Difficult. He stopped doing hw, got an F, so I got on him. He stared turning half done work, but same grades so I still got on him. Grades went up, I loosened up, then he stopped with in school work. Now it's back to not turning anything in, even big projects and presentations. He had never really been allowed to watch tv, but now it's a definite no, I took his Legos away, took him out of sports. Nothing is working. He's basically sitting at the table every night, and all weekend long in order to get caught up with missing assignments. I'm worried, and next year he'll be in middle school. I try setting an example by studying in front of him. My daughter just does her homework and gets good grades. Idk what to do.

I can hear your concern. Academic achievement is important

to most parents and when your children seem to be struggling to complete their

work and get good grades, it can be distressing. Ultimately, your childrens’

school work and grades are their responsibility. You shouldn’t have to quit

your own studies in order to help them improve theirs. The above article gives

some great tips for helping motivate your children to complete their homework.

We do have a couple other articles you may also find useful: https://www.empoweringparents.com/article/10-ways-to-motivate-your-child-to-do-better-in-school/ & https://www.empoweringparents.com/article/sinking-fast-at-school-how-to-help-your-child-stay-afloat/. We appreciate you

writing in and hope you find the information useful. Take care.

RNM I have the exact same issues with my 8 year old. It makes me feel like I'm doing something wrong. He's a smart kid, he just doesn't seem to care to do his homework let alone if he gets a bad grade as a result. He hates reading, but does More very well in spelling and science. Homework is an issue nightly and the teacher pulled me aside today to tell me again how much he talks in class and that now he isn't writing down his assignments and is missing 3 assignments this week. SMH, I don't know what to do anymore other than to coach him (some more) and take away basketball if he doesn't do his homework.

What?  "Let homework stay where it belongs—between the teacher and the student. Refuse to get pulled in by the school.."  I do not see the logic or benefit of this advice.  Homework, by definition, is the responsibility of the student and parent (NOT the teacher).  The teacher does not live at the student's home or run the house.  

In my opinion, the lack of parental involvement with academics often causes the low student performance evident across the U.S.  I do not agree with advocating for even LESS parental involvement.

I completely agree with you. Parental, or adult, engagement at home can be a deal-maker/breaker when it comes to student performance. I subscribe to theories that differ from the author's.

First, if an adult is involved with the child and his activities, then the child will commonly react with "hey, somebody cares about me" leading to an increased sense of self-worth. A sense of caring about one's-self leads to caring about grades and other socially acceptable behaviors (Maslow).

Secondly, I am a FIRM believer in the techniques of behavior modification through positive reinforcement (Karen Pryor). It's up to an invested adult to determine what motivates the student and use those motivators to shape and reinforce desirable behavior such as daily homework completion. A classroom teacher has too many students and too little time to apply this theory.

Letting a child sink or swim by himself is a bad idea. Children have only one childhood; there are no do-overs.

And yes, children are work.

Many experience similar feelings of being at fault when

their child fails, so, you’re not alone. Truth of the matter is, allowing your

child to experience natural consequences of their actions by allowing them to

fail gives them the opportunity to look at themselves and change their

behavior.  We have a couple articles I think you may find helpful: When You Should Let Your Child Fail: The Benefits of Natural Consequences & 5 Natural Consequences You Should Let Your Child Face . Good luck to you and

your family moving forward. Take care.

hao hao It is so true, we can't control our children's home. It is their responsibility. But they don't care it. What can we do it?

indusreepradeep

How great it is that you want to help your brother be more

productive with his homework. He’s lucky to have a sibling who cares about him

and wants him to be successful. Because we are a website aimed at helping

parents develop better ways of managing acting out behavior, we are limited in

the advice we can offer you as his sibling. There is a website that may be able

to offer you some suggestions. http://www.yourlifeyourvoice.org/

is a website aimed at helping teens and young adults figure out ways of dealing

with challenges they may be facing in their lives. They offer several ways of

getting support, such as by e-mail or text, through an online forum and chat,

and also a call in helpline. You can check out what they have to offer at http://www.yourlifeyourvoice.org/. Good luck

to you and your family moving forward. Take care.

Kathleenann indusreepradeep

Thank you so much for your humble support....

It sounds like you have done a lot

of work to try to help your daughter achieve her educational goals, and it’s

normal to feel frustrated when she does not seem to be putting in the same

amount of effort.  It can be useful to keep your focus on whether your

daughter is doing her work, and to keep that separate from whether she “cares”

about doing her work.  Ultimately, it is up to your daughter to do her

work, regardless of how she appears to feel about it.  To that end, we

recommend working with the various local supports you have in place, such as

her therapists and others on her IEP team, to talk about what could be useful

to motivate your daughter to do her school work.  Because individuals with

autism can vary greatly with their abilities, it’s going to be more effective

to work closely with the professionals who are familiar with your daughter’s

strengths and level of functioning in order to develop a plan to address this

issue.  Thank you so much for writing in; we wish you and your daughter

all the best as you continue to address her difficulties with school. 

is there a blog for parents that went to Therapeutic boarding schooling for their adolescent?

Responses to questions posted on EmpoweringParents.com are not intended to replace qualified medical or mental health assessments. We cannot diagnose disorders or offer recommendations on which treatment plan is best for your family. Please seek the support of local resources as needed. If you need immediate assistance, or if you and your family are in crisis, please contact a qualified mental health provider in your area, or contact your statewide crisis hotline.

We value your opinions and encourage you to add your comments to this discussion. We ask that you refrain from discussing topics of a political or religious nature. Unfortunately, it's not possible for us to respond to every question posted on our website.

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Schoolsmith

Schoolsmith. For parents choosing a school for their children. What to look for. Find a school. Compare

How much homework should my child be doing?

Schoolsmith · Published: May 17, 2017 · Updated: Apr 10, 2019

Most answers to the homework question start with “it depends”. Here’s why.

Who likes homework? No-one. Children certainly don’t. After a long day at school they are tired and grumpy about it. After a long day at work parents are tired and grumpy at the prospect of making their children do it. Cue the familial tensions and arguments that play out across the land on every weekday night. Except, of course if your children board. In which case you can relax with your glass of Pinot Grigio and feel smug.

Or is that really true? You see, we parents also love homework. We want loads of it. We think that our children won’t succeed without it. So we think badly of a school that doesn’t set enough of it. And we get anxious if we think that the school down the road is setting more than ours.

What is homework for?

There are three main reasons for homework. The first is to prepare for the next lesson (“ flipped learning “). This will be background reading or research to facilitate an informed discussion in the next lesson.

The second reason is by far and away the most common. Consolidating what has been covered in class with essays, exercises and problem solving. If the classroom is for teaching, homework is for practicing and committing to memory.

The third reason is gaining in popularity. It’s the “opportunity for pupils to explore independent lines of enquiry in an unstructured setting”. OK, sounds promising for more senior pupils. But the reality might be more “Mum, can you (help me) make my Tudor house please?”

Is homework important?

The evidence is that at secondary school, homework is beneficial and improves achievement. For example, a study by the Institute of Education quantified that students who averaged two to three hours per night in their two GCSE years were ten times more likely to achieve five good GCSEs than those who didn’t.

As for primary level, studies of the benefits range from inconclusive to doubtful. The exception to this is reading practice with a parent, which is outside the usual definitions of homework.

Does more homework mean better outcomes? Is it linear? Do outcomes improve with each 15 minutes spent doing it?

Research suggests so, but it is age and personality dependent. If “all work and no play makes Jack a dull boy” then there must be a point of limited return. Headteachers who advocate less homework suggest that children should spend the extra time getting fresh air. They also emphasise the value of quality family time. Not stuck in front of the telly or the iPad then…

How much homework should my child be getting?

The English Department of Education used to provide a guide for how much homework children should be getting, by age. At primary school children should be getting 10 minutes per night for Years 1 and 2, rising to 30 minutes per night in Years 5 and 6. At senior school children should be getting 1.5 hours per night for Year 7 rising to 2.5 hours per night in Years 10 and 11. Although the guide was voluntary it did have the effect of increasing the percentage of state primary schools who set homework at all from 60% to 95%. The guidance was scrapped in 2012 and now homework is left to the discretion of individual headteachers.

