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Health Hazards of Homework

March 18, 2014 | Julie Greicius Pediatrics .

A new study by the Stanford Graduate School of Education and colleagues found that students in high-performing schools who did excessive hours of homework “experienced greater behavioral engagement in school but also more academic stress, physical health problems, and lack of balance in their lives.”

Those health problems ranged from stress, headaches, exhaustion, sleep deprivation, weight loss and stomach problems, to psycho-social effects like dropping activities, not seeing friends or family, and not pursuing hobbies they enjoy.

In the Stanford Report story about the research, Denise Pope , a senior lecturer at the Stanford Graduate School of Education and a co-author of the  study published in the  Journal of Experimental Education , says, “Our findings on the effects of homework challenge the traditional assumption that homework is inherently good.”

The study was based on survey data from a sample of 4,317 students from 10 high-performing high schools in California communities in which median household income exceeded $90,000. Of the students surveyed, homework volume averaged about 3.1 hours each night.

“It is time to re-evaluate how the school environment is preparing our high school student for today’s workplace,” says Neville Golden, MD , chief of adolescent medicine at Stanford Medicine Children’s Health and a professor at the School of Medicine. “This landmark study shows that excessive homework is counterproductive, leading to sleep deprivation, school stress and other health problems. Parents can best support their children in these demanding academic environments by advocating for them through direct communication with teachers and school administrators about homework load.”

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Education scholar Denise Pope has found that too much homework has negative effects on student well-being and behavioral engagement. (Image credit: L.A. Cicero)

A Stanford researcher found that too much homework can negatively affect kids, especially their lives away from school, where family, friends and activities matter.

“Our findings on the effects of homework challenge the traditional assumption that homework is inherently good,” wrote Denise Pope , a senior lecturer at the Stanford Graduate School of Education and a co-author of a study published in the Journal of Experimental Education .

The researchers used survey data to examine perceptions about homework, student well-being and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California communities. Along with the survey data, Pope and her colleagues used open-ended answers to explore the students’ views on homework.

Median household income exceeded $90,000 in these communities, and 93 percent of the students went on to college, either two-year or four-year.

Students in these schools average about 3.1 hours of homework each night.

“The findings address how current homework practices in privileged, high-performing schools sustain students’ advantage in competitive climates yet hinder learning, full engagement and well-being,” Pope wrote.

Pope and her colleagues found that too much homework can diminish its effectiveness and even be counterproductive. They cite prior research indicating that homework benefits plateau at about two hours per night, and that 90 minutes to two and a half hours is optimal for high school.

Their study found that too much homework is associated with:

* Greater stress: 56 percent of the students considered homework a primary source of stress, according to the survey data. Forty-three percent viewed tests as a primary stressor, while 33 percent put the pressure to get good grades in that category. Less than 1 percent of the students said homework was not a stressor.

* Reductions in health: In their open-ended answers, many students said their homework load led to sleep deprivation and other health problems. The researchers asked students whether they experienced health issues such as headaches, exhaustion, sleep deprivation, weight loss and stomach problems.

* Less time for friends, family and extracurricular pursuits: Both the survey data and student responses indicate that spending too much time on homework meant that students were “not meeting their developmental needs or cultivating other critical life skills,” according to the researchers. Students were more likely to drop activities, not see friends or family, and not pursue hobbies they enjoy.

A balancing act

The results offer empirical evidence that many students struggle to find balance between homework, extracurricular activities and social time, the researchers said. Many students felt forced or obligated to choose homework over developing other talents or skills.

Also, there was no relationship between the time spent on homework and how much the student enjoyed it. The research quoted students as saying they often do homework they see as “pointless” or “mindless” in order to keep their grades up.

“This kind of busy work, by its very nature, discourages learning and instead promotes doing homework simply to get points,” Pope said.

She said the research calls into question the value of assigning large amounts of homework in high-performing schools. Homework should not be simply assigned as a routine practice, she said.

“Rather, any homework assigned should have a purpose and benefit, and it should be designed to cultivate learning and development,” wrote Pope.

High-performing paradox

In places where students attend high-performing schools, too much homework can reduce their time to foster skills in the area of personal responsibility, the researchers concluded. “Young people are spending more time alone,” they wrote, “which means less time for family and fewer opportunities to engage in their communities.”

