The video you're about to see speaks for itself, but I'm going to put into words what I feel about homework, and let it be known that I'm generalizing. Do children have a lot of homework or a little? Well, a lot, without a doubt. and what is worse: from a very early age; it is completely abusive. In this post we reviewed various contributions to demonstrate that 'more homework does not mean higher performance'But aside from all the theories we can find, Do we think it's normal for a child to sit for several hours instead of playing?Feeling frustrated and disinterested in learning?
Eva Bailén, is that brave mother we know for promoting Change, the campaign for the rationalization of duties. Given the success of the campaign, it has now been given the possibility of generating striking and impressive audiovisual content, which moves through the networks quickly through the hashtag #lohacesypunto. And it is that in the end it is that: not enjoying free time because someone decides that way; if such impositions occurred in the adult world, another rooster would crow, but children do not 'count' as much. That is why the experiment proposed in the video is based on the idea of working hours, and when it was discovered that those who work 8 hours + 3 at home + on weekends and holidays are children, it is when we realize what we do to the little ones.
In Spain, children have more annual teaching hours than in other countries with better results in international tests, and of course our children are given much more homework than others of the same age
I join Eva's wish: that the controversy serve so that from the Ministry of Education a regulation is proposed, because the other thing is to go against the current, teachers questioned because they respect the rhythms of the children, parents who are branded irresponsible because they sit down with the tutor and ask her to reduce the load of homework a little, ...
What do international research and experience say?
Much research agrees on the limited impact of traditional (repetitive and mechanical) homework on performance, especially in primary school. International comparative reports indicate that More quantity does not guarantee better resultsWhat matters is the quality, the meaning of the task and its connection to what was learned in class.
In practice, schools that have reviewed their policies confirm this trend. A prime example is the Khalil Gibran school (Fuenlabrada), which He doesn't send homework until sixth grade. as they are traditionally conceived. Why? Their reasons are structured around four axes: play and well-being (play is the first learning vehicle), real academic impact (at early ages the effect of homework is minimal), family atmosphere (avoiding conflicts, inequalities and dependence on adult help) and use of school time (The school day should already guarantee a solid education.) This vision does not exclude tasks, but rather promotes meaningful activities and linked to real life to strengthen skills.
Furthermore, expert voices in the field of education highlight two risks of excess: emotional stress and school rejection, and the loss of autonomy when families feel they must do or excessively supervise homework. Public health reports have warned that, beyond a certain workload, the percentage of students who report homework stress is high (in some age groups). easily exceeds half of the student body), along with more headaches or abdominal pain and a worse mood. This pressure, moreover, deepens inequalitiesThose who have the least support at home suffer the most.
However, there is also a consensus that well-designed and adjusted tasks This stage can help consolidate knowledge, generate habits, and foster responsibility. The key lies in the measure, the purpose and adequacynot in filling afternoons with mechanical exercises.
The rule of time and teaching coordination
In the United States, National Education Association proposed a rule, based on some guidelines, that a researcher named Harris Cooper gave. It is as follows: 10 to 20 minutes a day in first grade children (equivalent to first grade); and an additional 10 minutes for each higher course. According to that, my eldest son (first of ESO) would spend 80 minutes, homework is not difficult for him and usually does not spend more than an hour, but the best thing is that all children his age would receive tasks that would not exceed the time of completion of one hour and 20 minutes each day. And the little girl (in 4th grade) would be 50 minutes a day. And I repeat: it is still a lot, because I think that they should be able to fully enjoy their childhood, and if anything, the experiences they went through outside of class, which would serve as a basis for improving learning at school.
I also think that more innovative experiences should be encouraged, which instead of repetitive tasks include recommendations for students to carry out research and collaborative projects at home; That would yield better results than index cards and questionnaires. from the books.
Abusive and stressful duties don't make kids more responsible
Not long ago we shared with our readers, the evidence that an excessive burden of homework, not only generates stress in children (who are undoubtedly the most vulnerable, and harmed), but also to families. For that reason, because it touches us closely, I believe that it is time for mothers and fathers to assume the role that we play in education. It is not about interfering in the teachers' work, but about 'standing up' and making decisions: explaining with arguments that homework can harm students, provoke debate within the Educational Community, change schools for children , make visible the situation of so many little ones that with only 8/9 years they have to sit a whopping '3 hours!' to finish tasks (not counting the time they will have to dedicate to study),…; everything except continuing to steal free time (and with it part of childhood) from our children.