Unfortunately none of this includes revision for exams which can be significant in a school that does regular testing. It is certainly significant for national exams.

Another guideline is the 10 minute rule; 10 minutes per night for each Year of Education. So Year 1 would have 10 minutes, Year 6 would have 1 hour and Year 11 would have 1 hour 50.

Yet another guideline is the 20 minutes per subject rule for ages 7 to 14 (Key Stages 2 and 3). There are two subjects per night in Key Stage 2 (last four years of primary school) making 40 minutes. There are three subjects per night in Key Stage 3 (first three years of senior school) making 60 minutes. In the two GCSE years the number of subjects stays at three but the time for each doubles to 40 minutes; a total of 2 hours per night.

These time guides are useful, but the reality is often very different. Some children take longer than others to do the same piece of homework. Some teachers set more than others. Furthermore, some children in the same class get more homework if they are considered more able.

You may have the occasional grumble about too much homework. But the chances are that you’re more likely to grumble about too little homework in the months leading up to important exams.

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How Much Homework Do American Kids Do?

Various factors, from the race of the student to the number of years a teacher has been in the classroom, affect a child's homework load.

In his Atlantic essay , Karl Taro Greenfeld laments his 13-year-old daughter's heavy homework load. As an eighth grader at a New York middle school, Greenfeld’s daughter averaged about three hours of homework per night and adopted mantras like “memorization, not rationalization” to help her get it all done. Tales of the homework-burdened American student have become common, but are these stories the exception or the rule?

A 2007 Metlife study found that 45 percent of students in grades three to 12 spend more than an hour a night doing homework, including the six percent of students who report spending more than three hours a night on their homework. In the 2002-2003 school year, a study out of the University of Michigan found that American students ages six through 17 spent three hours and 38 minutes per week doing homework.

A range of factors plays into how much homework each individual student gets:

Older students do more homework than their younger counterparts.

This one is fairly obvious: The National Education Association recommends that homework time increase by ten minutes per year in school. (e.g., A third grader would have 30 minutes of homework, while a seventh grader would have 70 minutes).

Studies have found that schools tend to roughly follow these guidelines: The University of Michigan found that students ages six to eight spend 29 minutes doing homework per night while 15- to 17-year-old students spend 50 minutes doing homework. The Metlife study also found that 50 percent of students in grades seven to 12 spent more than an hour a night on homework, while 37 percent of students in grades three to six spent an hour or more on their homework per night. The National Center for Educational Statistics found that high school students who do homework outside of school average 6.8 hours of homework per week.

Race plays a role in how much homework students do.

Asian students spend 3.5 more hours on average doing homework per week than their white peers. However, only 59 percent of Asian students’ parents check that homework is done, while 75.6 percent of Hispanic students’ parents and 83.1 percent of black students’ parents check.

Teachers with less experience assign more homework.

The Metlife study found that 14 percent of teachers with zero to five years of teaching experience assigned more than an hour of homework per night, while only six percent of teachers with 21 or more years of teaching experience assigned over an hour of homework.

Math classes have homework the most frequently.

The Metlife study found that 70 percent of students in grades three to 12 had at least one homework assignment in math. Sixty-two percent had at least one homework assignment in a language arts class (English, reading, spelling, or creative writing courses) and 42 percent had at least one in a science class.

Regardless of how much homework kids are actually doing every night, most parents and teachers are happy with the way things are: 60 percent of parents think that their children have the “right amount of homework,” and 73 percent of teachers think their school assigns the right amount of homework.

Students, however, are not necessarily on board: 38 percent of students in grades seven through 12 and 28 percent of students in grades three through six report being “very often/often” stressed out by their homework.

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How Do Kids Spend the School Day? Recommended Times and Structure

Verywell / Sahara Borja

Attending Class

Doing homework.

• Socializing
• Being With Parents

Eating Meals

Being physically active.

• Enjoying Nature

Using Electronics

How to fit it all in.

Today's kids are busier than ever, dividing their time between school, activities, tutoring , and family time. When they're not busy with scheduled activities, kids have to make time for homework, sleep, and personal care.

Is there a way to balance it all and still provide some structure? Sure; making room for the priorities just takes a little planning. Of course, when it comes to time management , flexibility is also important. There will be times when you need to make adjustments to meet your child's needs. See how your child's schedule compares to others when it comes to key daily activities.

It may seem like your children spend all of their time at school . According to the National Center for Education Statistics (NCES), students may spend anywhere from three to seven hours a day in school depending on their age and the state in which they live.

This figure does not include transportation time as well as before or after school activities. Consequently, the number of hours individual children spend at school can vary dramatically.

As for the number of school days in a school year, there is much less variation. According to the NCES, the number of school days in different states ranges from 160 days in Colorado to 180 days in Hawaii.

This means kids are not in school about 185 days or more a year, which includes weekends and breaks. On those days, kids have the opportunity to enjoy nature, spend time with family and friends, and exercise.

How much time each day should kids spend on homework ? A general rule among teachers is 10 minutes per grade level: 30 minutes per day for a third-grader, 50 minutes for a fifth-grader, and so on.

This rule has been around for decades, but gained legitimacy when a review by Harris Cooper of Duke University suggested that 10 minutes per grade level really is the best practice. This amount can vary dramatically between children, however.

Time needed for homework really depends on the school's homework policy, the teacher's philosophy, and the type of coursework your child is taking. High school students taking AP courses might spend more time on homework than a student in general education courses. Some educators don't assign homework unless they see a strong need for at-home practice.

Expect less homework in schools that have a strong hands-on emphasis. You can expect more homework in schools that focus on regular practice or have "flipped" classrooms, where kids cover new material at home and practice skills at school where they are supervised. Another time you can expect more homework is in advanced level classes, like those that offer dual credit to high school students.

To keep your student on task during the school year, try establishing a schedule or block of time when homework will be completed.

Allow your child to help decide when this will take place. Doing so gives them some sense of control over their day and will more likely lead to positive results when it comes to completing assignments.

Socializing With Others

Experts agree that school-age children need to have friends. Friends help children build social skills such as listening, sharing, and problem-solving . Children also learn how to handle their emotions through relationships with other children.

Research doesn't dictate any specific amount of time that is necessary for children to socialize with friends. The quality of the friendships and whether or not the child is generally happy with their social time are most important. Children or teens may have just a few friends or several friends.

If you feel that your child would benefit from having more or better quality friendships , start by suggesting that your child to get involved in clubs or activities where they can meet new friends. If your child seems a little shy or like they need practice meeting new peers, try coaching them on how to make friends.

Being With Parents or Caregivers

Don't stress about spending quality time with your kids. Research from a large-scale longitudinal study on the effects of time with parents compared to child and teen outcomes had some surprising results.

The biggest takeaway is that time spent with a parent who is stressed out and moody can decrease positive outcomes, while more time does not show a strong benefit. For this reason, it's important to be mindful of your family's moods.

It's also important not to put too much pressure on yourself when it comes to spending time as a family. The study, published in the Journal of Marriage and Family , found no relationship between the time a parent spent with their 3- to 11-year-olds and the child's academic achievement, behavior, and well-being. Teens do get into less trouble when they have six hours a week or more of positive, engaged time with parents.

That means that parents can and should take a big sigh of relief. These results suggest taking care of yourself first and not sacrificing or martyring yourself for the sake of your children is best. If you find yourself stressed out about money, you can return to work or work more hours without feeling guilty .

You also will be in a better position to spend time with your kids in the teen years when the benefits are much more tangible. Just try to enjoy your time together no matter what that looks like. It still stands to reason that your child will benefit from having some positive attention from you every day.

The amount of time a child needs to sleep varies according to their age. But every child, no matter their age, needs adequate sleep. Not getting enough sleep has been linked to falling asleep during school or missing school altogether.

What's more, kids who don't get enough sleep struggle to wake up in the mornings, and have trouble learning or doing school work. If you are concerned that your child is not getting enough sleep, learn what symptoms to watch for as well as what steps you can take to improve their sleep habits .