Student perspectives

The researchers say that while their open-ended or “self-reporting” methodology to gauge student concerns about homework may have limitations – some might regard it as an opportunity for “typical adolescent complaining” – it was important to learn firsthand what the students believe.

The paper was co-authored by Mollie Galloway from Lewis and Clark College and Jerusha Conner from Villanova University.

Media Contacts

Denise Pope, Stanford Graduate School of Education: (650) 725-7412, [email protected] Clifton B. Parker, Stanford News Service: (650) 725-0224, [email protected]

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More than two hours of homework may be counterproductive, research suggests.

A Stanford education researcher found that too much homework can negatively affect kids, especially their lives away from school, where family, friends and activities matter.   "Our findings on the effects of homework challenge the traditional assumption that homework is inherently good," wrote Denise Pope , a senior lecturer at the Stanford Graduate School of Education and a co-author of a study published in the Journal of Experimental Education .   The researchers used survey data to examine perceptions about homework, student well-being and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California communities. Along with the survey data, Pope and her colleagues used open-ended answers to explore the students' views on homework.   Median household income exceeded $90,000 in these communities, and 93 percent of the students went on to college, either two-year or four-year.   Students in these schools average about 3.1 hours of homework each night.   "The findings address how current homework practices in privileged, high-performing schools sustain students' advantage in competitive climates yet hinder learning, full engagement and well-being," Pope wrote.   Pope and her colleagues found that too much homework can diminish its effectiveness and even be counterproductive. They cite prior research indicating that homework benefits plateau at about two hours per night, and that 90 minutes to two and a half hours is optimal for high school.   Their study found that too much homework is associated with:   • Greater stress : 56 percent of the students considered homework a primary source of stress, according to the survey data. Forty-three percent viewed tests as a primary stressor, while 33 percent put the pressure to get good grades in that category. Less than 1 percent of the students said homework was not a stressor.   • Reductions in health : In their open-ended answers, many students said their homework load led to sleep deprivation and other health problems. The researchers asked students whether they experienced health issues such as headaches, exhaustion, sleep deprivation, weight loss and stomach problems.   • Less time for friends, family and extracurricular pursuits : Both the survey data and student responses indicate that spending too much time on homework meant that students were "not meeting their developmental needs or cultivating other critical life skills," according to the researchers. Students were more likely to drop activities, not see friends or family, and not pursue hobbies they enjoy.   A balancing act   The results offer empirical evidence that many students struggle to find balance between homework, extracurricular activities and social time, the researchers said. Many students felt forced or obligated to choose homework over developing other talents or skills.   Also, there was no relationship between the time spent on homework and how much the student enjoyed it. The research quoted students as saying they often do homework they see as "pointless" or "mindless" in order to keep their grades up.   "This kind of busy work, by its very nature, discourages learning and instead promotes doing homework simply to get points," said Pope, who is also a co-founder of Challenge Success , a nonprofit organization affiliated with the GSE that conducts research and works with schools and parents to improve students' educational experiences..   Pope said the research calls into question the value of assigning large amounts of homework in high-performing schools. Homework should not be simply assigned as a routine practice, she said.   "Rather, any homework assigned should have a purpose and benefit, and it should be designed to cultivate learning and development," wrote Pope.   High-performing paradox   In places where students attend high-performing schools, too much homework can reduce their time to foster skills in the area of personal responsibility, the researchers concluded. "Young people are spending more time alone," they wrote, "which means less time for family and fewer opportunities to engage in their communities."   Student perspectives   The researchers say that while their open-ended or "self-reporting" methodology to gauge student concerns about homework may have limitations – some might regard it as an opportunity for "typical adolescent complaining" – it was important to learn firsthand what the students believe.   The paper was co-authored by Mollie Galloway from Lewis and Clark College and Jerusha Conner from Villanova University.

Clifton B. Parker is a writer at the Stanford News Service .

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Is it time to get rid of homework? Mental health experts weigh in.

It's no secret that kids hate homework. And as students grapple with an ongoing pandemic that has had a wide range of mental health impacts, is it time schools start listening to their pleas about workloads?

Some teachers are turning to social media to take a stand against homework. 

Tiktok user @misguided.teacher says he doesn't assign it because the "whole premise of homework is flawed."

