Homework in primary school has been in the eye of the storm for years.Homework strikes have been organized, regional circulars have been passed, books and articles have been written both for and against, and in many homes, they are part of the daily conflict after school. Despite all this, they remain almost universal and are rarely thoroughly questioned in schools.
When the scientific evidence is examined more closely, the picture becomes more complicated: Homework in the early grades doesn't seem to clearly improve grades.However, they can foster certain habits and skills if well-designed and not overused. At the same time, an excessive workload can increase stress, school dissatisfaction, and inequalities among students. In this article, we review in detail what is known about their usefulness, the risks they entail, and what teachers and families can do to manage them better.
What exactly are homework assignments and how much time should be spent on them?
When we talk about homework, we are referring to tasks that teachers assign to be completed outside of school hours.This is usually done at home, following the classic definition proposed by the American researcher Harris Cooper in the late 80s, which is still widely used in academic literature. It's not just about worksheets or written exercises: it can include readings, small projects, organizational activities, or review.
Since 2015, the student questionnaire in PISA (the well-known international study by the OECD) Combine homework time, personal study, and extra classes into a single questionThis makes the figures appear higher than in previous editions, where each activity was asked about separately, and makes it quite difficult to compare data over time.
A major limitation of many studies is that They offer very little specific data on students with special educational support needs (ACNEAE)In Spain, in the 2023-2024 academic year, this group represented around 14% of the total student body, more than 1,1 million children, including, for example, students with ASD, intellectual disability, language or communication disorders.
If we look at how much time primary school children in Spain spend on homework, Estimates vary depending on the studies and communities.A report from the Principality of Asturias, using data from 4th grade students (2010-2014), placed the average time spent on homeschooling at around one hour per day. The document itself pointed out that this violates Cooper's well-known "10 minutes per grade" rule (10 minutes in 1st grade, 20 in 2nd, 30 in 3rd, etc.) and also deviates from the guidelines of several other administrations.
In contrast, a survey by the Navarre School Council (2009) of 3rd and 5th grade primary school students showed a somewhat lower burden: Around half said they took less than 30 minutes to complete their daily tasks. And another significant group indicated between half an hour and an hour a day. Beyond the exact figures, it seems clear that most primary school students do homework almost daily and that the time invested is not insignificant.
Reports by research groups such as GIPED (University of A Coruña) and the ADIR group (University of Oviedo) show, for example, that Around 94% of primary school students say they do "all or almost all" of their homework that they are assigned, compared to approximately 80% in secondary school. In other words, the norm in primary school is to comply with what is assigned.
Internationally, PISA data for 15-year-old students indicate that Spain is usually slightly above the OECD average in terms of homework time.In 2003, it was estimated that people in Spain worked around 7,4 hours per week, compared to an OECD average of 5,9 hours; by 2012, these figures had fallen to 6,5 and 4,9 hours, respectively. This contrasts sharply with countries like Italy and Russia, which far exceed 8 hours per week, or with Finland and South Korea, where the average is less than 3 hours.
Relationship between homework time and academic performance
The big question is whether spending more time on homework means learning more or getting better grades.And here we enter a less clear area than is often believed. Different studies have reached nuanced, and sometimes even contradictory, conclusions depending on age, type of task, and context.
Harris Cooper himself, in a comprehensive review of studies published in 2006, She found clear academic benefits in secondary school, but very modest or almost nonexistent ones in primary school.His message was key: in higher grades homework can help consolidate content, but in the early years there are no major improvements in grades or measurable learning beyond small effects on organization or habits.
Other authors, such as John Hattie, who synthesized hundreds of meta-analyses in 2008, They attribute a moderate impact to homework compared to other educational strategies.Their data suggests that they work best when they serve to reinforce what has already been seen in class, not to introduce new subjects, and when the tasks have a clear quality and purpose, avoiding meaningless mechanical repetition.
Spanish researchers such as Rubén Fernández Alonso and José Muñiz have insisted on distinguishing two different levels: the time each individual student spends on homework and the overall homework policy of the school or classroomAt an individual level, the time spent has, according to various analyses, a practically zero correlation with the grades of that particular student, once other factors are taken into account (motivation, family context, etc.).
However, when aggregate variables of the center are analyzed—frequency with which tasks are sent or average amount of work— Yes, a certain positive relationship is observed with the average performance of the students., especially with regularity (that there are frequent and reasonably short tasks) rather than with the duration of each session.
