Let’s start by acknowledging that concerns about this topic in the educational environment are not new. However, due to the recent media attention on the amount of homework students are expected to complete after a school day, the debate has intensified, and everyone seems to have an answer to a problem that has been lingering for some time.

This sensitive issue has turned into a conflict where the primary victims are the students themselves. The direct question—homework yes or no—may seem simple at first glance, but in reality, it is not. The answer must be based on coherent criteria that:

  • Prioritise the individual student’s well-being
  • Prioritise pedagogical principles
  • Avoid promoting an “anything goes” approach.

Today, the only outcome of this debate has been to place teachers and the educational community in a dilemma where their authority is questioned, and parents are forced to take sides—either rejecting homework or supporting it. We believe this is not the right path.

We live in a society where everyone has the right to express their opinion on a given topic. Generally, people feel the need to share their views on issues that may or may not directly or indirectly affect them. Whilst everyone’s opinion is valid, it doesn’t mean that expressing a personal viewpoint automatically makes one an expert on the subject, as some might think.

At British School of Valencia (BSV), we believe that, as we mentioned at the beginning of this article, it’s impossible to give an absolute yes or no answer to a question that goes far beyond a simple binary choice. There are nuances and details that must be analysed before making a definitive decision, which is why we advocate for consensus and dialogue to reach an understanding on this matter.

What is alarming is that, without prior debate or listening to different perspectives, some institutions encourage families to have their children boycott homework as a form of protest against what they perceive as an excessive workload. Whilst we agree that homework can sometimes be excessive, this approach is not the solution.

This systematic boycott of homework does not seem like the most reasonable measure to achieve real, long-term change. We believe that the path to achieving this lies in unity, not division, with a plausible solution that benefits students, as they are the primary stakeholders affected by any measures taken. We think students should have time to:

  • Meet academic obligations
  • Enjoy afternoons and weekends with their families
  • Engage in recreational activities.

However, it’s also positive for children to reinforce at home what they’ve learned in the classroom with their teachers.

 

The purpose of homework

One of the main objectives of homework is to develop a set of skills in students, such as:

  • Creating study habits
  • Reinforcing learning
  • Fostering responsibility
  • Learning to organise their time effectively.

It also provides parents with an opportunity to stay directly involved in what their children are learning at school. When not excessive, homework can be seen as “an opportunity to create a space and time for collaboration and discussion amongst family members,” as explained by María Remedios Belando, Professor of Social Pedagogy at the Complutense University of Madrid.

We are fully aware that an excessive homework load can often be counterproductive, fostering resentment toward school and, at times, toward learning itself, which can become tedious and boring for students. However, the solution does not lie in further dividing society by calling for strikes and targeting teachers. For these reasons, we believe that the stance taken by some institutions and confederations:

  • Undermines the credibility of educators
  • Questions their work
  • Threatens the organisational freedom of each school.

 

Every student is different

As we’ve mentioned, everyone has an opinion, and the educational field is no exception. Without any knowledge of current education laws, the differences between schools, or even the teaching methodologies of public, charter, or private schools, everyone seems to have an opinion and believes they hold the truth. These issues, amongst many others, must be considered, as each school and each student is different, with their own needs and concerns. Generalizing is, at best, delicate, as it’s easy to take a stance but much harder to implement measures that work for every school and every student.

Experts agree that the focus is often placed on the quantity of homework when what truly matters is the quality and how to make the most of the time spent on it.

We must remember that at a young age, children themselves feel a natural desire to learn, to read and write as soon as possible. Educators must maintain this interest by:

  • Assigning homework that encourages reading
  • Assigning creative projects that allow students to discover things on their own, play, and imagine.
  • Never replacing classroom work with homework.

Today, we should take advantage of technology, using it effectively and productively. As we’ve shown in a previous article, there are countless educational apps that can be very useful for working at home, allowing students to delve deeper into certain subjects. ICT (Information and Communication Technology) has become an indispensable tool for today’s youth and can be a highly effective way to engage students when used as a complement to study and learning.

Another factor to consider, which seems to have been overlooked by some, is that the workload of a preschool student cannot be compared to that of a primary, secondary, or high school student. Therefore, a blanket opposition to homework seems completely disproportionate and out of place.

If we believe our child is coming home with an excessive amount of homework, the first and most logical step would be to contact the school to arrange a meeting with the teacher. This would be the simplest way to find a solution if there truly is an excessive workload or if the homework is not appropriate for the student’s level or age, rather than resorting to other measures that some groups have chosen to support.

 

Different educational systems, different approaches

The British educational system is not characterized by an excessive homework load. At all stages, the average hours per week are in line with the OECD (Organisation for Economic Co-operation and Development) average. In the UK, the average is 4.9 hours per week for 15-year-old students. However, as students’ progress through different educational stages, the time they need to spend on completing schoolwork, whether as homework or study, also increases.

We agree that more homework is not always synonymous with better academic performance. The PISA (Programme for International Student Assessment) report indicates that:

  • Students who spend more time on homework tend to show higher academic achievement.
  • Excessive homework can have a detrimental effect, especially on low-performing students.

It’s also not reasonable to try to imitate other educational models that are fundamentally different from ours, expecting them to work overnight when the foundation is completely different.

It’s not logical to start building “the house from the roof” when the problem lies in the foundation—something that must be changed gradually, through dialogue and logical reasoning, to create something concrete, feasible, and viable both now and in the future.

 

Finding the balance

The world is changing, everything is evolving, and levels of competitiveness are growing every day. We must be able to anticipate these changes and ensure they positively impact society as a whole, particularly the educational system—a system that can be improved through measures that seek consensus, not division.

Finding a balance is essential; that is where the answer lies. It will lead to a consensus on this issue and many others, because, as educators, we believe: “Education is the most powerful weapon you can use to change the world.”