For starters, he says, he can't grade work on "even playing fields" when students' home environments can be vastly different.

"Even students who go home to a peaceful house, do they really want to spend their time on busy work? Because typically that's what a lot of homework is, it's busy work," he says in the video that has garnered 1.6 million likes. "You only get one year to be 7, you only got one year to be 10, you only get one year to be 16, 18."

Mental health experts agree heavy workloads have the potential do more harm than good for students, especially when taking into account the impacts of the pandemic. But they also say the answer may not be to eliminate homework altogether.

Emmy Kang, mental health counselor at Humantold , says studies have shown heavy workloads can be "detrimental" for students and cause a "big impact on their mental, physical and emotional health."

"More than half of students say that homework is their primary source of stress, and we know what stress can do on our bodies," she says, adding that staying up late to finish assignments also leads to disrupted sleep and exhaustion.

Cynthia Catchings, a licensed clinical social worker and therapist at Talkspace , says heavy workloads can also cause serious mental health problems in the long run, like anxiety and depression. 

And for all the distress homework  can cause, it's not as useful as many may think, says Dr. Nicholas Kardaras, a psychologist and CEO of Omega Recovery treatment center.

"The research shows that there's really limited benefit of homework for elementary age students, that really the school work should be contained in the classroom," he says.

For older students, Kang says, homework benefits plateau at about two hours per night. 

"Most students, especially at these high achieving schools, they're doing a minimum of three hours, and it's taking away time from their friends, from their families, their extracurricular activities. And these are all very important things for a person's mental and emotional health."

Catchings, who also taught third to 12th graders for 12 years, says she's seen the positive effects of a no-homework policy while working with students abroad.

"Not having homework was something that I always admired from the French students (and) the French schools, because that was helping the students to really have the time off and really disconnect from school," she says.

The answer may not be to eliminate homework completely but to be more mindful of the type of work students take home, suggests Kang, who was a high school teacher for 10 years.

"I don't think (we) should scrap homework; I think we should scrap meaningless, purposeless busy work-type homework. That's something that needs to be scrapped entirely," she says, encouraging teachers to be thoughtful and consider the amount of time it would take for students to complete assignments.

The pandemic made the conversation around homework more crucial 

Mindfulness surrounding homework is especially important in the context of the past two years. Many students will be struggling with mental health issues that were brought on or worsened by the pandemic , making heavy workloads even harder to balance.

"COVID was just a disaster in terms of the lack of structure. Everything just deteriorated," Kardaras says, pointing to an increase in cognitive issues and decrease in attention spans among students. "School acts as an anchor for a lot of children, as a stabilizing force, and that disappeared."

But even if students transition back to the structure of in-person classes, Kardaras suspects students may still struggle after two school years of shifted schedules and disrupted sleeping habits.

"We've seen adults struggling to go back to in-person work environments from remote work environments. That effect is amplified with children because children have less resources to be able to cope with those transitions than adults do," he explains.

'Get organized' ahead of back-to-school

In order to make the transition back to in-person school easier, Kang encourages students to "get good sleep, exercise regularly (and) eat a healthy diet."

To help manage workloads, she suggests students "get organized."

"There's so much mental clutter up there when you're disorganized. ... Sitting down and planning out their study schedules can really help manage their time," she says.

Breaking up assignments can also make things easier to tackle.

"I know that heavy workloads can be stressful, but if you sit down and you break down that studying into smaller chunks, they're much more manageable."

If workloads are still too much, Kang encourages students to advocate for themselves.

"They should tell their teachers when a homework assignment just took too much time or if it was too difficult for them to do on their own," she says. "It's good to speak up and ask those questions. Respectfully, of course, because these are your teachers. But still, I think sometimes teachers themselves need this feedback from their students."

More: Some teachers let their students sleep in class. Here's what mental health experts say.

More: Some parents are slipping young kids in for the COVID-19 vaccine, but doctors discourage the move as 'risky'

Is homework a necessary evil?

After decades of debate, researchers are still sorting out the truth about homework’s pros and cons. One point they can agree on: Quality assignments matter.