An analysis of PISA 2003 data from 40 countries, carried out by a German team, detected a positive association between average homework time and performance in mathematicsHowever, this relationship diminished considerably when controlling for socioeconomic status and type of school. In other words, part of the effect seemed to be due to the fact that students with more resources and in better-equipped schools also tend to do more homework.
In Spain, a particularly suggestive investigation analyzed pairs of twins in Andalusia (born in 1998) and examined how much their results in language and mathematics varied depending on differences in the time spent on tasks. The conclusion was that these differences in timing between twins did not translate into significant variations in performance.The underlying message: that one of the two invests significantly more time does not imply that they learn proportionally more.
Other studies, such as one by Susana Rodríguez Martínez and colleagues with students in the final years of primary school, point in the same direction: What best predicts performance is not how many minutes are spent with a notebook in front of them, but how much of the tasks assigned by teachers are actually completed and how that time is organized.Optimizing the work session, avoiding distractions, and focusing on the essentials seems to carry more weight than extending the afternoon of studying.
In summary, the best results are usually associated with moderate amounts of daily tasks, well-designed, regular and with a clear pedagogical purposeWhile beyond a certain threshold, profits stagnate or even become negative. The relationship between time invested and return is rather curved: there is a point of maximum efficiency, and beyond that point, the curve begins to decline.
Homework in preschool, primary and secondary school: what the evidence says
The usefulness of homework varies greatly depending on the educational stage.It does not have the same impact on a 5-year-old child as on a 15-year-old adolescent, both due to cognitive development and emotional and social needs.
In the early childhood cycle (0-6 years), Most reviews agree that assigning formal homework is pointless.The priority is to awaken a love of learning, exploring, playing, and connecting with school as a safe and stimulating place. Burdening young children with worksheets and repetitive exercises can achieve the exact opposite: an early rejection of everything school-related.
In primary school, things are more nuanced: studies suggest that The direct academic benefits are very limited, especially in the early years.However, small positive effects are observed in time management, independent work, and family involvement in schooling. That said, when the workload becomes excessive, burnout and saturation clearly emerge, and the risk increases that 6, 7, or 9-year-olds will be too tired to perform mentally by the afternoon.
Some British studies do detect improvements in primary school with academic homework. They speak of times much more modest than is usually the case in SpainAround 30-60 minutes… per week, not per day. This fits well with the famous 10-minute rule per year: 10 minutes daily in 1st year, 20 in 2nd year, and so on up to 2 hours in 2nd year of Baccalaureate, as a kind of recommended maximum.
In secondary school, however, the evidence is clearer in favor of homework: Improvements are observed in content recall, academic results, and study habits.However, meta-analyses warn that, beyond about two hours a day, the benefits stagnate or even diminish, while stress, lack of sleep, and loss of time for other equally important activities increase.
Several experts in neuropsychology and education, such as Álvaro Bilbao, emphasize that It is tempting to embrace extreme positions (“homework always” or “homework never”), But the data points more towards a middle ground: few tasks, well thought out, progressive with age and that do not excessively invade play time, sports, rest or social interaction.
What can homework be used for beyond grades?
When it becomes clear that its direct impact on grades in primary school is limited, the defense of homework shifts towards non-academic benefits.They are credited with the ability to create study habits, foster responsibility, self-discipline, autonomy, or improve family-school communication.
Alfie Kohn, one of the best-known critics of traditional homework, has analyzed these supposed advantages in detail. His writing is thought-provoking: If we need homework to develop basic organizational or consistency habits after six or seven hours of school a day, perhaps the problem lies in how school time is used.And if homework is the main tool for promoting values or communication with families, we may be placing responsibilities on children that the system is not otherwise fulfilling.
Regarding autonomy, Kohn points out that There is little real decision-making capacity when tasks are imposed from above, with negative consequences if they are not carried out.That teaches more obedience than genuine responsibility, understood as taking charge of something important and consciously assuming one's own decisions and their consequences.
It's also unclear whether homework, as it's usually assigned, teaches time management. Often, it's the adults who decide when it's done, for how long, and under what conditions. If a child already has organizational difficulties, a mountain of homework tends to generate more anxiety and feelings of inadequacy than learning.a bit like throwing someone who can't swim to the bottom of the pool "so they can learn."
On paper, they could create a channel of communication between school and family, but, again, Kohn raises an uncomfortable question: Does it make sense for the main communication channel to involve tasks that consume childhood time and for which there is no clear evidence of academic benefit? He adds that there are many alternative forms of family-school cooperation that do not require turning the afternoon into an extension of the classroom.
