Stressed Students Do Homework Clip Art

''Homework is a very hot topic,'' Georgiene Dempsey, the principal of the Springhurst Elementary School in Dobbs Ferry, said in a telephone interview.

''Parents sometimes have the idea that if they see more homework, the more they think the child is learning. Research shows that homework has no value in itself until fifth grade. Its only value is creating a habit for children to sit down and do homework. When is homework too much? All of us are in this craziness together.''

Overall there has been no significant increase in homework, according to a study released by the Brown Center on Educational Policy, a research center on educational issues at the Brookings Institution, a nonprofit research organization in Washington. The study, released as part of the 2003 annual Brown Center Report on American Education, said the exception was homework for children ages 6 to 8. Based on data from the Population Studies Center at the Institute for Social Research at the University of Michigan, the study reported that homework in that group increased to 2 hours and 8 minutes a week, from 52 minutes a week, between 1981 and 1997.

Try telling Westchester parents, especially those in high-powered schools, that homework hasn't increased significantly if at all.

''Students are so much more active outside of school now -- with soccer, sports, dance -- that even if homework might be the same amount, it's more difficult to manage,'' said Anne Wallace, the director for guidance at the middle and high schools in Rye Neck.

But there is a growing revolt, exemplified perhaps by parents in Ardsley who are circulating a petition to take to the school board about the difference between the district's stated homework policies and the amount of homework students actually have to do, asking simply that the current homework policy be enforced.

''Seventh- and eighth-graders are supposed to have an hour and a half a night,'' said Jason Sapan, a father of two children in the district, one of whom is a seventh grader at the Ardsley Middle School. The last straw was when his daughter was still not done with homework at 11 one evening. ''I don't think this helps in their education. It takes the joy out of kids who are exceptional, and overwhelms those who are struggling.''

Margot Steinberg of White Plains, whose children are in the Ardsley district, said: ''The kids get so much homework, they're not getting something out of it. They're doing it to get it done.''

The reasons for an increase in homework are several. ''Because of the standards and testing, kids these days are asked to write, and organize information in a much more complicated way than in the past,'' said Lisa Freund, a former special education teacher who now tutors students after school. ''They're given research projects in fifth and sixth grade, using the Internet, so the assignments are qualitatively different than they used to be. Part of my job is to free the parent from being responsible for what goes on after school.''

Douglas Both, the principal of the John Jay Middle School in the Katonah-Lewisboro school district, said state and federal standards are a factor. ''The higher standards require more information, and we can't cover everything,'' he said. ''What we're having to do is ask kids to do more at home, to have active instructional time at school. We're also dropping subject matter down a grade. We're teaching algebra in sixth grade. In order to prepare for more interactive classes, kids have to do more at home.''

STUDENTS see several stages of homework, said Paul Folkemer, assistant superintendent for instruction and curriculum in Scarsdale. ''Because of the English language arts exam, and also because of math and science, fourth grade is seeing a significant change in the amount of work,'' he said in a telephone interview, but the big changes come in middle school. ''In seventh grade, it's the first time students have five major subjects, and we group for mathematics. Many have advanced math, and foreign language.''

As Mr. Both said: ''The issue comes up every year. A lot of our middle school kids come from self-contained classrooms in fifth grade. All of a sudden, they move to the middle school with 10 to 11 teachers and subjects, English social studies, math, science, and reading, art, technology, home and career, music, and physical education.

''It's more subject matter specific, and students feel responsible to four to five different people every night. It's harder to track how much homework a child has in a given night. We work hard at it here, but teachers can't always address, 'How much are you giving?' Kids are trying to please a number of adults. And sixth-graders overwork their assignments. With five subjects, they become overwhelmed. We try to caution parents to stay out of homework. We have to wean them off it, just as we try to wean children from that kind of support.''

Some say that it's not so much the homework as the extracurricular activities that are to blame.

''We purposely don't do much after school because of homework,'' said Jamie Pearlman, a Mount Kisco resident whose two children attend Chappaqua schools. ''I didn't want her to go to bed at 10 or 11.''