By Kirsten Weir

March 2016, Vol 47, No. 3

Print version: page 36

• Schools and Classrooms

Homework battles have raged for decades. For as long as kids have been whining about doing their homework, parents and education reformers have complained that homework's benefits are dubious. Meanwhile many teachers argue that take-home lessons are key to helping students learn. Now, as schools are shifting to the new (and hotly debated) Common Core curriculum standards, educators, administrators and researchers are turning a fresh eye toward the question of homework's value.

But when it comes to deciphering the research literature on the subject, homework is anything but an open book.

The 10-minute rule

In many ways, homework seems like common sense. Spend more time practicing multiplication or studying Spanish vocabulary and you should get better at math or Spanish. But it may not be that simple.

Homework can indeed produce academic benefits, such as increased understanding and retention of the material, says Duke University social psychologist Harris Cooper, PhD, one of the nation's leading homework researchers. But not all students benefit. In a review of studies published from 1987 to 2003, Cooper and his colleagues found that homework was linked to better test scores in high school and, to a lesser degree, in middle school. Yet they found only faint evidence that homework provided academic benefit in elementary school ( Review of Educational Research , 2006).

Then again, test scores aren't everything. Homework proponents also cite the nonacademic advantages it might confer, such as the development of personal responsibility, good study habits and time-management skills. But as to hard evidence of those benefits, "the jury is still out," says Mollie Galloway, PhD, associate professor of educational leadership at Lewis & Clark College in Portland, Oregon. "I think there's a focus on assigning homework because [teachers] think it has these positive outcomes for study skills and habits. But we don't know for sure that's the case."

Even when homework is helpful, there can be too much of a good thing. "There is a limit to how much kids can benefit from home study," Cooper says. He agrees with an oft-cited rule of thumb that students should do no more than 10 minutes a night per grade level — from about 10 minutes in first grade up to a maximum of about two hours in high school. Both the National Education Association and National Parent Teacher Association support that limit.

Beyond that point, kids don't absorb much useful information, Cooper says. In fact, too much homework can do more harm than good. Researchers have cited drawbacks, including boredom and burnout toward academic material, less time for family and extracurricular activities, lack of sleep and increased stress.

In a recent study of Spanish students, Rubén Fernández-Alonso, PhD, and colleagues found that students who were regularly assigned math and science homework scored higher on standardized tests. But when kids reported having more than 90 to 100 minutes of homework per day, scores declined ( Journal of Educational Psychology , 2015).

"At all grade levels, doing other things after school can have positive effects," Cooper says. "To the extent that homework denies access to other leisure and community activities, it's not serving the child's best interest."

Children of all ages need down time in order to thrive, says Denise Pope, PhD, a professor of education at Stanford University and a co-founder of Challenge Success, a program that partners with secondary schools to implement policies that improve students' academic engagement and well-being.

"Little kids and big kids need unstructured time for play each day," she says. Certainly, time for physical activity is important for kids' health and well-being. But even time spent on social media can help give busy kids' brains a break, she says.

All over the map

But are teachers sticking to the 10-minute rule? Studies attempting to quantify time spent on homework are all over the map, in part because of wide variations in methodology, Pope says.

A 2014 report by the Brookings Institution examined the question of homework, comparing data from a variety of sources. That report cited findings from a 2012 survey of first-year college students in which 38.4 percent reported spending six hours or more per week on homework during their last year of high school. That was down from 49.5 percent in 1986 ( The Brown Center Report on American Education , 2014).

The Brookings report also explored survey data from the National Assessment of Educational Progress, which asked 9-, 13- and 17-year-old students how much homework they'd done the previous night. They found that between 1984 and 2012, there was a slight increase in homework for 9-year-olds, but homework amounts for 13- and 17-year-olds stayed roughly the same, or even decreased slightly.

Yet other evidence suggests that some kids might be taking home much more work than they can handle. Robert Pressman, PhD, and colleagues recently investigated the 10-minute rule among more than 1,100 students, and found that elementary-school kids were receiving up to three times as much homework as recommended. As homework load increased, so did family stress, the researchers found ( American Journal of Family Therapy , 2015).

Many high school students also seem to be exceeding the recommended amounts of homework. Pope and Galloway recently surveyed more than 4,300 students from 10 high-achieving high schools. Students reported bringing home an average of just over three hours of homework nightly ( Journal of Experiential Education , 2013).