Sleep Recommendations

According to the National Institute of Child Health and Human Development, the recommended sleep times for school-age children are:

• 10–13 hours each night for 5-year-olds
• 9–12 hours each night for 6- to 12-year-olds
• At least 8 hours each night for kids 13 years old and older

Verywell / Nusha Ashjaee

Most experts recommend 20 to 30 minutes to eat a meal, and 10 to 15 minutes to eat a small snack. Keep in mind that even children's bodies need 20 minutes after eating before they begin to register feeling full.

To make sure your children have plenty of time to finish their food without feeling rushed and get adequate nutrition, emphasize the importance of family meals . This time not only provides your kids with the nutrition they need, but it also gives you valuable time together as a family.

What's more, regular family meals promote healthy eating and protect against childhood obesity . Make sure you are selecting healthy options for your family and that electronics are turned off and away from the table. Meal time also is a great time to catch up on what's going on in everyone's lives and to laugh together as a family.

Children should engage in 60 minutes of moderate to vigorous physical activity per day according to the Centers for Disease Control and Prevention (CDC). Not only does regular physical activity promote health and fitness, it also leads to lower body fat and stronger bones .

Physical activity—which should consist of aerobic, muscle-strengthening, and bone-strengthening activities—also has a positive impact on a child's brain health. Studies have shown that exercise improves cognition and memory as well as enhances academic performance and reduces symptoms of depression.

When kids exercise daily, this also sets them up for good health in adulthood. It reduces the likelihood that they will experience heart disease, obesity, and Type 2 diabetes. Plus, being physically active is a great stress reducer. It allows kids to take their minds off of stressful things and do something fun.

Enjoying Nature and the Outdoors

Many children spend much more time indoors than they did in previous generations. Various studies have linked this increase in indoor time to obesity and other health issues.

While it is important to note that some of these effects do not have enough research to say with certainty that indoor time is to blame, it makes sense that time spent outdoors and away from screens would be good for children and adults alike.

How much time outdoors should you aim for? The U.S. National Wildlife Federation suggests at least one hour a day. This nature advocacy group even includes this concept in its "Be Out There" campaign, calling it a "Green Hour." Likewise, the American Academy of Pediatrics (AAP) also recommends 60 minutes of unstructured, free play (indoors or out) every day.

You can help your children get in their physical activity time and their time in nature by getting them outdoors. If you're short on ideas, try hiking on a local nature trail or tending a small container garden.

For years, the AAP had fairly strict recommendations limiting the use of any electronic devices to a few hours a day. However, in late 2016, new guidelines were announced that are much less stringent. The guidelines were created in response to how we are using media today.

This change came about because electronics and screen time have become a facet of almost every part of our lives. Children use tablets and computers at school. Cell phones with video messaging are used for daily communication. And internet use for homework is more likely to be required than optional. Then, after a child's required use of electronic media, there is still entertainment and free time to consider.

Overall, the recommendations indicate that electronic media use for entertainment should be limited to one or two hours a day. Parents should ensure that this entertainment is high quality, and create screen-free zones (like the family dinner table), so children and teens learn to function without their devices. Doing so not only allows them to relax and de-stress but it also gives them the space needed to be creative.

Of course, during the 2020-2021 school year, kids may have been online multiple hours a day just to get an education. Now that schools are being encouraged by the CDC to return to in-person learning, finding a balance between using electronics for school and for socializing and entertainment is important. You may even want to consider taking a few days to detox from technology as a family.

It can be a challenge to meet all of these recommendations. One way to manage is to combine one or more activities so you can get more done in less time.

For instance, time outdoors in nature, away from electronic devices, can be combined with exercise and even time with same-age friends. Meanwhile, the time a child or teen needs to be engaged with a parent can be met by eating dinner together. Thirty minutes each night totals more than six engaged hours. The only activity you can't mix with others is sleep.

The key to fitting in everything a child needs is to establish a daily plan or school year routine. Pre-planning or scheduling also can reduce parent stress, keeping the time you spend with your child positive.

A Word From Verywell

As you think about how to structure your child's typical school day, try not to be too rigid with your planning. With the exception of sleep, you can be flexible with how your kids are spending their time and tailor your routines to meet their specific needs.

The key is that they are getting appropriate rest, attending school, and doing their homework. Socializing, time with family, physical activity, electronic use, and family meal times can be adapted as the days unfold.

National Center for Education Statistics. Number of instructional days and hours in the school year, by state: 2018 .

American Psychological Association. Is homework a necessary evil ?

Cooper, H.  The Battle Over Homework: Common Ground for Administrators, Teachers, and Parents . New York, Carrel Books, 2015.

Sakyi KS, Surkan PJ, Fombonne E, Chollet A, Melchior M. Childhood friendships and psychological difficulties in young adulthood: an 18-year follow-up study . Eur Child Adolesc Psychiatry . 2015;24(7):815-26. doi:10.1007/s00787-014-0626-8

Siennick SE, Osgood DW. Hanging out with which friends? Friendship-level predictors of unstructured and unsupervised socializing in adolescence . J Res Adolesc . 2012;22(4):646-661. doi:10.1111/j.1532-7795.2012.00812.x

Milkie MA, Nomaguchi KM, Denny KE. Does the amount of time mothers spend with children or adolescents matter? . J Marriage Fam. 2015;77:355–372. doi:10.1111/jomf.12170

Eunice Kennedy Shriver National Institute of Child Health and Human Development. How much sleep do I need? .

Cohen JF, Jahn JL, Richardson S, Cluggish SA, Parker E, Rimm EB. Amount of time to eat lunch is associated with children's selection and consumption of school meal entrée, fruits, vegetables, and milk . J Acad Nutr Diet . 2016;116(1):123-8. doi:10.1016/j.jand.2015.07.019

Dwyer L, Oh A, Patrick H, Hennessy E. Promoting family meals: a review of existing interventions and opportunities for future research . Adolesc Health Med Ther . 2015;6:115-31. doi:10.2147/AHMT.S37316

Centers for Disease Control and Prevention. Physical activity guidelines for school-aged children and adolescents .

Kemple KM, Oh J, Kenney E, Smith-Bonahue T. The power of outdoor play and play in natural environments .  Childhood Education . 2016;92(6):446-454. doi:10.1080/00094056.2016.1251793

Childhood Pediatrics. Nature play: Prescription for healthier children .

Barnett TA, Kelly AS, Young DR, et al. Sedentary behaviors in today’s youth: approaches to the prevention and management of childhood obesity: A scientific statement from the American Heart Association .  Circulation . 2018;138(11). doi:10.1161/CIR.0000000000000591

The National Wildlife Federation. Connecting kids and nature .

American Academy of Pediatrics. Energy out: daily physical activity recommendations .

Media and young minds . Pediatrics . 2016;138(5). doi:10.1542/peds.2016-2591

Centers for Disease Control and Prevention. Guidance for COVID-19 prevention in K-12 schools .

By Lisa Linnell-Olsen Lisa Linnell-Olsen has worked as a support staff educator, and is well-versed in issues of education policy and parenting issues.

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The beginner's guide to primary-school homework

What’s the point of homework?

For many families, homework is a nightly battle, but primary schools set it for a variety of reasons. ‘It helps to consolidate the skills that are being taught at school, and provides children with additional revision opportunities,’ explains head teacher Steph Matthews of St Paul’s CofE School, Gloucester .

‘It also gives children an opportunity to explore learning in an unstructured setting, encouraging them to be independent and follow their own lines of enquiry.’ In addition, homework creates a partnership between school and family, giving parents an insight into what their child is learning.

How much homework should my child get in primary school?

In the past, the Department for Education advised that Key Stage 1 children should do an hour of homework each week, rising to half an hour per night in Key Stage 2. This advice was scrapped in 2012, giving schools more freedom, but many still follow the old guidelines.

In Reception , formal homework is rarely set. However, children are likely to bring home books to share with the family, first reading books, and/or keywords to learn.

In Years 1 and 2 , children are likely to have one or two tasks per week. This could be literacy or numeracy worksheets (for example an exercise where children have to compare the weights of different household items), a short piece of writing (such as a recount of a school trip) or work relating to the class topic (find out five facts about the Great Fire of London ).

In Years 3 and 4 , most schools set two homework activities each week: typically, one literacy (such as a worksheet on collective nouns, or a book review ) and one numeracy (a worksheet on bar charts).