My reflection for those families who think that homework is super necessary, and if possible, carried out for a long time, 'because it is not that the child does not mature or assume responsibilities', is: if they do not do homework today they will not convert in 'ninis' (a strange elaboration where there are but 'look where' accepted): not having expectations for the future It does not have to do with the freedom enjoyed in childhood, but with the socio-economic system.
Furthermore, we are moving towards a different labor model than the one we encountered when we joined: it is very likely that We don't need obedient people, but responsible, autonomous, and creative ones.But no one can develop creativity after more than 60 minutes of repeating the same multiplications as in class, or copying spelling mistakes 20 times.
Purpose and quality of homework: what it should be like to help
When homework has a clear educational purpose And when they are well-measured, they help build habits, autonomy, and responsibility. Experts point out that what matters is not the quantity, but the quality and the ability to connect with real lifeSome useful criteria:
- Relevance and meaning: tasks linked to the student's reality (research the neighborhood, read about an interest, write for a real recipient).
- Progressiveness: Difficulty adjusted to age and skill level, avoiding overload.
- Endurance: that the student can perform them without depending on an adult, with clear instructions.
- Balance: Respect playtime, rest, and family time.
Educators like Enric Roca remind us that Duties should not be experienced as punishmentbut as a significant extension of learning. And from the health field, professionals like Dr. Marisa Navarro warn of the emotional risks when the load overflows.
Coordination among teachers, equity and family climate
Coordination between teachers who teach the same group avoids peaks and overlaps. Measure weekly workload and diversify formats (Reading, projects, short activities) helps make time at home reasonable. When this doesn't happen, family conflicts escalate, and Inequality is growingNot all families can provide the same level of support.
At home, the goal is not for adults to take on the task, but rather accompany without replacingExcessive intervention, even if well-intentioned, can undermine a child's autonomy, confidence, and intrinsic motivation. The ideal family role combines presence, interest, and healthy boundaries.
How to organize homework time at home?
- Clear routine: fixed space and schedule, quiet environment and no background screens.
- Support available: Resolve specific doubts and acknowledge the effort, don't do the homework for the child.
- Active listening: ask how they feel about what they are learning and detect emotional or comprehension obstacles.
- Smart use of technology: apps and digital resources such as complementnot as a substitute for one's own thinking.
Each student is different: personalize without losing sight of the big picture
Generalizing is tricky: Each center, stage, and student has different needs.At an early age, children have a genuine desire to learn; maintaining that curiosity requires homework that encourages readingCreativity and exploration, without replicating classroom work. In higher stages the workload may increase, but always with quality criteria and coordination.
Different educational systems, different approaches (and lessons)
There are European countries that place the workload in the mean and others who barely assign homework in primary school, prioritizing well-guided classroom work and rest time. In high-achieving environments, the approach usually involves Less quantity, more meaning (reading, projects, deliberate practice). Copying models without context doesn't work; what's valuable is learning from the principles: quality, equity and well-being.
Examples of meaningful tasks versus repetitive tasks
I've been reflecting on the usefulness of homework for some time now.especially in preschool and primary school. As a teacher myself, I have always assigned homework to my students, some homework that would complement something seen in class or that will motivate further research to then continue the activity in class. I have never assigned homework to be done at home for what I haven't been able to work on in class; that's not the goal. I have never used a textbookSo the homework I assigned wasn't of the type:
Page 45, exercises 1, 2, 3 and 4 (copying the statement into the notebook)
Memorize the list of verbs up to "to take"
Learn the rivers, mountain ranges and marshes of the Community of Madrid…
My duties were more along the lines of:
Ask your parents or grandparents a riddle And you can tell us about it tomorrow.
Find a poem you like and learn it so you can recite it to us in class.
Write a short essay about the topic we have seen in class.
Learn the role you are going to play in the play
Solve the weekly problem…
Homework isn't inherently bad, certainly, because it can help maintain continuity with what's being covered in class and because it helps create a work habit. Homework reinforces the learning acquired in the classroom, without a doubt. But for homework to be educational and fulfill that function, it has to be relevant to what is being worked on in class And not just be a mere automatic repetition of the same thing. I know that to learn multiplication tables you have to memorize them and that homework has to be assigned, but there are ways of doing it that are motivating and ways that aren't. Furthermore, homework should be appropriate to the children's abilities. I'm surprised when I see content that goes far beyond the cognitive capacity of children to understand it.
