Should Homework be Banned in Schools?

A Case for Educational Reform

Assigning homework to students has always been a tradition in learning institutions

and is regarded as a way of supporting that which is taught in class. However, a number of

studies contradict the necessity of such practice and claim that homework does more harm to

students than it does good. The arguments against homework have been brought to light as

more voices call for a ban arguing that homework aggravates the inequality problem, impacts

children detrimentally health wise and hampers teacher-student interactions restrictively in

class (Gonzalez & Nunez, 2017). In this context, the following essay aims to argue in favour

of banning homework in schools by asserting that it could lead to imposition of a fair

educational environment, protect student’s health, as well as lead to a more innovative,

engaged, and inclusive classroom experience. This essay aims to review the practical

implications of homework on equity, health, classroom environment, and growth in students

before arguing for a no-homework education system.

Primarily, homework exacerbates existing inequalities among students by

highlighting disparities in resources available at home. All students do not have adequate

studying environment at home or nearby facilities, some may lack electricity – or a quiet area

to study, internet, or even parental help (Reisorf et al., 2019). The analysis of this research

carried out by the Organisation for Economic Co-operation and Development (OECD),

reveals that students from well-off families are in a better position in this aspect compared

with their counterparts from poor families (OECD, 2018). This further increases the gap in

education because students who come from disadvantaged background are much more

challenged in completing their tasks. However, critics suggest that homework teaches

students to become more independent and use discipline, both of which are useful in life

(Magalhaes et al., 2020). On the other hand, independence can also be properly built-up

during school hours via useful assignments and group work. If all learning is done in the
classroom, then the schools can create equal opportunity and distribute the learning resources

evenly among the learners. No homework should be imposed because students should be able

to learn during their time in school only without having to do homework which may also

prove to be a challenge depending on the resources at home.

Furthermore, excessive homework is also associated with negative impacts on the

student’s health since it causes stress, anxiety, and physical exertion. American Psychological

Association (2019) study reveals that doing more homework makes the students stressed and

exhausted which is likely to lead to mental health problems like depression. Stress arising

from the demands of performing tasks in class, communal activities, and family chores

reduces students’ leisure and rest time, thus affecting their quality of life. The proponents of

homework may defend its use by arguing that it helps inculcate time management and

perseverance (Magalhaes et al., 2020). However, classroom time can be structured to

reinforce concepts more meaningfully through discussion, problem-solving activities, and

immediate application of learned content. Moreover, the sense of spending many hours bent

over books or other devices to survive academic work can cause physical problems such as

eye strain, back ache, and sometimes even possible longevity problems in future. By

removing homework from schools, students get the correct balance between what is expected

from them from academic sides and what is good for them to do in other activities apart from

studying such as resting.

Additionally, banning homework would permit teachers to focus upon effective

learning strategies and detailed pedagogical approaches that can enhance student engagement

and understanding. In this case, teachers would be able to spend more time engaging the

students in more practical tasks such as group assignment, and other additional class activities

that enhance students’ understanding. Project-based and collaborative learning help increase

retention rates and develop higher-order thinking abilities in students, according to various
researchers such as Johnson and Johnson (2009). This shift would make learning more

natural and give teachers a chance to explain something immediately students fail to

understand it. Traditional pedagogical approaches may argue that homework is useful

because it creates the conditions for reviewing materials on one’s own (Magalhaes et al.,

2020). However, time within a classroom can be more effectively utilized to reinforce

concepts through discussions, problem-solving as well as application of content taught within

the classroom. This approach not only enhances understanding but also ensures that students

receive the guidance they need without the risk of falling behind. In case the classroom time

was dedicated to more meaningful interactions as well as cooperation, homework might not

be necessary, while students would receive the support they need and engage in a stimulating

learning process.

Lastly, elimination of homework would allow students to explore both personal and

communal interests outside of school that can further enhance creativity and self-directed

learning. Assigning less homework could also give learners time for pursuing other interests

apart from the classwork and this would help in developing extra-curricular activities and

tasks (McCrory et al., 2022). Students who have more leisure time after school also have time

for hobbies, creativity, self-learning and discovery; thus, propelling them into a lifetime of

learning. In the Review of Educational Research Journal, Feldman and Matjasko (2005)

established that free time increases creativity and problem-solving among adolescents. It is

during this period that students embark on a search for their own identity; hence, enhancing

their self-motivation. Critics may contend that practice develops discipline since the

assignments set a schedule and standard. However, the freedom given to students to choose

their extra lessons can also have the same effect on students of having a disciplined and

proactive attitude towards things. Learner passions can take form in curiosity and high

intrinsic motivation, which is likely the case when the students are free to choose what they
want to do. Freeman stresses that in the modern world, which is liberal to a great extent,

students need to be given the opportunity to develop their creativity and discover things they

are interested in. This growth would be supported if homework was banned, freeing up the

students to learn and develop outside of the rigid structures set by teachers.

In conclusion, the arguments in favor of banning homework in schools are compelling

and well-founded. Schools can eliminate homework providing children with a fair, healthy,

and more engaging educational environment. The relative disadvantages in terms of

inequality, the harm experienced by students both in terms of psychology and physiology,

and the possibility of improving attention at the class level, speaks about the necessity for

reconsideration of the necessity of homework in the modern world. In addition, by providing

the conditions for students to become more self-motivated, homework elimination may help

to prepare autonomous, creative, and strong-willed generation. Given both equity and health

concerns as well as the need for a more well-rounded education, it is imperative for educators

to think past homework as a necessity of learning.

American Psychological Association. (2018). Stress in America: Generation Z.

https://www.apa.org/news/press/releases/2018/10/generation-z-stressed

Feldman, A. F., & Matjasko, J. L. (2005). The role of school-based extracurricular activities

in adolescent development: A comprehensive review and future directions. Review of

educational research, 75(2), 159-210.

Gonzalez, M. E. P., & Nunez, C. S. (2017). For or against homework: A case study. The

International Journal of Pedagogy and Curriculum, 24(4), 1.

Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social

interdependence theory and cooperative learning. Educational researcher, 38(5), 365-

379.

Magalhães, P., Ferreira, D., Cunha, J., & Rosário, P. (2020). Online vs traditional homework:

A systematic review on the benefits to students’ performance. Computers &

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McCrory Calarco, J., Horn, I. S., & Chen, G. A. (2022). “You need to be more responsible”:

The myth of meritocracy and teachers’ accounts of homework inequalities.

Educational researcher, 51(8), 515-523.

OECD. (2018). Equity in Education: Breaking down barriers to social mobility. Paris: OECD

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Reisdorf, B. C., Yankelevich, A., Shapiro, M., & Dutton, W. H. (2019). Wirelessly bridging

the homework gap: Technical options and social challenges in getting broadband to

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