In Years 5 and 6 , children may have two or three pieces of homework each week. ‘The amount begins to increase to prepare children for SATs and the transition to secondary school,’ says Steph. These activities might include maths worksheets, researching a topic, book reviews and grammar exercises.

Alongside formal homework tasks, most children bring home reading scheme books from Reception onwards, with weekly spellings and times tables from Year 1 or 2.

Learning logs and homework challenges

Not all schools rely on handing out worksheets. Learning logs or challenges are becoming more popular: children are given a folder of suggested activities – from writing a poem to building a model castle – and must choose a certain number to complete throughout the term.

Other schools ensure that homework ties in with the current class topic. ‘We have a themed approach, and set homework activities that give opportunities to explore the topic in a fun way, for example, designing a method of transport that Phileas Fogg could use to travel the world,’ explains Steph.  

Modern homework methods

Unsurprisingly, technology is playing an increasingly important part in homework. Some schools use online reading schemes such as Bug Club , where teachers allocate e-books of the appropriate level, or subscription services like SAM Learning  to set cross-curricular tasks.

A growing number also set homework electronically , with children logging into the school website to download their task.

What if the homework is too much – or too hard?

If you feel your child is overloaded with homework, speak to the teacher. ‘Forcing children to complete homework is counterproductive, because they come to perceive it as a chore,’ says Rod Grant, head teacher of Clifton Hall School, Edinburgh . ‘This makes learning appear boring, arduous or both, and that is really dangerous, in my view.’

Most schools publish their homework policy on the school website , telling parents exactly what to expect. ‘Teachers should make their expectations very clear in terms of deadlines and how long it should take, and should also differentiate tasks to suit the level of the pupil,’ adds Steph.

No homework at all?

If your child doesn’t get any homework, you may feel out of touch with his learning, or concerned that he isn’t being challenged. But there are good reasons why some schools don’t set homework, or set it only occasionally, says Rod. ‘Although homework can be beneficial, family life tends to suffer as a result of it being imposed,’ he explains. ‘ If a school isn’t providing homework, there’s plenty that parents can do at home instead : reading with their children, doing number puzzles on car journeys, using online resources, and so on.’

Parents may also worry that without doing homework, children won’t develop study habits for later life. ‘There is genuinely no need for a six-year-old to get into a routine of working at home; there’s time to learn that later,’ Rod advises. ‘Parents need to relax and encourage children to love learning – and that comes when learning is fun, relevant and engaging, not through doing homework tasks that are unchallenging, or secretarial in nature.’

Homework: advice and support for primary-school parents

For information and support on all aspects of homework, from managing other siblings to helping with specific subjects, head to our Homework area.

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Home » Tools for Your 7-Year-Old » Homework for Your 7-Year-Old

Homework for Your 7-Year-Old

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Now Is the Right Time!

As a parent or someone in a parenting role, you play an essential role in your 7-year-old child’s success. There are intentional ways to grow a healthy parent-child relationship, and setting up a daily homework routine provides a perfect opportunity.

Children ages 5-10 are in the process of establishing critical learning habits, including how they approach homework, that will extend throughout their school years. For most children, homework is a nightly reality. Children who have a parent or someone in a parenting role involved in supporting learning at home and are engaged in their school community have more consistent attendance, better social skills, and higher grade point averages and test scores than those children without such support. 1 Indeed, the best predictor of students’ academic achievement is parental involvement.

Yet, there are challenges. “I don’t want to do homework. I haven’t had any time to play,” might be a frequent complaint you hear from your seven-year-old. Your child may engage you in power struggles when they have other goals in mind. Their goal – “How can I play longer?” – is typical.

A study by the National Center on Families Learning found that 60% of American families struggle to help children with their homework. 2 More than 25% admit that the reason they struggle is that they are too busy; this is up from just over 20% in 2013. Other reasons parents identified for having trouble with helping with homework were not understanding the subject matter (34%) and pushback from their kids (41%). 3

While getting a regular homework routine going might be a challenge, it can be a joyful experience that promotes valuable skills for school and life success. The steps below include specific, practical strategies along with effective conversation starters to support a homework routine in cooperative ways that avoid a daily struggle.

Why Homework?

Five and six-year-olds will be brand new to the homework experience, and you will have an opportunity to establish positive habits that will stay with them for years to come. Seven, eight, nine, and ten-year-olds will be bringing brand new academic challenges home like reading with competence and learning fractions. Additionally, they may be expected to complete long-term projects. This will take a whole new level of planning and organization. These homework assignments can become a challenge if regular routines are not established. Today, in the short term, establishing effective homework habits will create

• greater cooperation and motivation;
• greater opportunities for connection and enjoyment as you implement your respective roles and feel set up for success;
• trust in each other that you have the competence to complete your responsibilities with practice and care;
• reduced frustrations from a lack of organization, space, or resources; and
• learning about your child’s school curriculum.

Tomorrow, in the long term, homework helps your child

• build skills in collaboration and cooperative goal setting;
• build skills in responsible decision making, hard work, and persistence;
• gains independence, life skills competence, and self-sufficiency; and
• develops positive learning habits that contribute directly to school success.

Five Steps for Creating a Homework Routine

This five-step process helps your family establish a routine for homework. It also builds important skills in your child. The same process can be used to address other parenting issues as well ( learn more about the process ).

These steps are done best when you and your child are not tired or in a rush.

Intentional communication and a healthy parenting relationship support these steps.

Step 1. Get Your Child Thinking by Getting Their Input

You can get your child thinking about establishing a homework routine by asking them open-ended questions. You’ll help prompt your child’s thinking. You’ll also begin to better understand their thoughts, feelings, and challenges related to homework so that you can address them. In gaining input, your child

• has the opportunity to think through the routine and problem solve through any challenges they may encounter ahead of time;
• has a greater stake in anything they’ve designed themselves (and with that sense of ownership, comes a greater responsibility for implementing the routine);
• will have more motivation to work together and cooperate because of their sense of ownership; and
• will be working with you on making informed decisions (understanding the reasons behind those decisions) about a critical aspect of their learning — their homework.
• “How do you want to spend your time after school?”
• “Would you like a snack first?”
• “Do you want to change into play clothes first?”
• “Do you want time to rest or run outside and play?”
• “Considering all of the activities that typically take place after school, when is the best time for you to do homework?”
• Experiment to figure out a plan for homework. Since the homework experience for younger children is new, you’ll want to take a week and try out different times to see what works best with your child’s energy. Your child, for example, may say that they want to get homework done right after school only to find that they’re mentally worn and need a break. So, ask key questions and assign a first trial week. If one way doesn’t work, try out an after-dinner time and ask again: “Does this time work better?” Everyone has different energy cycles and times when they feel better able to focus, so work on discovering that rhythm with your child and you’ll go a long way toward setting them up for success!
• Once you agree upon a time that makes sense for all, your attempts to keep that time sacred and consistent for homework will be important to ensure it becomes a habit and routine. If you are consistent, it can serve as a predictable, non-negotiable process. Your child knows what to expect and when to expect it.
• Take note of the time when your child has said is the best time to do homework. Set a timer to go off at that time. Instead of you calling out, “Time for homework!” which may incite a battle, an inanimate, dispassionate object is alerting them. You can use a kitchen timer outside or inside.
• If your child has decided to do homework right after school, be certain to provide a healthy high protein snack first (peanut butter crackers, cheese stick and apples). You may even consider having this snack ready for the car ride home.
• If you cannot offer a choice in the time of day homework is completed, then find another choice your child can make. For example, you could allow your child to decide what space they use, or what snack they will have to accompany homework completion. Adding some level of choice to the process will prevent power struggles and help your child take ownership.
• a well-lit location (or get a task lamp to light up a preferred spot);
• close proximity to your family’s living space or kitchen (wherever you’ll typically be so that you are never far to offer support); and
• a hard work surface that can get dirty. (Your child may need to color with markers, use glue sticks, cut, and more. Make sure your surface is durable.)
• School supplies: loose leaf paper, crayons, glue sticks, scissors, pencils, pencil sharpener, a children’s dictionary, and any other items you anticipate they might need.
• No clutter. In fact, a disorganized environment can distract from a child’s focus. So eliminate clutter, organize tools, and only have the essentials at hand. Invest in a few supply holders to keep tools neat and ready.
• A binder, bin, or other receptacle designated for school papers that are brought home and stay at home.
• The goal of a homework space is to provide a well-equipped, consistent place for your child to fully focus on the work at hand. In this way, they’ll know what to expect. You won’t have to struggle over frustrations when they can’t find a school tool. And, they’ll learn to take greater responsibility for their learning as they work with you to organize this space.
• Make it fun! Designing a homework spot together can be an enjoyable experience. Allow your child to pick out their own organization bins and school tools. Perhaps they could make a sign with their name on it to designate the space. Or, create a poster with an inspirational saying like, “Good things come from hard work!” Take a little time to label your new supply holders not only with names but also with stickers or drawings to allow your child to personalize them. All this can be motivating to a child.
• Create a family homework rule. Be sure to discuss (at a family dinner, for example) how the family can respect homework time. Consider if you want all siblings to do homework at the same time or not. If you want everyone to do homework at the same time, consider what would need to be in place to make that happen. Either way, agree upon a homework rule that everyone will respect the person who is focused on their work and will be quiet in that area of the house.

