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Homework: Critical Practice or Meaningless Busywork? Teachers Weigh In

By Edér Del Prado — March 02, 2026 1 min read
ionCINCINNATI, OHIO - AUGUST 21, 2025 A student wears a translucent backpack while waiting to ride Metro, Cincinnati’s public bus system, to their second day of school on Thursday, Aug. 21, 2025 in Cincinnati, Ohio. Photo by Luke Sharrett for Education Week
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Educators on social media appear deeply divided over the utility of homework. Many question whether the assignments still serve a clear academic purpose in a post-pandemic landscape, while others insist they’re vital.

Some argue that the extra practice can address national declines in math and literacy skills, while others contend that excessive workloads contribute to student burnout and strip away time for family, rest, and personal interests. Many addressed the idea of intentionality, calling for a move away from “busywork” in favor of assignments designed to reinforce specific learning objectives or provide constructive feedback.

Below are the main themes that surfaced in those online conversations. The comments have been lightly edited for clarity.

Intentionality and purpose over “busywork”

Several Ķvlog argue that the value of homework depends entirely on its design and whether it bolsters a specific instructional goal.


Impact on student well-being and burnout

A significant portion of the discussions focused on the physical and emotional toll of homework, with some describing it as a “relic” that causes resentment and exhaustion.


Necessity of reinforcing core skills

Despite concerns about volume, some Ķvlog maintain that practice outside of school is necessary to combat low literacy and math levels.


The changing definition of homework

Finally, some observations suggest that the traditional definition of homework is shifting, with many schools now only requiring students to take home work they fail to complete during the day.

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