Homework and how it affects mental health

Abdussamad Shahid & Rayyan Alam

HSP3U1.2

Mrs. Kulenkamp

Sep 29, 2024

 1

Introduction

Homework has been a long discussed component when it comes to education. While it is

often considered a crucial tool for reinforcing learning, research suggests that excessive

homework can sometimes negatively impact students' overall mental health and well-being. This

inquiry explores the different effects homework had on students' mental health by examining

stress levels, sleep deprivation, and the ability to balance academic and extracurricular activities.

Step 1: Questions

In this inquiry, there were five key research questions developed in order to better

understand the relationship between homework and students mental health:

1. How does the amount of homework assigned to students affect their mental health?

2. Why should teachers consider the mental health impacts of extreme amounts of

homework on students

3. Will incorporating different strategies such as mental health breaks/check-ins during

homework sessions help students manage stress better?

4. How might balancing homework with everyday activities contribute to better mental

health for students?

5. Could reducing homework improve students' mental well-being and reduce stress levels?
 2

From these developed questions, the central research was recognized: How does the amount of

homework assigned to students affect their mental health?

Step 2: Focus

Existing knowledge:

It is known that extreme amounts of homework can cause stress, anxiety and sleep

deprivation in students. Heavy homework loads can also prevent students from participating in

many different activities that they enjoy outside of school, which can ultimately lead to students

burning out and emotional strain.

Research findings:

Source 1 information:

Research by Parker (2014) shows that students who are assigned extreme amounts of

homework experience more elevated stress levels. High achieving students, in particular, are at a

higher risk of sleep deprivation and can suffer from from a variety of health issues, such as

digestive problems, in some instances, overwhelming homework loads can lead students to cheat

as a way to cope with the pressure

Source 2 information:

Studies that were explored by Pope (n.d.) indicate that students who do more than two

hours of homework each night raise stress levels notably. Many students report feelings of

anxiety, trouble sleeping, and health problems like stomach pain and fatigue. Furthermore,

extreme amounts of homework also disrupt students memory and focus, making it difficult for

the students to succeed in their studies at school. Moreover, homework- causes sleep deprivation

impacts both mental and physical health.

Source 3 information:
 3

Research conducted by Kohn (2006) indicates that the effectiveness of homework when it

comes to improving academic performance is not as clear as it was once believed, especially in

younger students. He highlights that “excessive homework may lead to heightened stress levels,

anxiety, and other negative emotional outcomes, which can further hinder academic

achievement” (Kohn, 2006 p. 34). Furthermore, Kohn proclaims that the pressure of heavy

homework loads most often results in “a negative perception of learning and schooling among

students” (Kohn, 2006, p.47).

Source 4 information:

According to Galloway, conner, and pope (2013), students who experience large amounts

of homework report “ high levels of stress, physical health problems, and an imbalance in their

lives” (Galloway, Conner, & Pope, 2013, p.494). The study also found that extreme amounts of

homework leaves students with “little time for extracurricular activities, socializing with family

and friends, and self-care, leading to a diminished sense of well-being and life satisfaction”

(Galloway et al., 2013, p. 496).

Source 5 information:

Bennett and Kalish (2006) found that many students reported feeling “overwhelmed by

the amount of homework they receive” (Bennett & Kalish, 2006, p. 56). Their research shows

that, adding to stress, the impact of homework overload leads to students experiencing

“frustration and fatigue, which often results in sleep deprivation” (Bennett & Kalish, 2006, p.58).

This sleep deficit can negatively affect the cognitive function, emotional regulation and over

health of students in the long run.

Step 3:hypothesis
 4

Based on the research question, the hypothesis for this inquiry is: The more homework

students are assigned, the more their mental health worsens .

Step 4:collect data

A survey was designed to gather data from students to explore the impact of homework

on their mental health. The survey that was made consisted of the five following questions:

1. How many hours each day do you spend on homework on average?

2. How often do you feel stressed due to your homework load?

3. In what ways (if any) does homework affect your mental health?

4. On a scale from 1 to 10, how would you rate your overall mental health during heavy

homework periods?

5. Do you believe reducing your homework loads would improve your mental well-being?

Two classmates provided feedback on the survey that was made before distribution:

Abdul recommended improving the color contrast for readability and overall looks, while Jonah

approved that the survey questions were clear and well- organized.

Step 5: Assemble and Analyze Data

After handing out the survey to 20 students, the responses were examined to uncover

different patterns in how homework impacts mental health.

Time spent on homework:

 5

Half of the participants communicated that spending 1-2 hours per day on homework, which

suggested this is the most common amount of time students devote to it. About 40% of the

individuals that participated in this survey spent less than one hour, potentially showing either

lower loads of homework or more efficient study habits. Only 10% of the participants spent more

than four hours on homework, showing a heavier workload for some.