Step 2. Teach New Skills by Interactive Modeling

As a parent or someone in a parenting role, learning on which developmental milestones a child is working can help a parent know which tasks might be more difficult. Here are some examples as they relate to homework: 4

• Five-year-olds like to help and follow rules. They typically see only one way of doing things (so if you suggest another, it might be difficult for them to understand and follow). They also may fear making mistakes, so it’s important to send the message that “Everyone makes mistakes, and mistakes are essential to learning.”
• Six-year-olds may be more apt to question your rules and refuse to proceed with the routine. But, they are ambitious and eager to do well, so recognize small steps toward competence.
• Seven-year-olds crave routine and structure, so they may not be able to deal well with a chaotic household distracting from their focus.
• Eight-year-olds are highly social and thrive in cooperative learning groups. This could be a great time to introduce a study partner/friend where buddies complete homework together discussing the issues and supporting one another. (This may not work for every child, so it is important to know your child and their ways of learning and focusing.) Eight-year-olds also may simply enjoy talking about what they are working on with you more than in past years.
• Nine-year-olds are highly competent with fine motor skills but can become easily frustrated. They may need directions that contain one instruction. They require patience and can be hard on themselves.
• Ten-year-olds are growing rapidly so they require more movement. They have a strong sense of right and wrong and awareness of fairness issues. They can feel more competent with homework, though challenging work may trigger anger and/or frustration.

Teaching is different than just telling. Teaching builds basic skills, grows problem-solving abilities, and sets your child up for success. Teaching also involves modeling and practicing the positive behaviors you want to see, promoting skills, and preventing problems.

As a parent or someone in a parenting role, it is easy to be confused about how best to support your child’s homework. Here are some specific ways you can define your role while ensuring your child has full ownership over their learning process.

• “Where in your book did you find this lesson?”
• “Where else could you look to find the answer?”
• “What other ways can you think about your answer?”
• Share your curiosity and interest in the subject, but do not provide an answer.
• Focus on keywords so that they too can learn to spot key words.
• Attempt to read together. Young children who are learning to read may require help reading and understanding directions.
• Use your finger to underscore the text you are reading.
• Ask your child which words are most important when you are talking about a problem.
• Have your child underline or highlight those words in the instructions or in the specific question they are trying to answer so that you have a focusing point. Children need support in figuring out what is most important in making sense out of text of any kind.
• Research together. If you cannot find the source of the problem in your child’s books, then do some online research together. But be certain that you allow your child to drive the process. You might ask, “What should we look up or search for together?” These are the first seeds of strong research skills.
• Teach the essential “brain break.” Breaks do not represent weakness or a lack of persistence. In fact, people’s brains work better if they take frequent breaks.
• Show proactively what a brain break might look like. Pretend play through it. Parent: sit with your pencil and paper and say aloud, “I am really starting to feel frustrated.” Then, move away from your seat and breathe deeply and loudly. Get a drink of water. Walk outside and breathe in the fresh air. Take your child with you to do this alongside you.
• You might ask, “What else makes you feel better and comforted when you are frustrated?” Brainstorm a brief list of spaces, places, things, and actions that offer comfort when frustrated. Leave that list in your school tool homework space. It will serve as an ongoing resource when brain breaks are required.
• It’s a common challenge of homework time for a child to fear making mistakes. Homework is practice, it is intended as a time to try out an answer, get it wrong, and try again. Hang up a sign near your homework spot to remind your child, “Mistakes are part of learning.”
• You do not need to be a subject matter expert EVER! If you find that you are struggling to get the right answer for yourself, take a step back. Realize that you are stealing a learning opportunity away from your child. Ask yourself how you can provide the guidance and support for them to answer the question or solve the problem (even if they get it wrong).

Step 3. Practice to Grow Skills and Develop Habits

Homework practice can take the form of cooperatively completing the task together or trying out a task with you as a coach and ready support. Practice grows vital new brain connections that strengthen (and eventually form habits) each time your child practices.

• Use “Show me…” statements. When a child learns a new ability, they are eager to show it off! Give them that chance. Say: “Show me you know what’s next when our timer goes off.” This can be used when you are in the after school routine and need an alert to move on to homework.
• Do a “brain break” dry run. In the midst of homework one night, maybe at a natural breaking point, play “brain break.” Practice moving away from homework. Get a drink of water. Walk outside and sniff the fresh air. Then, go back and ask, “Do you feel refreshed and ready or do you need a little more time?” If your child responds they need more time, then what would make them feel better? Perhaps a hug on a teddy bear or a couple of runs around the house might do the trick. This practice is super important if you plan to use it as a tool when your child is really upset.
• Recognize effort by using “I notice…” statements. For example, “I noticed how you got to work this afternoon when the timer sounded without me asking. That’s taking responsibility!”
• Proactively remind your child to help them be successful. Often the challenges in a homework routine seem to recur day after day and may be predictable. You might know exactly what they are and when they are going to happen. So, just before they do, remind in a gentle, non-public way. You may whisper in your child’s ear, “Remember what we can do next to figure out the problem? What is it?”

Resist the temptation to nag. Children often need more time to perform tasks that challenge them even if you believe they are simple and don’t require much time. Be sure to wait long enough for your child to show you they are competent. Your waiting could make all the difference in whether they are able to do what you need them to do.

Step 4. Support Your Child’s Development and Success

At this point, you’ve taught your child several new positive learning habits so that they understand how to perform them. You’ve practiced together. Now, you can offer support when it’s needed. Parents naturally offer support as they see their child fumble with a situation in which they need help. This is no different.

• Promote a learning attitude. Show confidence that your child can learn anything with time and practice (because they truly can!). Your comments and reflections will matter greatly in how competent they feel to meet any learning challenge.
• Ask key questions when your child struggles. You could say, “It looks like you feel stuck. Is there another way you could approach the problem?” or “How are you feeling about homework tonight?”
• Coach on communications. You might notice your child struggling and getting stuck even with your support. You might then say, “Seems like you are having trouble figuring this problem out and cannot find the answer in your resources. This would be a good time to ask your teacher about this problem. You might say, ‘Mrs. Johnson, I struggled with this one. Can you help me?’”
• Stay engaged. It can be motivating for a child when a parent does their own paperwork alongside them keeping them company. Working together, after all, is much more enjoyable than working alone.
• Allow for and reflect on real world consequences. If you see a mistake on your child’s worksheet, don’t correct it. You’ll be taking away a valuable learning opportunity. You could leave it alone altogether or ask once, “Do you feel like this is right or are you struggling with it?” If your child confirms it’s the answer they want to give, then allow them the experience of their teacher correcting it. It’s an important learning opportunity. It may open a door to extra support from their teacher.
• Apply logical consequences when needed. Logical consequences should come soon after the negative behavior and need to be provided in a way that maintains a healthy relationship. Rather than punishment, a consequence is about supporting the learning process. First, get your own feelings in check. Not only is this good modeling, when your feelings are in check you are able to provide logical consequences that fit the behavior. Second, invite your child into a discussion about the expectations established in Step 2. Third, if you feel that your child is not holding up their end of the bargain (unless it is a matter of them not knowing how), then apply a logical consequence as a teachable moment.