The ways that teachers, schools, students and families choose to deal with homework are as varied as the players themselves.

Many parents who extol the virtues of their challenging public schools also complain that homework assignments, especially long-term projects, intrude on weekends, vacations, family meal times and children's sleep time, play time and down time.

Extracurricular activities are particularly at risk. Some Conservative Jewish congregations have scaled back their twice-a-week afternoon Hebrew school programs to once a week, because parents were reluctant to make that kind of time commitment for their children.

Other stresses are obvious, too. Dr. Karen Benedict, assistant superintendent for curriculum in Katonah-Lewisboro, said: ''People's lives are very busy. There are lots of dual parents who are working, and family time is valued. When students have to spend a lot of time on homework, family time is reduced.''

Beyond that, many conversations about homework include the assertion that ''my parents never did my homework for me,'' even Mom, who in a boomer's family might not have worked outside the home. Yet homework is now an issue not just for parents, but also for those who care for the children of working parents.

''The first question parents ask when they come here is, 'Is your homework all done?''' said Pam Koner, who runs the Homework Club in Hastings-on-Hudson. It is a private after-school program that has as one of its goals the completion of homework. ''At 6 at night, the last thing most parents want to do is homework. In the last six to eight years, the amount of homework has stayed the same -- but it feels to me that intellectually, things have been bumped up. Third-grade work is now in second grade, and it can be challenging for some of these kids.''

Despite any coping mechanisms, conflicts about homework -- between parents and children, or parents and educators -- are not unknown.

A White Plains parent, Barbara O'Keefe, said in a telephone interview: ''My youngest child, a freshman in high school, has more difficulty. I have to become a policewoman.''

Style differences, and students' own abilities and affinities for subject matter, can also come into play.

''One of mine can't start homework until 8 p.m.,'' Ms. Steinberg said. ''In my family, math goes quickly, but writing pieces are a nightmare.''

These forces have led to thriving tutoring industries in some communities. Some parents hire homework tutors to supervise or assist their children, reluctant to leave the task to nannies or non-English speaking housekeepers. And if tutors were once used to help struggling students, now it's not uncommon to find tutors engaged to help ''A'' students maintain their class standing.

''We know that there are a lot more tutors,'' Mr. Both said. ''In a community like ours, everyone is looking for that edge.''

Many districts have embraced after-school (and even before-school ) centers.

''Some kids have more help than others at home, so we try to build in more support at school,'' said Marjorie Holderman, principal of the Dobbs Ferry Middle School. The school is open before classes start in the morning as well as after school.

The Boys and Girls Club runs similar programs at its Mount Kisco, Yorktown and Tarrytown sites.

''The amount of homework children are getting has been increasing,'' said Barbara Cutri, the director. ''An hour is not enough to get all the homework done, beginning in third grade. Parents' expectations are that they want the homework done. We're an after-school program, and the main focus is on fun activities after school. We're not an education center, and want to give kids a break -- but kids are not going home with all the homework finished.''

Colleen McNamee, a regular at the Mount Kisco Boys and Girls Club, said she prefers to do her homework on her own. ''My Mom won't even know some of this stuff,'' she said. ''Homework takes over everything.''

Although private schools are known for tough academics, being liberated from state requirements means that homework has a different flavor.

Bob Cook, head of the upper school at the Harvey School in Katonah, said high school students usually have 30 to 40 minutes per subject each night. ''I've been in prep schools for 27 years, and I don't see that the amount of homework has changed much,'' he said. ''We limit homework on three- to four-day weekends, and over long vacations, there's no written homework, except for AP classes. That's really family time. And my department heads get together to make sure kids don't get make work. We tell teachers that if they don't have homework on a given night, don't give it for the sake of giving homework. In our middle school, the students get one night off per week per subject.''

Granted, homework doesn't have to be an overwhelming experience. And, educators say, it certainly shouldn't be in elementary school.