Another common blind spot is the emotional and motivational component. Even if we were to accept that a generous amount of exercise somewhat improves grades, It is rarely taken into account how students feel while doing themMany describe the experience as monotonous, tedious, and disconnected from their lives. This lack of meaning and motivation hinders deep learning and can erode the commitment to long-term study.
Quality of tasks: the MITCA method and other proposals
Much of the recent research insists that the crux of the matter is not so much how many assignments are given, but what they are like.In Spain, the GIPED group has developed the Homework Implementation Method (MITCA), precisely to guide schools in this regard.
This proposal sets out a series of criteria to ensure that tasks are useful and sustainable. For example, it emphasizes that the activities are varied in type and purpose: review exercises, introduction to a new topic (pre-task), organization (planning, outlines), or elaboration (projects, own productions), and not just endless lists of problems or phrases to copy.
It is also emphasized that the center must have a clear and shared criterion regarding the quantity and frequency of homeworkA study by the University of Zaragoza showed that more than half of the teachers surveyed admitted to not spending much time designing the assignments they then sent home. This lack of reflection often results in repetitive, unmotivating, and frequently disconnected work across subjects.
Another key element of MITCA is to explicitly teach students to manage your time and self-regulate while performing tasksIn a trial with approximately 500 students in grades 5 and 6, improvements were observed in time management and in emotional and behavioral commitment to homework when this systematic approach was applied.
In the case of students with specific educational support needs, various studies by the same group recommend design tasks tailored to their pace and aimed at maintaining motivation and a sense of competenceInterviews with 5th grade students with special educational needs reveal that they often do not understand the purpose of the homework they are assigned, although they acknowledge some teacher effort to adapt the amount.
The role of families: how to help without overprotecting or interfering
The role of families is another delicate point in the homework equation.The temptation to sit next to the child, "save" him from every difficulty or, directly, do part of the task for him is very common... and quite counterproductive.
Large international studies on family involvement in chores, with nearly 380.000 participants, conclude that Parental support is only positive when it fosters student autonomy.That is, when it focuses on supporting the organization, motivation, and emotional management, not on controlling or resolving the content for him.
Primary school is where this involvement is most relevant, but the data indicates that The more adults get involved in "getting homework done," the worse the results often are.Part of this effect is explained by the fact that families tend to intervene more when there are prior difficulties, but the type of support also plays a role: explaining with methods different from those of the teacher, correcting every answer or always sitting next to the child undermines the child's confidence in their ability and can create dependence.
The most beneficial support systems often take on a "coaching" role: Help organize study space and time, reduce noise and distractions, remind students what needs to be done, and encourage them to try instead of providing the solution.Phrases such as "what do you think you could do here?" or "write down this question to ask the teacher tomorrow" encourage self-regulation and the use of the classroom as a space for problem-solving.
Furthermore, it's important to cultivate a positive emotional climate surrounding tasks. Longitudinal studies show that Excessive family conflict related to homework is associated with greater burnout, a worse academic self-concept, and poorer results.In families with children with special educational needs, this is amplified: they describe the tasks as more numerous and difficult, perceive fewer benefits, and feel them as an obstacle in the parent-child relationship.
Some surveys in Spain indicate that A very high percentage of primary school students receive direct help with their homework.And families dedicate several hours a day to supervising or accompanying them. This, coupled with improved work-life balance, has led to much of the time spent together becoming "school-like": the conversation focuses mainly on grades, homework, and exams, leaving less room for play, conversation, and values education.
Social inequality, pressure, and emotional effects
One of the strongest arguments against a heavy homework load in primary school is its impact on equity.Several OECD reports have indicated that homework can reinforce performance differences between students based on their social background.
Families with greater economic and cultural resources are usually better positioned to provide a suitable study environment, materials, support and, if necessary, private lessonsIn contrast, those with less education, complicated work schedules, or homes with less space and tranquility find it more difficult to keep up with daily schoolwork.
Sociological and educational research has shown that, in many cases, Homework shifts part of the responsibility for instruction to the home.When this "outsourcing" reaches families with very different levels of cultural capital, the gap widens. That's why some experts recommend prioritizing study and reinforcement time within the school itself, with professional support, as a more equalizing mechanism.
