How much homework is too much homework?

I saw a post just recently where a teacher was seeking advice as to how much homework should be issued of an evening or over a set period of time. I thought this was a very interesting question and by the responses received it raised a wide range of opinions.

The first question which sprung to mind, before answering how much homework, was what is the purpose of homework? The question to really consider is: Why is homework being set?

Is it to finish off a task started in class that needs to be competed before the next lesson so the passage of learning can continue seamlessly? 

Is the homework related to the work being performed in class, and it is a means by which to reinforce knowledge and understanding or to pinpoint where further instruction and review are needed?

Is it a separate entity such as reading or vocabulary that can strengthen learning and fuel, hopefully, a passion for reading? 

Or is it an expectation fostered by the school, for it builds discipline and rigour into the learning process?

Pending on the nature of the school, its vision and values, the reason for homework being set or not and why will differ. 

As an educator leaning towards a midway approach, homework has a place when it is used to reinforce learning. It should benefit a student. For example, a primary school student is very likely to be weary at the end of a school day and needs time to unwind. This it is essential for a young child to have ‘play time’ which can include exploring and learning or quiet time to simply rest and re charge batteries. At the other end of the spectrum, a student participating in a very rigorous programme with pending final assessments, needs homework time to complete assignments, practice exam type questions, and review exam material.

In response to the original question, there are many parent student handbooks which clearly state the hours and minutes that can be set over the course of the week. It can range from 20 minutes to up to two or three hours an evening.

Equally very significant is the need for a balance. A child needs to maintain a balance in their workload to remain at an optimal level of productivity and health. 

As the development of a whole child should be at the forefront of a school’s focus, a healthy approach towards school/home work, co curricular or outside interests, family and social time, and sleep should be advocated. This shows the student the many facets that should make up a person's life and, hopefully, it models how to manage activities and time, thereafter. 

In an era where reports are flooding in that young people are suffering from anxiety and depression as they feel overwhelmed with the demands of modern life, including schooling, it is increasing imperative for schools and teachers to apply caution and help students maintain an equilibrium. First and foremost is a child’s positive state of mind and wellbeing, as this paves the way to academic achievement and success.