On the positive side, students who spent more time on homework in that study did report being more behaviorally engaged in school — for instance, giving more effort and paying more attention in class, Galloway says. But they were not more invested in the homework itself. They also reported greater academic stress and less time to balance family, friends and extracurricular activities. They experienced more physical health problems as well, such as headaches, stomach troubles and sleep deprivation. "Three hours per night is too much," Galloway says.

In the high-achieving schools Pope and Galloway studied, more than 90 percent of the students go on to college. There's often intense pressure to succeed academically, from both parents and peers. On top of that, kids in these communities are often overloaded with extracurricular activities, including sports and clubs. "They're very busy," Pope says. "Some kids have up to 40 hours a week — a full-time job's worth — of extracurricular activities." And homework is yet one more commitment on top of all the others.

"Homework has perennially acted as a source of stress for students, so that piece of it is not new," Galloway says. "But especially in upper-middle-class communities, where the focus is on getting ahead, I think the pressure on students has been ratcheted up."

Yet homework can be a problem at the other end of the socioeconomic spectrum as well. Kids from wealthier homes are more likely to have resources such as computers, Internet connections, dedicated areas to do schoolwork and parents who tend to be more educated and more available to help them with tricky assignments. Kids from disadvantaged homes are more likely to work at afterschool jobs, or to be home without supervision in the evenings while their parents work multiple jobs, says Lea Theodore, PhD, a professor of school psychology at the College of William and Mary in Williamsburg, Virginia. They are less likely to have computers or a quiet place to do homework in peace.

"Homework can highlight those inequities," she says.

Quantity vs. quality

One point researchers agree on is that for all students, homework quality matters. But too many kids are feeling a lack of engagement with their take-home assignments, many experts say. In Pope and Galloway's research, only 20 percent to 30 percent of students said they felt their homework was useful or meaningful.

"Students are assigned a lot of busywork. They're naming it as a primary stressor, but they don't feel it's supporting their learning," Galloway says.

"Homework that's busywork is not good for anyone," Cooper agrees. Still, he says, different subjects call for different kinds of assignments. "Things like vocabulary and spelling are learned through practice. Other kinds of courses require more integration of material and drawing on different skills."

But critics say those skills can be developed with many fewer hours of homework each week. Why assign 50 math problems, Pope asks, when 10 would be just as constructive? One Advanced Placement biology teacher she worked with through Challenge Success experimented with cutting his homework assignments by a third, and then by half. "Test scores didn't go down," she says. "You can have a rigorous course and not have a crazy homework load."

Still, changing the culture of homework won't be easy. Teachers-to-be get little instruction in homework during their training, Pope says. And despite some vocal parents arguing that kids bring home too much homework, many others get nervous if they think their child doesn't have enough. "Teachers feel pressured to give homework because parents expect it to come home," says Galloway. "When it doesn't, there's this idea that the school might not be doing its job."

Galloway argues teachers and school administrators need to set clear goals when it comes to homework — and parents and students should be in on the discussion, too. "It should be a broader conversation within the community, asking what's the purpose of homework? Why are we giving it? Who is it serving? Who is it not serving?"

Until schools and communities agree to take a hard look at those questions, those backpacks full of take-home assignments will probably keep stirring up more feelings than facts.

Further reading

• Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987-2003. Review of Educational Research, 76 (1), 1–62. doi: 10.3102/00346543076001001
• Galloway, M., Connor, J., & Pope, D. (2013). Nonacademic effects of homework in privileged, high-performing high schools. The Journal of Experimental Education, 81 (4), 490–510. doi: 10.1080/00220973.2012.745469
• Pope, D., Brown, M., & Miles, S. (2015). Overloaded and underprepared: Strategies for stronger schools and healthy, successful kids . San Francisco, CA: Jossey-Bass.

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Homework could have an impact on kids’ health. Should schools ban it?

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Reformers in the Progressive Era (from the 1890s to 1920s) depicted homework as a “sin” that deprived children of their playtime . Many critics voice similar concerns today.

Yet there are many parents who feel that from early on, children need to do homework if they are to succeed in an increasingly competitive academic culture. School administrators and policy makers have also weighed in, proposing various policies on homework .

So, does homework help or hinder kids?

For the last 10 years, my colleagues and I have been investigating international patterns in homework using databases like the Trends in Mathematics and Science Study (TIMSS) . If we step back from the heated debates about homework and look at how homework is used around the world, we find the highest homework loads are associated with countries that have lower incomes and higher social inequality.