Mrs. Dempsey, who taught in Scarsdale for 17 years, said: ''I had a second-grade teacher this year, a terrific teacher, who said she was going crazy because the first hour of every day is spent with homework, and many of the kids haven't been doing their homework. I said there's another way. I told her, 'Don't give homework.'''

When Mrs. Dempsey was in Scarsdale (she left in 1987) the district's unofficial custom was not to give homework until the third grade, a practice that has since disappeared.

''I believe children should be reading every night, but not a multitude of math problems or reading assignments,'' she said. ''I can see how homework helps children when they're having struggles -- like doing math facts for a second grader, as opposed to 21 drill problems every night. If kids have worked hard in school, they should be out playing.''

In the high-powered Chappaqua schools, there is no regularly assigned kindergarten homework, although teachers may sometimes give assignments, mostly as a means of getting students accustomed to the idea of homework. First graders are supposed to have short assignments. It's not until second grade that students are expected to get regular language arts and math assignments, with daily reading part of the routine.

In response to a perception that there is too much homework, many of the county's middle schools have tried to find solutions.

Gail Kipper, the principal of the Farragut Middle School in Hastings, said that a few years ago, a committee of parents, teachers and administrators developed a pamphlet and policies about homework that is distributed at the fall open school night. Each grade hallway in the school, for example, has calendars with assignments posted.

''There should be no more than two major tests in a day, and long-term assignments are to be staggered,'' Ms. Kipper said.

At the Dobbs Ferry Middle School, coordination among the teachers is vital, said Ed Feller, a sixth-grade English teacher and team leader. ''We meet daily to discuss projects that we've given, so we stagger due dates.''

One solution has been to use technology. ''In middle school, kids want to break away from mom and dad, and parents want to hold on to that connection,'' said Peter J. Mustich, the superintendent of the Rye Neck school district, where the middle school recently began posting homework assignments on teachers' Web pages. ''Parents and students can look at the homework assignment, students can do the worksheet online.''

Some educators, and parents of children who are in college and beyond, caution that the homework umbilical cord needs to be cut sooner, not later. What seems like an innocent practice of helping a fourth-grader with a science poster can set a dangerous pattern. Between faxes and e-mail technology, it's not uncommon for college students to send term papers home to their parents for comments or editing, meaning that the homework issues can go on indefinitely.

In many households, homework stress is constant. Patty Warble, a mother of five grown children, speaks both as a parent and as a professional, because she is the executive director of the Bedford-Lewisboro-Pound Ridge Drug Abuse Prevention Council, as well as a staff member for the Tarrytown-based Student Assistance Services Corporation, a private nonprofit substance abuse and prevention organization.

''There's more pressure on kids to succeed, and homework becomes a power struggle,'' she said. ''Parents need to disengage from the power struggle. The idea is 'whose problem is it?' Let the people at the school who are the professionals handle it.''

Still, that's not necessarily an easy lessons for parents to absorb completely.

''When parents take over, it sends two messages,'' said Ms. Wallace, guidance director for the middle and high schools in Rye Neck. ''One is 'I'm supporting you, this is important.' And the other is 'I don't think you can do this on your own.' As parents, we don't want to see them fail.''

Assignment: How to Cope

WHILE homework will never go away, experts say there are ways to reduce stress among the various parties: students, parents, teachers and other educators. Homework has to get done, and done on time to meet teachers' requirements -- but exactly how and when can be different for different people. Before they buckle down, some children need to decompress after school, maybe by taking a half-hour to instant-message friends, nap on the couch or work off excess energy by jumping on a trampoline. If children and parents understand this about one another, it can reduce a lot of family stress on homework, just as it may well pay for a parent to understand that her work style is different from her daughter's.

Some other tips follow.


1. Once you get past the earliest elementary grades, remember that it's your homework -- not your parents'.

2. Establish a regular routine to do homework, so that you have the habit of doing your work at the same time, and in the same place, most days.