Stress levels:

Majority of students (65%) described frequently experiencing higher stress levels due to

homework, with 50% often feeling stressed and 15% always feeling stressed. Only 5% of

participants reported never feeling stress from the homework given to them, which is a

significant problem for the majority.

 6

Impact on mental health:

Stress and anxiety were the most common mental health issues caused by homework,

presented by 50% of the individuals that took part in this survey. Further issues included mental

health strain (20%), overload and fatigue (10%), and struggle to manage workload (15%). These

results focus attention on the widespread impact homework has on students' emotional

well-being.

Mental health rating during heavy homework periods:

Roughly 35% of students presented their mental health as “average” when dealing with

extreme/heavy homework loads. Around 25% said their mental health was slightly impacted

negatively, while 30% presented either a notable worsening or a slight improvement in their

mental health depending on the homework load. Only 10% felt that homework positively

impacted their overall mental health, which suggested a small group may make the most of the

structure that homework provides.

Homework Reduction and mental well-being:

 7

All the individuals that took part in the survey agreed that reducing the amount of

homework given to them would drastically improve their mental health, many said that less

homework would give them more time to participate in leisure activities, spend time with family

and friends, and reduce overall stress that they usually have.

Step 6: Stop and check:

Upon evaluating the previous steps, all the necessary elements of the social science

inquiry process have been completed. The research question has been formulated, reliable

sources have been examined, a clear and concise hypothesis has been developed, data was

gathered via a well- designed survey, and the results were inspected and discussed. At this point,

no additional information or steps are required before moving forward. The survey responses

sufficiently label the research question, and the analysis provides clear comprehension that

supports the hypothesis, this ensures complete conclusion. Therefore, the inquiry is ready to

proceed to the final stages.

Step 8: Reflection
 8

What went well?

The research process went very smoothly, mostly in designing and presenting the survey.

The response however was something that we thought needed some work, even though the

individuals that participated in the survey provided preceptive answers that successfully showed

the impact homework has on their mental health. Moreover, the data analysis uncovered clear

trends that supported the hypothesis that was developed, which allowed for a solid conclusion.

What would you do differently next time?

In future research, we would consider including a more broader demographic so we can

ensure a more diverse sample. This could involve reaching out to students from different schools

and grades, so we can gather a wider range of perspectives. We would also include more

qualitative questions that would enable the individuals that participated in the survey to share

more personal experiences and different coping strategies that they use, which can enrich the

data that was collected.

What would be next steps for researchers who want to know more about this topic?

Future researchers could maybe conduct more longitudinal studies (case studies) to track

the long-term impacts that homework has on students' mental health over time. Furthermore,

researchers can explore inventions/solutions, such as mental health breaks or alternative

homework strategies, which would provide more valuable information into how to reduce the

negative impacts of homework on students' well-being. Researchers could also expand the study

to include teachers' perspectives on the current homework policies which can also enhance the

understanding of this issue.

What limitations were there to your research?

 9

One limitation of this research was the small sample size, which we thought would not

fully represent the border student population. The survey was also limited to self-reported data,

which can be subjected to different biases. Moreover, the research focused primarily on high

school students, which left out the perspectives from middle and elementary school students,

which can also contribute to more valuable information into the impact of homework on mental

health.

Conclusion:

The survey data clearly suggested that students' mental health is negatively impacted by

extreme homework. Most individuals that took part in this survey presented stress and anxiety

due to large amounts of homework, with many also noting that it interferes with their overall

ability to manage schoolwork and their personal life effectively. Furthermore, reducing

homework improves students' overall well-being , providing them with more time and leisure

and reducing their school-related stress. The results support the developed hypothesis that an

increase in homework relates with a decline in students' overall mental health.

References

Parker, C. B. (2014). More than two hours of homework may be counterproductive, research
suggests. Stanford Graduate School of Education.
https://ed.stanford.edu/news/more-two-hours-homework-may-be-counterproductive-resea
rch-suggests

Pope, D. (n.d.). Does homework cause stress? Exploring the impact on students’ mental health.
Healium. https://www.tryhealium.com/blog/does-homework-cause-stress/

Bennett, S., & Kalish, N. (2006). The case against homework: How homework is hurting our
children and what we can do about it. Crown Publishing Group.

Galloway, M., Conner, J., & Pope, D. (2013). Nonacademic effects of homework in privileged,
high-performing high schools. The Journal of Experimental Education, 81(4), 490-510.
https://doi.org/10.1080/00220973.2012.745469
 10

Kohn, A. (2006). The homework myth: Why our kids get too much of a bad thing. Da Capo Press.