On an emotional level, the data is not particularly reassuring either. A WHO report emphasizes that A high percentage of Spanish children and teenagers report feeling pressured by homework.And that feeling grows with age, placing Spain among the countries where that pressure is most felt.
These stress levels are not harmless: several studies link them to family discomfort, conflicts, exhaustion, rejection of school, and less enjoyment of learningSome research during the COVID-19 lockdown also suggests that in homes with children with special educational needs, the mismatch between homework and their abilities generated spikes in stress, feelings of inadequacy, and a breakdown in the educational relationship with the school.
Other recent studies have gone even further, questioning the value of dedicating many extracurricular hours not only to homework, but also to tutoring and “enrichment” activities. The results suggest that, beyond a certain point, this intensity does not improve cognitive skills and does reduce hours of sleep, play, and socialization.essential elements for healthy development.
Regulations, school policies and the role of extracurricular activities
In Spain there is no strict state regulation on dutiesThe responsibility largely lies with the schools, which can develop their own criteria or task plans. Some regional governments have issued laws or guidelines, but there is no uniform framework.
A striking example is Law 26/2018 of the Valencian Regional Government, which emphasizes children's right to leisure, sport, and family life. The text states that Most learning activities should take place during school hours.and that homework should not infringe upon those rights. In Asturias, a circular recommends designing tasks that students can complete independently and that are accessible regardless of their personal and social circumstances, expressly warning that an excessive workload increases inequality.
Other countries have tried more forceful approaches. France, for example, has had one for decades. a formal ban on written homework in elementary schoolHowever, in practice this isn't always the case, and readings or other oral assignments are sometimes permitted. Meanwhile, in successful systems like Finland's, the homework load is modest, and much of the work is done within the school setting.
Some experts point out that, even before discussing duties, It would be wise to review the extracurricular activities calendar.In many cases, children arrive in the afternoon having juggled languages, sports, music, and more, so any task, however reasonable, finds them exhausted. From this perspective, the problem isn't just "homework yes or no," but the entire set of demands that fill a child's day.
In any case, educational institutions have room to maneuver. to develop coherent policies, agreed upon with the faculty and familiesThese guidelines should clarify the purpose of homework, its approximate amount per course, its frequency, and its characteristics. Coordination among teachers of different subjects is key to preventing multiple lengthy assignments from inadvertently coinciding on the same day.
Rethinking homework: alternatives and best practices
Questioning traditional homework does not imply giving up on reinforcing learning outside the classroombut rather to find smarter and more humane ways to do it. In recent years, several alternative teaching methods have gained traction which, if implemented well, can reduce the need for heavy homework loads.
One of them is the project based learningInstead of isolated exercises, students work for weeks on initiatives that integrate content from different areas: investigating a problem in the environment, preparing an exhibition, designing a simple experiment… Much of the work is done in class, but small tasks at home connected to the project can also be proposed: interviewing a family member, searching for information, observing something in the neighborhood.
Another way is what we might call interest-centered tasksIt consists of offering a certain degree of choice: educational games for kids To reinforce the same objective, varied reading or research topics related to the curriculum but connected to each child's curiosities are used. This personalization fosters intrinsic motivation and self-directed learning.
You can also opt to allocate independent work time within school hoursas a supervised “study room”. In this way, students practice, review or advance tasks with the immediate support of the teacher, reducing the workload for homework and, at the same time, learning to organize themselves in a structured context.
El Collaborative learning This is another interesting strategy: instead of assigning many individual exercises, the focus is on having problems worked on in small groups within the classroom, where approaches are discussed, concepts are explained to peers, and shared meanings are constructed. This enriches understanding and reduces the need for subsequent repetition at home.
Finally, more and more formulas are being explored gamification of learningThis means incorporating game elements (challenges, levels, symbolic rewards) into class time or small, optional activities. This way, content can be practiced in an engaging and active way without assigning long lists of rote exercises.
In light of all the evidence, homework in primary school is neither a panacea nor the great enemy to be defeated.Homework has a limited direct academic impact at these ages, but it can contribute to developing habits of responsibility and self-regulation if it is few, well-designed, explained, and tailored to the students' realities. However, when it is overused, it becomes a source of stress, inequality, and aversion to school. The challenge lies in schools and teachers defining why they assign homework and what they hope to achieve with it, ensuring that the assignments serve that purpose, and in families providing support with trust and autonomy, preventing children's lives from being reduced to rushing from the classroom to their notebooks with no time to play, sleep, be bored, socialize, or continue learning away from the worksheets.