3. Pay attention to due dates for long-term projects, and keep to that schedule.

4. If you're struggling, or an assignment is taking you longer to complete than anticipated, do as much as you can and discuss your problem with your teacher.


1. Support and supervise your child's efforts, but remember that it's not your homework. Your role should be that of a monitor or coach, not a partner.

2. Step back. Your value as a person isn't dependent on how your daughter does on her seventh-grade science lab or what your son gets on his fourth-grade poetry folder.

3. Provide a quiet time and study area for your child, to establish good study habits and encourage independence.

4. Expect regular assignments, and contact the teacher if there are problems or if homework doesn't arrive home regularly.


1. Be sure that you're assigning work that students can do on their own, based on what they've learned in class, and that the assignments are clear to them. If parental input is expected on a long-term project, or extra credit assignments and challenge activities, define parents' role during open school night or at some other appropriate time.

2. Monitor the ease or difficulty of homework assignments for your students.

3. Check and return assignments promptly. Think about the value of homework. Maggie Worell, a third-grade teacher at the Hillside Elementary School in Hastings-on-Hudson, and a 35-year veteran of the profession, said: ''Homework should address the needs of diverse abilities. So teachers make adjustments for students.''


1. Set clear homework guidelines, and be sure the classroom teachers follow them.

2. Have a definite time limit for each grade. Ten minutes times the grade level appears to be one common standard.

3. Homework isn't about introducing new skills or concepts, but about reinforcing what happened in the classroom. Make sure that teachers understand that policy.

4. Keep in touch with parents. Find out if they're satisfied with the quality and quantity of homework assignments, and be prepared to adjust your policies if community expectations change or evolve. Merri Rosenberg

Continue reading the main story

Saving Kids from Stress

Facing fierce competition to get into top colleges, many students are compromising their health and values to get ahead. Experts are even seeing stress levels increase at the elementary school level. Some educators are working to reduce the pressures on students. Included: One school's efforts to reduce student stress.

The Wheatley School has the type of students about whom communities like to boast.

Many of the students at the public grade 8 to 12 school in affluent Old Westbury, New York, wrack up honors and Advanced Placement courses, while participating in school clubs and community service. About 95 percent of Wheatley graduates attend college.

But a few years ago, principal Rick Simon read the book Doing School: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students, and felt like he was reading about his own school. He took the pulse of the Wheatley student body and discovered what was behind all those outstanding transcripts: stress. Students reported they were feeling overwhelmed and exhausted from trying to meet all the pressures from school, home, and themselves.

Tips for
Busting Stress

Survey students about the school-related stresses they experience. Invite them to reflect on changes they would make to help reduce stress.

Hold dialogues nights; invite community members to discuss the issue of stress.

Set reducing student stress as a long-term goal and make it part of your school's action plan.

Consider eliminating student rankings.

Get teachers to work together so all their tests are not scheduled during the same week. The same goes for big project deadlines.

Don't load up students with work that needs to be done during vacation weeks.

With Doing School as a catalyst, school administrators teamed up with faculty, students, and community members to look at the causes of stress and brainstorm ways to change the culture at Wheatley. "I think the biggest change has been awareness," Simon told Education World. "We got it out on the table and we're talking about it."


Ironically, at a time when U.S. high schools are under scrutiny for not being challenging enough, many students are working harder than ever, and often compromising themselves to get the highest grades and most impressive transcripts possible, at the expense of their well-being and education.

"Kids are mortgaging their adolescence, health, and values to get into college, where they are not resilient and are unprepared," according to Dr. Denise Clark Pope, who is a Stanford University School of Education (SUSE) lecturer, founder of the Stressed Out Students' Project, and author of Doing School.


Dr. Pope and Simon met when Simon used Doing School as the basis for an examination of school culture. Simon e-mailed Dr. Pope for suggestions about using the book and additional resources, and she attended one of Wheatley's school-wide discussions about the book.

Dr. Pope wrote Doing School after spending a year following five students at a competitive California high school. She learned that students had "too much to do and too little time, so they developed strategies to get top grades, and they had no time or interest for engagement in the curriculum."