If you groan that it’s homework time, surely your child will groan too. Become aware of your own reactions to homework. Be sure that the tone and attitude you bring to homework is one of digging in, being curious, and learning.

A research study noted whether mothers’ comments during homework completion were controlling or supporting autonomy and competence. 5 The researchers concluded that those children who brought worries about their ability to perform had a heightened sensitivity to their mothers’ comments. Moms who supported their autonomy – “I know you can do it!” – and demonstrated that they believed in their child’s ability to do the work predicted increased achievement over time. However, those mothers who were more controlling in their comments – “I need to check your work. That’s not right.” – predicted less engagement and lower achievement in their children.

Step 5. Recognize Effort and Quality to Foster Motivation

No matter how old your child is, your praise and encouragement are their sweetest reward.

If your child is working to grow their skills – even in small ways – it will be worth your while to recognize it. Your recognition can go a long way to promoting positive behaviors and helping your child manage their feelings. Your recognition also promotes safe, secure, and nurturing relationships — a foundation for strong communication and a healthy relationship with you as they grow.

You can recognize your child’s efforts with praise, high fives, and hugs. Praise is most effective when you name the specific behavior of which you want to see more. For example, “You put your game away when the timer went off and got out your work. Love seeing that!”

Avoid bribes. A bribe is a promise for a behavior, while praise is special attention after the behavior. While bribes may work in the short term, praise grows lasting motivation for good behavior and effort. For example, instead of saying, “If you get your homework done right after school, I will let you choose the game we play after dinner” (which is a bribe), try recognizing the behavior after. “You got to work on your homework like we practiced. Love seeing that!”

• Recognize and call out when it is going well. It may seem obvious, but it’s easy not to notice when all is moving along smoothly. When children are completing their homework tasks on time, for example, a short, specific call out is all that’s needed. “I noticed you completed your homework today on your own in the time we agreed upon. Yes! Excellent.”
• Recognize small steps along the way. Don’t wait for the big accomplishments – like the entire homework routine to go smoothly – in order to recognize. Remember that your recognition can work as a tool to promote more positive behaviors. Find small ways your child is making an effort and let them know you see them.
• Build celebrations into your routine. For example, “We’ll get our business taken care of first with our homework, and then we’ll run around outside or take a bike ride.” Include hugs as a way to appreciate one another.

Engaging in these five steps is an investment that builds your skills as an effective parent to use on many other issues and builds important skills that will last a lifetime for your child. Throughout this tool, there are opportunities for children to become more self-aware, to deepen their social awareness, to exercise their self-management skills, to work on their relationship skills, and to demonstrate and practice responsible decision making.

[ 1 ] Henderson, A.T., Mapp, K.L., Johnson, V.R., & Davies, D. (2007). Beyond the bake sale: The essential guide to family-school partnerships. NY: The New York Press.

[ 2 ] reid, k. s. (2014). survey finds more parents troubled by their children’s homework . education week, september 19. retrieved on september 25, 2104., [ 3 ] national center for families learning. (2014). annual survey on parents and homework . google consumer surveys, august 12, 2014, to august 22, 2014, based on 1,039 online responses., [ 4 ] wood, c. (2017). yardsticks; child and adolescent development ages 4-14. turners falls, ma: center for responsive schools., [ 5 ] fei-yin ng, f., kenney-benson, g.a., & pomerantz, e.m. (2004). children’s achievement moderates the effects of mothers’ use of control and autonomy support. child development. vol. 75, 3, 764-780., recommended citation: center for health and safety culture. (2020). homework. ages 5-10. retrieved from https://parentingmontana.org..

ParentingMontana.org was supported [in part] by CFDA 93.959 and 93.243 from the Substance Abuse and Mental Health Services Administration (SAMHSA), and by the Preschool Development Grant Birth through Five Initiative (PDG B-5), Grant Number 90TP0026-01-00, from the Office of Child Care, Administration for Children and Families, U.S. Department of Health and Human Services, and by the Montana State General Fund. The views and opinions contained do not necessarily reflect those of SAMHSA, the U.S. Department of Health and Human Services, or the Montana Department of Health and Human Services, and should not be construed as such.

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How Much Homework Is Too Much for Our Teens?

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

Does Your Teen Have Too Much Homework?

Today’s teens are under a lot of pressure.

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

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

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

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

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

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

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

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

Is homework necessary?

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

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

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

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

How much is too much?

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

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

How do we respond to students' needs?

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

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

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

Can there be a balance between home and school?

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

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

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

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

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Kindergarten Homework: Too Much Too Early?

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Kindergarten has taken some getting used to for Walker Sheppard, who didn’t attend preschool or day care. Besides all the new rules to remember, there’s a new nightly routine: homework.

“We spend anywhere from 45 minutes to an hour on it,” said Michael Sheppard, Walker’s dad.

When the 5-year-old comes home every day, Sheppard said, his son is tired and not ready to sit down and figure out his assignments.

“He doesn’t like it,” said Sheppard, who lives in Pulaski, Va. “The first week he went to school he asked us why he was having to do schoolwork at home.”

That’s a question a lot of parents are asking, especially when it comes to the youngest pupils. Studies by researchers including Harris Cooper, a Duke University psychology and neuroscience professor who wrote The Battle Over Homework , have consistently shown that homework has minimal academic benefits for children in the early-elementary years.

Instead, both the National Education Association and the National PTA endorse Cooper’s so-called 10-minute rule, which calls for roughly 10 minutes of homework a night per grade level beginning in 1st grade. So children in 2nd grade would have 20 minutes, those in 3rd grade would have 30 minutes, and so on. In high school, students may exceed that recommendation depending on the difficulty of the courses they choose.

Split Opinions

Those guidelines don’t even mention kindergarten. But that’s not stopping educators in many places from assigning homework.

Delilah Orti said that every Monday her daughter, Mia, a kindergartner last year in the Miami-Dade Public Schools system in Florida, received a homework packet with about 25 worksheets that were due at the end of that week.

Orti said the packet included work on phonics, spelling, reading comprehension, and social studies. She describes her daughter as a quick learner who was already reading in kindergarten but still needed her help with word problems and science worksheets.

“She could read the words, but she had no idea what they meant,” said Orti.

Orti said Mia spent 30 minutes reading every night and an hour on the packet.

“I felt that it was inappropriate for that age,” said Orti. “What she was getting for homework was more busywork. I don’t think she was getting anything out of it and I think it was way too much.”

But such concerns aren’t shared by administrators or parents at Arlington Traditional School, a countywide elementary school in Arlington, Va., with a waiting list of parents eager for their children to attend.

Kindergartners there are expected to do 30 minutes of homework a night, Monday through Thursday.

Every student at the school is expected to spend 15 minutes reading a night. For kindergartners who can’t read yet, that means their parents are expected to read to them. The other 15 minutes is spent doing things like dictating a story to their parents using words that start with a sound they’ve been learning in class or exercises that involve circling that letter.

“We feel that this is a connection that we want with parents,” said Holly Hawthorne, the school’s principal. “We want them to know what their children are learning at school, we want them to know how they’re doing in school, if the work is too hard, if it’s too easy, we want them to be able to support what the kids are learning at school at home as well.”

Eliminating Packets

Still, some kindergarten teachers remain firm in their opposition to mandatory homework.

Barbara Knapp used to assign her kindergarten pupils at Bradley Elementary School in Corralitos, Calif., weekly homework packets. But that all changed 10 years ago during the Great Recession.

“Teachers were only given two reams of paper a month at my school, so we were forced to cut back,” said Knapp.

She and some of her colleagues at the school located about 90 miles south of San Francisco decided a good way to do that would be to eliminate those homework packets. During that time, she said, she started to research homework and found the case against it for young elementary pupils very compelling.

“The research showed that there was no correlation between school success and the traditional paper-pencil homework in kindergarten,” said Knapp, who has 19 years of classroom-teaching experience.

When she was assigning homework, Knapp said parents sometimes complained that it was frustrating for their children. Other times, it was obvious the parents had done the work rather than the child.

Now, Knapp only assigns nightly reading of her pupils’ choice, a move that she credits with making them better readers. She adds that she hasn’t seen any deterioration in other skills since she eliminated traditional homework, and she’s been able to spend more time on lesson preparation rather than grading homework.