Furthermore, it is essential that children play, thus developing their personality Through play, and by cultivating their interests with sports, music, art… Unfortunately, homework is often excessive, taking up most of the afternoon, ignoring the fact that our children's days begin in the morning and end in the afternoon. As a reward, after arriving home and having a snack, they have to do the same thing again. What kind of country do we live in?
I remember a happy childhood where he spent all his time playing and learning important things.
Today is impossible to consider It's impossible for a primary school child to spend the afternoon enjoying their childhood, playing, and socializing. Homework (and too many extracurricular activities) prevent this.
Exercises 6, 7 and 8 in pencil in the book
Exercises 10, 11 and 12 in the notebook, copied in blue and answered in pencil.
Copy the diagram into your notebook
Study by heart the "remembers" of the whole topic
The current approach to homework is a tortureHomework is torture for children and their families. Endless lists of repetitive exercises, with no apparent logic other than "finishing the program/topic," focus solely on memorizing concepts and completely neglect the development of skills. The amount of homework and its demands are so overwhelming that families have to do it with their children just to get them to finish, comforting them through their anger, exhaustion, tantrums, and frustrations because they want to play. The sheer volume of homework means that the stress of finishing it all floods their afternoons. I wonder if teachers, who are so fond of assigning so much homework "because they have to learn to make an effort," ever put themselves in the children's shoes and consider their needs.
To make matters worse, some of these exercise lists include one that says something like:
In a group, do this or that…
– Daughter, it says here to do it "in a group"
– No, Dad, the teacher said we have to do it individually
This type of homework is directly linked to the fact of using the textbook as practically the only reference of classroom learning and, de facto, the official curriculum. The textbook, with its endless lists of exercises and its one-way approach designed to ensure the reader answers what is asked while adhering to the content, is directly linked to traditional, transmissive, repetitive, and rote learning. The use of textbooks does not allow students to develop skills and limits learning to rote memorization. Let's not kid ourselves, textbooks and homework go hand in hand. There will be exceptions, of course, but they are few and far between.
In this country of ours, unfortunately, many people think that knowing how to use a textbook and assign homework constitutes teaching. It pains me to say this, but I feel it and suffer it daily, seeing how my daughters have consumed many hours of childhood They were glued to the table every afternoon doing their homework, yes, for the sake of their learning, a learning that went away as quickly as it came.
As a father and teacher, I advocate for duties linked to a different kind of teaching, one in which learning is not boring, in which Let investigating and discovering the world be the central focus that which everything revolves around and, of course, at these ages, leave time to live, to play, to learn, to be happy.
Social mobilization and educational dialogue
The debate is neither new nor minor: initiatives such as citizen campaigns and mobilizations by family associations have placed the issue on the agenda. From there, proposals have emerged for regulate the load, open spaces of dialogue in School Councils and promote center agreements that harmonize criteria between stages and teachers. Coordination and transparency with families avoid unnecessary tensions and allow for assessment which tasks contribute more and which ones detract.
UPGRADE
I've decided to mobilize the issue of homework on Twitter to show my outrage at what I consider an abuse of power, an anti-pedagogical practice, and a general absurdity. If you want to share your experiences and/or suggestions on Twitter, do so using the hashtag #homework (It's important to have the pad in front so you can retrieve everything you write later). Any ideas are welcome.
For my part, I have requested a meeting of the Association of Mothers and Fathers from my young daughter's school so that families can discuss the issue and bring our reflections and proposals to the school's governing board.
What would you do? Do you think we should speak openly and honestly What about the role of homework as it is conceived in the vast majority of cases? Should we force a discussion of the issue in School Councils?
Follow the debate on Twitter. Click on #homework to stay updated or check the sidebar widget.
The focus is not on “homework yes or no” in the abstract, but what tasks, for whom, for what purpose, and in what doseWhen the system aligns with evidence (quality over quantity, teacher coordination, active family involvement, and respect for rest), children learn more and better, coexistence improves, and school gains meaning. That is the path worth following.