By Rebekah Hall
U of A System Division of Agriculture

The start of a new school year typically marks the dreaded return of homework for students and parents. Brittney Schrick, extension family life specialist and associate professor for the University of Arkansas System Division of Agriculture, said it’s key for parents to give children plenty of free time, manage their own expectations and think outside the box regarding homework help.

Schrick said that it’s crucial for children — especially elementary and middle school-aged students — to have a period of free time after they get out of school, instead of immediately sitting down to focus on homework.

“Adults often have this perspective of, ‘All you’ve been doing is sitting in a chair all day, why are you tired?’” Schrick said. “But it’s exhausting. They have to focus all day and not move around, when what they want to do is move around, so it’s really important that when they get home, they are given time to do something else with minimal expectations.”

In the last 20 years, schools have reduced free play time, including recess, and prioritized academics much earlier for younger students, Schrick said.

“Historically, kindergarten and first grade were really about learning how to go to school, and they were learning about how to be in a classroom with other kids, the basic building blocks of social interaction and rule-following,” she said. “It’s gotten to the point where parents are concerned when their kids can’t read before they go to kindergarten.

“Those are kind of unrealistic expectations because kids haven’t changed – it’s the expectations that are placed on them that have changed,” Schrick said.

More homework, more problems

Schrick said the emphasis on academics for younger students has led to teachers assigning them more homework, which often harms more than it helps.

“I would argue that homework is not developmentally appropriate for kids below high school, but definitely not below junior high,” Schrick said.

Schrick said that if parents are concerned about the amount of homework their child is bringing home, the first step is checking in with his or her teacher.

“In high school, all bets are off, but in elementary school, there’s no reason for them to be getting a ton of homework,” she said. “So if they are, that’s a conversation to have with their teachers.”

While too much homework does not benefit children, consistently reading together at home is vital for elementary and middle school students.

“Reading is really all that younger students need to be doing regularly at home,” Schrick said. “There are some math concepts that probably would benefit some kids to practice at home, especially if they’re struggling, but with low stakes. The benefit is literally just fluency, it’s not mastery. It’s not about learning new information.”

Think outside the box for homework helpers

Doing homework together can be a significant source of conflict for families. When tensions rise, Schrick said it may be necessary for a parent or child to take a break and walk away from the task.

“When you get into those high-stress moments, when your kid has reached their limit, pushing them because ‘It’s homework and you have to do it,’ is not helpful in the long run, and I think it’s not helpful in the short run either,” Schrick said. “It can cause damage to a relationship, and it can cause damage to the relationship a kid has with school.”

Schrick said it’s helpful to figure out which parent or guardian to turn to for each school subject. For example, one parent may have a better grasp on math problems, while another may be the go-to for language arts homework. And for a family with multiple children, one parent may be better equipped to help one child than another.

Schrick also suggested seeking homework help from family friends or community members.

“It’s a matter of thinking outside the box of who could help,” she said. “Sometimes we think it has to be someone in the immediate family, and that’s not necessarily true. Especially for single parents, or grandparents who are raising grandchildren, think of alternatives. 

“Use your close resources first,” Schrick said. “Maybe your aunt is an accountant, maybe your grandfather used to be in a science field. Think about the retired teachers in your life. Teachers don’t stop being teachers – there’s a reason that educators gravitate towards education. Reach out to the recent college graduates in your circle.”

Manage expectations, adapt to changing needs

Schrick said managing one’s expectations of their child is a significant part of managing conflict with them. The way a parent might think to approach a homework problem is going to be different than how their child approaches it. Acknowledging and accepting this difference can lead to smoother interactions.

“Their effort doesn’t need to look exactly like how I would do it, because I’m a grown adult,” Schrick said. “And when I’m watching my third grader do homework, she’s going to be doing it differently than I would.”

It’s also important for parents to determine what kind of guidance their child needs when it comes to planning and task completion.

“Some kids need very little, and others need a ton. Do they need to write everything down? Do they need little reminders about when things are due?” Schrick said. “Adults either tend to be ‘hands-off’ because they feel it’s the kid’s responsibility, or they’re so involved that the kid doesn’t learn how to manage it. It’s about trying to find that happy medium.”

Finding that happy medium will take trial and error — and a willingness to make mistakes and learn from them. Schrick said that in her experience as a parent, the most helpful strategy usually must come from the child themselves.

“I’ve learned that often, whatever the management strategy is, it has to be their idea,” she said. “They have to have some ownership over it. If you have a kid who won’t try anything, imposing something might be your only option, but typically, adult-imposed solutions just become more work for the adult.”

Schrick said parents must understand that these time management and planning solutions will need to change over time as the child grows and their responsibilities become more demanding.

“As kids get older and family dynamics change, all of these strategies have to be fluid,” she said. “You have to be willing to adapt to changing needs and changing schedules, and changing expectations from the school, changing expectations from your kid. What worked last year may not work this year, especially if your child is going to a different school, or especially if they’re going to junior high or high school. Everything is going to change.”

For more information about family life resources, visit the Cooperative Extension Service’s Personal and Family Well-Being page, or contact Brittney Schrick at bschrick@uada.edu.

To learn about extension programs in Arkansas, contact your local Cooperative Extension Service agent or visit www.uaex.uada.edu. Follow us on X and Instagram at @AR_Extension. To learn more about Division of Agriculture research, visit the Arkansas Agricultural Experiment Station website: https://aaes.uada.edu. Follow on X at @ArkAgResearch. To learn more about the Division of Agriculture, visit https://uada.edu/. Follow us on X at @AgInArk. 

About the Division of Agriculture

The University of Arkansas System Division of Agriculture’s mission is to strengthen agriculture, communities, and families by connecting trusted research to the adoption of best practices. Through the Agricultural Experiment Station and the Cooperative Extension Service, the Division of Agriculture conducts research and extension work within the nation’s historic land grant education system. 

The Division of Agriculture is one of 20 entities within the University of Arkansas System. It has offices in all 75 counties in Arkansas and faculty on five system campuses.  

The University of Arkansas System Division of Agriculture offers all its Extension and Research programs to all eligible persons without regard to race, color, sex, gender identity, sexual orientation, national origin, religion, age, disability, marital or veteran status, genetic information, or any other legally protected status, and is an Affirmative Action/Equal Opportunity Employer.