“It’s been great not having to focus on homework,” said Knapp. “Putting together the packet, running them all off, grading them all, it was a huge amount of time that was being taken instead of us planning really wonderful, rich, in-class lessons. Homework took away a lot of planning time for just a bunch of busywork.”

Risk of ‘Busywork’ vs. Parental Bonding

Cathy Vatterott is no fan of busywork at any grade level and doesn’t think homework should be part of kindergarten. She’s a professor of education at the University of Missouri-St. Louis and the author of Rethinking Homework . “There’s enough of an adjustment for young children in kindergarten without throwing in homework,” said Vatterott.

And she worries that adjusting to school routines combined with homework could turn off young students to learning.

“I want to make sure that they don’t hate school,” said Vatterott, who noted that young children learn best through play.

She also points to a 2016 University of Virginia study, “Is Kindergarten the New First Grade?,” which found that kindergarten in 2010 was more like the 1st grade of the late 1990s. Vatterott says she’s concerned that children who aren’t developmentally ready for this work might “internalize that they’re not smart or that they’re not good at school.”

But keeping the bond strong between home and school is one of the reasons that Duke researcher Cooper doesn’t mind homework for pupils in kindergarten, with a few caveats.

“The assignments need to be short, simple, and lead to success,” said Cooper. “We don’t want young children to get frustrated with homework. We don’t want them to get bored, and we don’t want them to begin thinking that schoolwork is too difficult for them so that they begin to develop a self-image of not being a good student.”

Finding a Balance

Some kindergarten teachers are embracing short, unique assignments for their pupils that don’t involve worksheets.

Shannon Brescher Shea’s son’s kindergarten teacher provides a list of activities the children can do at home if they choose. The activities ask them, for instance, to draw a picture of what they did over the weekend or collect and count a handful of leaves by ones.

Shea says after visiting her son’s classroom in suburban Rockville, Md., and seeing how much work he does, she’s even more against the idea of mandatory homework for children in kindergarten.

“They are going through so much energy and so much focus at school already and exerting so much self-control that to then have these kids come home and do homework on top of that is a recipe for them not wanting to go to school and not enjoying learning,” said Shea.

Jennifer Craven’s daughter is also in kindergarten this year, and she said so far the young girl has been asked to “practice tying shoes, practice writing her name, and read two books each night.”

Craven, who lives in Meadville, Pa., a city about 90 miles from Pittsburgh, said her family would be doing these activities anyway, and for now, her daughter thinks homework is fun.

“I think this is very age appropriate and I don’t mind the use of the term ‘homework’ at this age, as they will realize what real homework is soon enough,” said Craven.

Michael Sheppard talked to his son’s teacher in Pulaski about the homework she assigns. He said the 30-year classroom veteran acted like it was out of her hands.

Sheppard, 42, who attended school in the same district as his son, Walker, said he didn’t have to deal with homework until well after kindergarten.

“Maybe there should be homework,” said Sheppard. “I just think it would be better starting at 3rd grade.”

A version of this article appeared in the November 28, 2018 edition of Education Week as Kindergarten Homework Debate: Too Much Too Soon?

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Healthy limits on video games.

How to prevent (or overcome) problems with gaming

Clinical Expert: Nancy M. Petry, PhD

What You'll Learn

• How do I know if my child’s video game habit is a problem?
• How can I control my child’s video game habit?
• What kind of limits should I set with gaming?

The full article is an excerpt from the book Pause and Reset, by Nancy M. Petry, PhD.

Most kids in the US play video games. For many, gaming is one of a variety of activities they enjoy. But for others, it can be a problem. They might stay up playing all night. Their schoolwork can suffer. They can lose interest in other activities. But there are steps a parent can take to set limits on gaming. Setting rules can prevent a problem. They can also fix a gaming habit that’s out of control.

Kids of all ages need limits on gaming. And limits only work if you stick to them. Consequences for breaking the rules, like a ban on gaming for a period of days, should be immediate.

It’s good to set video game time limits by age. For kids over the age of 6, the American Academy of Pediatrics says no more than 60 minutes on school days and 2 hours on non-school days. Kids under 6 should spend closer to 30 minutes. It’s also appropriate for parents to know and approve the games their kids are playing. Avoid any games with graphic violence or sex. If you want to be sure, check the web history on your child’s computer.

Another good rule is to allow gaming only after homework and chores are done.

Some days every week should be video game-free. It’s important to help your child find other activities they really like. If your child is having fun doing something besides gaming, they’ll do it more. It can also help to give them little rewards for doing those activities. And finding some things you can do together will help to make your relationship better, especially if there has been a lot of fighting over their gaming habit.

The vast majority of children and adolescents in the United States play video games. Although many children play them in moderation, without adverse consequences, others become obsessed with gaming. Parents may become worried when a child is neglecting homework to play games, or is staying up all night gaming and is too tired to get up for school the next day. Some parents notice that their child rarely socializes in person with others and spends all free time on video games. Some children start to cover up how much they are playing.

In this excerpt adapted from Pause and Reset: A Parent’s Guide to Preventing and Overcoming Problems With Gaming , Nancy M. Petry, PhD, offers guidance on how to effectively limit gaming to a healthy level. Whether the goal is to prevent a child’s gaming from becoming excessive, or to roll back play that seems out of control, Dr. Petry offers practical, parent-tested strategies for getting a handle on the role of video games in your child’s life.

Setting and enforcing limits on games 

For children and younger adolescents, and even for older adolescents under the age of 18, you as a parent should have the bulk of the say in determining appropriate limits to gaming. Having clear and consistent guidelines related to video games prevents excessive playing. However, two- thirds of US children and adolescents indicate that their parents have “no rules” related to time spent on media use. Be sure you are no longer part of that majority! Here are guidelines for limiting gaming for your child:

1. Remember that gaming should occur only after your child completes their other responsibilities for the day. That should include homework and household chores. Be sure to check the quality and completeness of homework and chores prior to allowing your child to begin playing. Playing video games should be a privilege that is earned. Gaming is not an inalienable right!

2. Put clear limits on your child’s gaming. The American Academy of Pediatrics suggests time allotted should be under 30 to 60 minutes per day on school days and 2 hours or less on non- school days. The group recommends even lower limits of under 1 hour of total screentime per day for children under 6 years old , and they encourage parents to determine the appropriate amount of time for video games and other electronic media use for children over the age of 6. They provide an online planner to assist parents in deciding on screentime. Regardless of what limits you think are appropriate, some days each week should involve no gaming . It is crucial to ensure that your child develops, maintains, and enjoys other, non-screentime activities.

3. In designing your rules, consider a reasonable time frame for reassessment. You can follow your plan for 1 or 2 months and then reevaluate it. Instituting a temporary change will result in greater buy-in than a permanent change. You may decide that the initial plan is too restrictive. You could then loosen it after a couple of months if your child is adhering to it and no problems are evident. Remember that it is easier to loosen restrictions than to tighten them.

4. Determine a realistic consequence for breaking the rules. The outcome for violating the rules must be enforceable and immediately applicable. You do not want to tell your 14-year-old child they cannot get their driver’s permit when she is 16 if they break the rules next week. A more reasonable option is a complete ban on gaming (or media use more generally) for several days or weeks if they do not abide by the rules.

5. Make sure you know and approve of which games your child is playing. As a parent of a minor, you have the right — and the responsibility. Ask them directly or view web browsers if you are unsure. Find out about their preferred games . In addition to setting rules about times for playing, you should also include rules related to the types of games allowed. You can and should prevent purchase and use of games with extreme violence or graphic sexual content.

6. Once you have established your rules, you must consistently monitor and apply them. You cannot allow your child to bend the rules when you are tired or distracted. You cannot apply the rules differently if your child feels ill or does not have any homework one day. Regardless of other issues that arise, you need to follow through with the consequences immediately if your child breaks the rules. You must feel comfortable with the plan you propose, and you must be committed, willing and able to follow through with it. If there are two parents, both must be on board with the monitoring of gaming time and rules surrounding it.