Does homework result in academic success?

Let’s first look at the global trends on homework.

Undoubtedly, homework is a global phenomenon ; students from all 59 countries that participated in the 2007 Trends in Math and Science Study (TIMSS) reported getting homework. Worldwide, only less than 7% of fourth graders said they did no homework.

TIMSS is one of the few data sets that allow us to compare many nations on how much homework is given (and done). And the data show extreme variation.

For example, in some nations, like Algeria, Kuwait and Morocco, more than one in five fourth graders reported high levels of homework. In Japan, less than 3% of students indicated they did more than four hours of homework on a normal school night.

TIMSS data can also help to dispel some common stereotypes. For instance, in East Asia, Hong Kong, Taiwan and Japan – countries that had the top rankings on TIMSS average math achievement – reported rates of heavy homework that were below the international mean.

In the Netherlands, nearly one out of five fourth graders reported doing no homework on an average school night, even though Dutch fourth graders put their country in the top 10 in terms of average math scores in 2007.

Going by TIMSS data, the US is neither “ A Nation at Rest” as some have claimed, nor a nation straining under excessive homework load . Fourth and eighth grade US students fall in the middle of the 59 countries in the TIMSS data set, although only 12% of US fourth graders reported high math homework loads compared to an international average of 21%.

So, is homework related to high academic success?

At a national level, the answer is clearly no. Worldwide, homework is not associated with high national levels of academic achievement .

But, the TIMSS can’t be used to determine if homework is actually helping or hurting academic performance overall , it can help us see how much homework students are doing, and what conditions are associated with higher national levels of homework.

We have typically found that the highest homework loads are associated with countries that have lower incomes and higher levels of social inequality – not hallmarks that most countries would want to emulate.

Impact of homework on kids

TIMSS data also show us how even elementary school kids are being burdened with large amounts of homework.

Almost 10% of fourth graders worldwide (one in 10 children) reported spending multiple hours on homework each night. Globally, one in five fourth graders report 30 minutes or more of homework in math three to four times a week.

These reports of large homework loads should worry parents, teachers and policymakers alike.

Empirical studies have linked excessive homework to sleep disruption , indicating a negative relationship between the amount of homework, perceived stress and physical health.

What constitutes excessive amounts of homework varies by age, and may also be affected by cultural or family expectations. Young adolescents in middle school, or teenagers in high school, can study for longer duration than elementary school children.

But for elementary school students, even 30 minutes of homework a night, if combined with other sources of academic stress, can have a negative impact . Researchers in China have linked homework of two or more hours per night with sleep disruption .

Even though some cultures may normalize long periods of studying for elementary age children, there is no evidence to support that this level of homework has clear academic benefits . Also, when parents and children conflict over homework, and strong negative emotions are created, homework can actually have a negative association with academic achievement.

Should there be “no homework” policies?

Administrators and policymakers have not been reluctant to wade into the debates on homework and to formulate policies . France’s president, Francois Hollande, even proposed that homework be banned because it may have inegaliatarian effects.

However, “zero-tolerance” homework policies for schools, or nations, are likely to create as many problems as they solve because of the wide variation of homework effects. Contrary to what Hollande said, research suggests that homework is not a likely source of social class differences in academic achievement .

Homework, in fact, is an important component of education for students in the middle and upper grades of schooling.

Policymakers and researchers should look more closely at the connection between poverty, inequality and higher levels of homework. Rather than seeing homework as a “solution,” policymakers should question what facets of their educational system might impel students, teachers and parents to increase homework loads.

At the classroom level, in setting homework, teachers need to communicate with their peers and with parents to assure that the homework assigned overall for a grade is not burdensome, and that it is indeed having a positive effect.

Perhaps, teachers can opt for a more individualized approach to homework. If teachers are careful in selecting their assignments – weighing the student’s age, family situation and need for skill development – then homework can be tailored in ways that improve the chance of maximum positive impact for any given student.

I strongly suspect that when teachers face conditions such as pressure to meet arbitrary achievement goals, lack of planning time or little autonomy over curriculum, homework becomes an easy option to make up what could not be covered in class.