The book's title comes from students' approach to high school that Dr. Pope characterized as "doing school" -- compiling an impressive transcript of difficult courses and school and community activities without really thinking about what they were doing or learning.

"One student said, 'You don't go to school to learn -- you go to school to get into college and then get a high-paying job,'" Dr. Pope said.

While shadowing students, Dr. Pope noticed that cheating was rampant and that students in class were doing homework for other courses. Many of the kids said they didn't want to cheat, but they didn't have time to do everything.

"They may be getting good grades, but they are not engaged or retaining information," according to Dr. Pope. "The new caffeine is Adderall and Ritalin, to help them stay up and study."

When Dr. Pope asked the students what they wanted more of , they said sleep and more time with family and friends. The result of this lifestyle, she said, is that "colleges are packed with anxious, depressed kids on antidepressants."


After reading Dr. Pope's book, Simon suggested faculty members read it and thought it would be a good basis for school-wide discussions. In the fall of 2002, Simon taught a mini-course called "Doing School" using Dr. Pope's book. Students were required to keep reflective journals on their reading and write final papers about a problem at Wheatley they would like to see changed.

"We began to realize that stress was a major issue," according to Simon. "We had a number of dialogue nights [for the school community] about issues, and stress was one of the big ones."

"One student said, 'You don't go to school to learn -- you go to school to get into college and then get a high-paying job.'"

The administration also set reducing student stress as a long-term goal as part of its action plan for re-accreditation.

Wheatley students noted similarities between behaviors at their school and the school described in the book. In their journals, students wrote about the stress of living in a community where everyone is expected to go to the best colleges. The pressures often led to plagiarism, sleep deprivation, and test anxiety among students, and the use of tutors, therapists, caffeine, and prescription pills, some students said.


Wheatley's administration already has adopted numerous changes, including eliminating student rankings. Wheatley is the only Long Island, New York, high school that does not name a valedictorian, according to Simon.

Teachers are more conscious of students' many commitments. "Now teachers are more flexible," Simon said. "They try not to schedule multiple tests on one day and extend due dates for projects."

He also asked teachers to let "vacations be vacations" and not assign a lot of homework or major projects over school breaks.

Guidance counselors also were asked not to talk to the eighth graders about the need to prepare for college, and the math midterm for eighth graders was dropped because it usually was scheduled about the same time as the state's high-stakes test.

Among the other changes that were implemented:

  • Offering alternatives to traditional midterms
  • Reducing the weight of exams in course grades
  • Offering yoga to faculty and students
  • Creating a committee to address plagiarism
  • Surveying faculty and students about stress levels and causes

"Parents also have to be part of the equation," Simon said. "Part of it is raising awareness in the community about the downside of pressure."


The Stanford University School of Education continues to examine the issue of student stress through research and conferences with local middle and high schools, and has held conferences on student stress. Dr. Pope also works directly with some middle and elementary schools to help them reduce student stress, and said symptoms of stress are showing up in increasingly younger students.

"Stress can begin in elementary school with overscheduling, tests, even tutoring for kids," she said. "We're seeing more anxiety in elementary students."

Both Simon and Dr. Pope said that one of the first ways to address stress is by listening to students.

Ask students to name one thing in the school they would like to change and explain why, Simon suggested. Administrators also can set up a "fishbowl" in which students sit in the center of a room with a facilitator and the faculty listens to students' comments.

Administrators also can help reduce the stress teachers are feeling about student performance on high-stakes tests. "You have to give your staff permission to say it is not the most important issue," Simon said.

Restructuring the school day and reworking curriculum are other ways to beat stress, according to Dr. Pope. "Block schedules can reduce stress because there are fewer classes and less homework," she said. "Also, look at ways to improve the curriculum and assessment so kids can get more out of their work and reduce cheating."


Updated: 04/18/2015

0 thoughts on “Stressed Students Do Homework Clip Art

Leave a Reply

Your email address will not be published. Required fields are marked *