7. Identify other recreational activities. Replacing gaming with other activities is critical to changing excessive gaming behavior. Your child is gaming in large part because they finds it fun and it is something they are good at. Gaming can be done virtually any time, with little planning or effort. Because many devices are used for other activities, a game is just one click — and one second — away. When your child has little else to do, games are always there to fill the time. To help your child fill free time, actively promote participation in other recreational activities . Consider activities that you and other family members can do with your child . The replacement of activities should be on the days of the week and during the times of the day when your child most often plays video games.

8. Offer positive reinforcement for non-gaming activities. Provide rewards to your child when they are involved in activities that do not relate to gaming. These rewards can be tangible, involving actual goods, services or even money. They can also be intangible, such as verbal praise or simply attention. You can replace gaming times with rewarding recreational activities, and these activities can also serve as rewards for not gaming. If your child has been gaming at a level that is causing harm, most likely one of the adverse consequences has been a worsening of your relationship with them. Positive reinforcement for non-gaming activity is one way to improve that relationship, and that can be rewarding to a child, too.

Pause and Reset: A Parent’s Guide to Preventing and Overcoming Problems with Gaming is by Nancy M. Petry, PhD. Copyright © 2019 by Author and published by Oxford University Press . All rights reserved.

Nancy M. Petry, PhD, was a behavioral scientist who conducted research on addictive disorders and a professor of medicine at the University of Connecticut School of Medicine.

Frequently Asked Questions

It’s a good rule to set time limits on video games by a child’s age. For kids over 6, experts say no more than 60 minutes on school days and 2 hours on non-school days. Kids under 6 should have a limit of less than one hour per day. Other good rules include gaming only after homework and chores are done and keeping some days of the week game-free.

The American Academy of Pediatrics says that children over 6 should spend no more than 60 minutes gaming on school days and 2 hours on non-school days.

Your child’s video game habit might be a problem if they are staying up all night gaming, losing interest in other activities or friends, or if their schoolwork is suffering because of playing video games.

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How much homework should a year 3 (7 year old) get?

AmelieMay · 11/10/2010 23:44

Just wanted to run this past other Mums with children in different schools. My daughter attends a small village school and we have been very plased with it so far. We were very used to having some homework in reception, year 1 and year 2 but now it seems to be taking us hours each week and I'm not sure if this is normal. Since moving into year 3 (7 years old) my daughter is given homework each monday which mostly needs to be handed in on friday. This week it consists of spellings (months of the year plus fragile, reformation and guidance), writing about Henry V111 (complete with drawings), reading, playing two on line computer games in order to help memorise the times tables and watching the Channel 4 iplayer - 50 min Time Team programme about the Spanish Armada. My daugher seems to enjoy doing the homework but I worry about the amount of time it takes and wonder if it is normal to be given so much? She is up at 7.30am and in bed for 7pm - so she doesn't have endless evening hours available. She also does netball, dance and swimming after school - non of which she wants to stop. Any information and advice much appreciated. Thanks

My DCs primary school took the decision to stop homework a few years ago. My youngest in year 3 still gets reading books, usually spelling, and there is often a suggested activity in maths, and occasionally they get other suggested ideas. But actually I am very bad about making sure her homework is done. If she tells me about it or is annoying the others when they are doing theirs, then I nag her, otherwise we often leave it. However reading through your list, it sounds as if a lot of it is suggested activities eg. The Time Team program and the use of computer games for times tables (we certainly wouldn't do either unless my DD nagged me). Reading we usually do for 10 min at bed time, spellings take 2 or 3 minutes a day (or they are too hard). The only real bit is Henry VIII, which honestly if we were only given a week for I would complain as a working Mum I need at least one weekend to supervise that kind of activity (DDs school normally give at least 2 weeks). I would talk to the teacher about how long they expect homework to take each night, and if they really expect you to do all of it.

dd, has 14 spellings to learn for mon, tues homework given out, in on thurs, so far just a worksheet takes her about 20 mins to do. She does'nt bring home reading anymore but does read with us and on her own in bed. She is in a small villiage school as well, does'nt sound as much as your dc has to do though

Ds1 has reading every night,12 spellings a week and either a numeracy or a literacy worksheet once a week (they alternate weekly between the 2). Spellings and worksheet come home on a friday and need to be handed in the following friday.

Soory forgot. Worksheet normally only takes 10 minutes to complete.

Meant sorry

DD1 is also in Yr3 and she gets weekly spelling tests(10)and weekly x tables tests (currently 5x). She has to read a minimum of 3 times per week and she has homework each week and a project during the holidays. BUT....they do the same x table tests for 2 weeks to make sure they have been remembered and they don't have HW set the first and last 2 weeks of each half term which I think is a nonsense. I personally would like my DD1 to get more HW (am I awful??) as I think it gets them into a good routine. What I find is that the HW she does get takes a longgggg time to complete. I would rather have it at least weekly but smaller amounts as her concentration still isn't that great. Hope this helps

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My DDs school took a decision to cut down on homework - and lots of parents complained!! She has a project every other week and online maths homework every other week (they alternate). Reading which she does every night, but its not compulsory. They have plenty of optiional activities they can do online if they want more work (or should I say parents want them to do more work).

Mine have left primary school, but the only regular homework they got, right through KS2, was spellings - they still managed to keep on top of homework at secondary school though. I'm shocked at how much seems to be the norm now (but I think it would be a good idea to introduce a bit more in Y6).

Last year DD had homework most nights - either some literacy, numeracy, spellings, tables or some other writing. It would take between 10-20 minutes on average per homework. She was also expected to read daily wherever possible - for 15/20 minutes a night.

My 7 yr old gets one work-sheet of maths per night (usually takes 10 mins after working out how to do it) No homework Wednesday nights And then perhaps three evenings a week she will get some sort of writing exercise; copying out or learning three spellings (5 or 10 mins max) And then there will be one extra (fun) thing related to the work they have done that week such as colouring or drawing. They do lots of small tests in school time though and the school day is generally quite "rigorous". Tbh I would find being given work for the week ahead a bit of a pain, as 7 year olds (well my 7 yr old anyway!) aren't yet very good at forward planning, so I would have to do that for her and I think hwk is easier to handle (for them and us!) on a nightly basis. My dd also has virtually the same schedule as yours; the same number of extra-curricular activities and same bed-time - and there isn't a lot of time left over ....when I mentioned this to her teacher she said "if the hwk is taking more than 10 mins per subject then do what you can in the time and stop" I think the writing about Henry VIII VERY advanced for 7 year olds (but we live in mainland Europe where dc only start to read and write formally from 6 yrs so different system!)

Kittens , Lexie and Ponders - yes, I think it is a very difficult thing for the school to get right. I was recently at dd's parents evening where half the parents were complaining that there was too much hwk, and half the parents were saything there's too little!

er, that should have read 'saying' (I obviously didn't do enough spelling hwk!!)

My yr 3 DS gets 15 spellings a week, they are HARD! words I struggle with occasionally-'inconvenient' for example. They also have a half termly practical project. We are given a book with their targets in and suggestions of stuff to do at home if we want to. This year DS has been doing an hour or 2 of sums, writing etc weekly, that he has been asking me to set for him (swot!). They also have reading, DS never seems to remember to change his books. But he reads in bed for 30mins every eve anyway. When he does bring books home they tend to be non fiction, so DP gets him to read them to him, then they look up the relevant thing on the internet together (storms on youtube, engines and stuff).

Thanks Girls, Forgot to mention that my daughter likes to read her library books daily - she is a real book worm. It seems there is a real variety in schools expectations and I wonder what national recommendations are? My daughter is happy to do all the set work but I feel we must to do all the homework just to keep up. She is bright but her class is also very academic - and all the childrens work is one or two years in ahead of the norm .Her class has no special needs at all. I party wonder if the teachers are really just trying to run ahead with this bright year group?

Was just wondering the same thing for my dd. Im in tears (in frustration) at the amount of homework she has tonight. They say it should take 40 mins a night (they get homework at the weekends too) but I know looking at the books itll take about 2 hours for her. Two literacy pieces, a maths sheet, handwriting practice, 10 mins reading, plus spellings and sums. Would take me an hour to do them, never mind a 7 year old! Wish it was a bit more interesting - watching a documentary on the time team etc would be waaay more fun that what dds going through as I type!

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