Abstract
This editorial writing challenges the traditional belief in the necessity of homework for young students, arguing that it may do more harm than good. Research demonstrates that homework in elementary grades lacks significant academic benefits and can cause stress, diminish the joy of learning, and negatively impact family life. Studies show that homework is more effective for older students and does not enhance elementary students' academic performance. Emotional and social costs, such as increased anxiety and homework-related conflicts, are further reasons to reconsider its value. The article highlights inequities exacerbated by homework, as not all students have equal access to resources. Alternatives, such as reading-based activities and project-based learning, are suggested to better support students' growth and well-being. Schools like those in Finland, where minimal homework is emphasized, provide models for how reduced homework can foster a balanced, engaged, and less stressful learning environment.
Recommended Citation
Matera, Bryan and Evers-Gerdes, Becky
(2024)
"Let Kids Be Kids After the School Day is Done! The Case Against Homework in the Elementary Grades,"
Essays in Education: Vol. 30:
Iss.
2, Article 11.
Available at:
https://openriver.winona.edu/eie/vol30/iss2/11
Primary Author Bio Sketch
Bryan Matera is an associate professor of Elementary Education with Winona State University in Winona, Minnesota. Bryan leads pre-service teachers through student teaching experiences and coursework while supervising teacher candidates working with elementary students. His research is grounded in climate and culture of schools and the impact on teacher self-efficacy, instructional and student-centered best practices, the Gradual Release of Responsibility, and visible student process learning. Before being appointed to associate professor, Bryan held positions as teacher, adjunct professor, instructional coach, assistant principal, and principal.
Secondary Author Bio Sketch
Becky Jo Evers-Gerdes is an accomplished educator and administrator with extensive experience across elementary, middle, and high school levels, including roles such as K–12 curriculum director and special education coordinator. She has served as a course developer and adjunct faculty member at various universities, emphasizing social-emotional learning alongside academics while fostering strong community partnerships. Becky holds a doctorate in education administration from Bethel University and has received numerous accolades, including the Southwest Minnesota State University Leadership Award and the Reward School Recognition for high-performing Title I schools.
Included in
Curriculum and Instruction Commons, Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons
