In August, an elementary school teacher named Julia Thompson made waves when she informed parents that she would not be assigning homework to her second-grade class. In her letter, she stated, “Research has shown no definitive link between homework and improved performance. Instead, I encourage you to use your evenings for activities that genuinely foster success, such as family dinners, reading together, outdoor play, and ensuring your child gets to bed early.”
As a parent of two elementary-aged kids—one in second grade and the other in fourth—and an educator at the college level, I find myself pondering the implications of this approach. Since I began my journey in education back in 2009 as a graduate assistant in Minnesota, I’ve worked across various roles in Oregon’s state universities, including academic counseling and coordinating transitional programs for students entering college.
Over the years, I’ve noticed a concerning trend among incoming college freshmen. Many seem unprepared for the demands of academic work outside the classroom. It’s not necessarily that they lack intelligence; rather, they struggle with the concept of hard work.
While I haven’t conducted formal research on this topic, my observations raise questions about the balance between academic rigor and childhood development. I completely understand Mrs. Thompson’s argument regarding the lack of evidence supporting homework’s effectiveness for young students. Indeed, some studies suggest that homework can lead to emotional and physical exhaustion, negative attitudes toward learning, and reduced leisure time.
However, it’s crucial to consider how times have changed. I grew up in the 1980s on a farm in rural Utah, where hard work was woven into daily life. Whether it was mowing the lawn or helping with livestock, I learned the value of effort at a young age. My grandfather’s work ethic was palpable; I often witnessed him laboring tirelessly under the sun.
In contrast, my children’s experience is vastly different. We live in a suburban area with limited tasks to complete. Their chores include simple tasks like caring for our cat, cleaning their rooms, and helping with a small garden. Compared to my childhood, they are not exposed to the physical challenges of “real work.” So I wonder—what does “real work” mean in their context?
It’s clear that while college education has become crucial for economic success, we may have inadvertently sacrificed the foundational skills that come from hard labor. I question whether removing homework is the right choice for children.
I often find myself in a tug-of-war with my kids over their homework. My daughter exhibits a remarkable ability to resist, much like I did when I was younger. For her, distractions like screens are more appealing than academic tasks.
Honestly, I’m not sure what the optimal amount of homework is for elementary students. It could be based on a specific rule, but setting the bar at zero makes me uneasy. I can’t shake the feeling that my children may enter college even less prepared for independent work than the students I encounter today.
In a world where resilience is increasingly valued, I want my children to grasp the concept of diligence. They need to understand that academic success hinges less on innate intelligence and more on perseverance. Above all, I want them to realize that learning continues beyond the classroom and that mastering new concepts often requires additional effort—homework. For further insights on effective parenting and education, you can check out this other blog post on our site.
In summary, as we navigate the conversation about homework in education, it’s essential to weigh the potential benefits against the skills our children will need in the future. While the removal of homework may seem appealing, we must consider its role in preparing our kids for the demands of higher education and life beyond school.
Leave a Reply