Whatever the reason, the fact is a significant percentage of elementary school children around the world are struggling with large homework loads. That alone could have long-term negative consequences for their academic success.

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Associations of time spent on homework or studying with nocturnal sleep behavior and depression symptoms in adolescents from Singapore

• Sing Chen Yeo, MSc Sing Chen Yeo Affiliations Center for Cognitive Neuroscience, Program in Neuroscience and Behavioral Disorders, Duke-NUS Medical School, Singapore Search for articles by this author
• Jacinda Tan, BSc Jacinda Tan Affiliations Center for Cognitive Neuroscience, Program in Neuroscience and Behavioral Disorders, Duke-NUS Medical School, Singapore Search for articles by this author
• Joshua J. Gooley, PhD Joshua J. Gooley Correspondence Corresponding author: Joshua J. Gooley, Center for Cognitive Neuroscience, Neuroscience and Behavioral Disorders Program, Duke-NUS Medical School Singapore, 8 College Road, Singapore 117549, Singapore Contact Affiliations Center for Cognitive Neuroscience, Program in Neuroscience and Behavioral Disorders, Duke-NUS Medical School, Singapore Search for articles by this author

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Opinion | Social-Emotional Learning

If we’re serious about student well-being, we must change the systems students learn in, here are five steps high schools can take to support students' mental health., by tim klein and belle liang     oct 14, 2022.

Shutterstock / SvetaZi

This article is part of the guide: Making Sense of K-12 Student Mental Health.

Educators and parents started this school year with bated breath. Last year’s stress led to record levels of teacher burnout and mental health challenges for students.

Even before the pandemic, a mental health crisis among high schoolers loomed. According to a survey administered by the Centers for Disease Control and Prevention in 2019, 37 percent of high school students said they experienced persistent sadness or hopelessness and 19 percent reported suicidality. In response, more than half of all U.S. states mandated that schools have a mental health curriculum or include mental health in their standards .

As mental health professionals and co-authors of a book about the pressure and stress facing high school students, we’ve spent our entire careers supporting students’ mental health. Traditionally, mental health interventions are individualized and they focus on helping students manage and change their behaviors to cope with challenges they’re facing. But while working with schools and colleges across the globe as we conducted research for our book , we realized that most interventions don’t address systemic issues causing mental health problems in the first place.

It’s time we acknowledge that our education systems are directly contributing to the youth mental health crisis. And if we are serious about student well-being, we must change the systems they learn in.

Here are five bold steps that high schools can take to boost mental health.

Limit Homework or Make it Optional

Imagine applying for a job, and the hiring manager informs you that in addition to a full workday in the office, you’ll be assigned three more hours of work every night. Does this sound like a healthy work-life balance? Most adults would consider this expectation ridiculous and unsustainable. Yet, this is the workload most schools place on high school students.

Research shows that excessive homework leads to increased stress, physical health problems and a lack of balance in students' lives. And studies have shown that more than two hours of daily homework can be counterproductive , yet many teachers assign more.

Homework proponents argue that homework improves academic performance. Indeed, a meta-analysis of research on this issue found a correlation between homework and achievement. But correlation isn’t causation. Does homework cause achievement or do high achievers do more homework? While it’s likely that homework completion signals student engagement, which in turn leads to academic achievement, there’s little evidence to suggest that homework itself improves engagement in learning.

Another common argument is that homework helps students develop skills related to problem-solving, time-management and self-direction. But these skills can be explicitly taught during the school day rather than after school.

Limiting homework or moving to an optional homework policy not only supports student well-being, but it can also create a more equitable learning environment. According to the American Psychological Association, students from more affluent families are more likely to have access to resources such as devices, internet, dedicated work space and the support necessary to complete their work successfully—and homework can highlight those inequities .

Whether a school limits homework or makes it optional, it’s critical to remember that more important than the amount of homework assigned, is designing the type of activities that engage students in learning. When students are intrinsically motivated to do their homework, they are more engaged in the work, which in turn is associated with academic achievement.

Cap the Number of APs Students Can Take

Advanced Placement courses give students a taste of college-level work and, in theory, allow them to earn college credits early. Getting good grades on AP exams is associated with higher GPAs in high school and success in college, but the research tends to be correlational rather than causational.

In 2008, a little over 180,000 students took three or more AP exams. By 2018, that number had ballooned to almost 350,000 students .

However, this expansion has come at the expense of student well-being.

Over the years, we’ve heard many students express that they feel pressure to take as many AP classes as possible, which overloads them with work. That’s troubling because studies show that students who take AP classes and exams are twice as likely to report adverse physical and emotional health .

AP courses and exams also raise complex issues of equity. In 2019, two out of three Harvard freshmen reported taking AP Calculus in high school, according to Jeff Selingo, author of “ Who Gets In and Why: A Year Inside College Admissions ,” yet only half of all high schools in the country offer the course. And opportunity gaps exist for advanced coursework such as AP courses and dual enrollment, with inequitable distribution of funding and support impacting which students are enrolling and experiencing success. According to the Center for American Progress, “National data from the Civil Rights Data Collection show that students who are Black, Indigenous, and other non-Black people of color (BIPOC) are not enrolled in AP courses at rates comparable to their white and Asian peers and experience less success when they are—and the analysis for this report finds this to be true even when they attend schools with similar levels of AP course availability.”

Limiting the number of AP courses students take can protect mental health and create a more equitable experience for students.

Eliminate Class Rankings

In a study we conducted about mental health problems among high school girls, we found that a primary driver of stress was their perception of school as a hypercompetitive, zero-sum game where pervasive peer pressure to perform reigns supreme.

Class rankings fuel these cutthroat environments. They send a toxic message to young people: success requires doing better than your peers.

Ranking systems help highly selective colleges decide which students to admit or reject for admission. The purpose of high school is to develop students to their own full potential, rather than causing them to fixate on measuring up to others. Research shows that ranking systems undercut students’ learning and damage social relationships by turning peers into opponents.

Eliminating class rankings sends a powerful message to students that they are more than a number.

Become an Admission Test Objector

COVID-19 ushered in the era of test-optional admissions. De-centering standardized tests in the college application process is unequivocally a good thing. Standardized tests don’t predict student success in college , they only widen the achievement gap between privileged and underprivileged students and damage students' mental health .

Going “test optional” is an excellent first step, but it's not enough.

Even as more colleges have made tests optional, affluent students submit test scores at a higher rate than their lower-income peers and are admitted at higher rates , suggesting that testing still gives them an edge.

High schools must adhere to standardized test mandates, but they don’t have to endorse them. They can become test objectors by publicly proclaiming that these tests hold no inherent value. They can stop teaching to the test and educate parents on why they are doing so. Counseling departments can inform colleges that their school is a test objector so admission teams won’t penalize students.

Of course, students and families will still find ways to wield these tests as a competitive advantage. Over time, the more schools and educators unite to denounce these tests, the less power they will hold over students and families.

Big change starts with small steps.

Stand For What You Value

Critics may argue that such policies might hurt student outcomes. How will colleges evaluate school rigor if we limit AP courses and homework? How will students demonstrate their merits without class rankings and standardized test scores?

The truth is, the best school systems in the world succeed without homework, standardized test scores or an obsession with rigorous courses. And many U.S. schools have found creative and empowering ways to showcase student merit beyond rankings and test scores.

If we aren’t willing to change policies and practices that have been shown to harm students’ well-being, we have to ask ourselves: Do we really value mental health?

Thankfully, it doesn’t have to be an either/or scenario: We can design school systems that help students thrive academically and psychologically.

Belle Liang and Tim Klein are mental health professionals and co-authors of “How To Navigate Life: The New Science of Finding Your Way in School, Career and Life.”

Making Sense of K-12 Student Mental Health

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THE ALGONQUIN HARBINGER

• Excessive homework negatively impacts mental health, causes unnecessary stress

Caroline Lou

Opinion Editor Jula Utzschneider writes on the overwhelming chip on every student’s shoulder: homework.

Jula Utzschneider , Opinion Editor November 10, 2021

When the bell rings to end last period every day, I feel a sense of relief. However, this feeling soon wears off as I realize just how much work I have to do after the already-stressful school day ends.

While homework can be beneficial, more often than not, it is assigned excessively and unnecessarily. Teachers give a significant amount of homework, often due the next day. This causes students to spend far too much time doing such assignments and can be detrimental.

A 2013 study conducted at Stanford University found that students in top-performing school districts who spend too much time on homework experience more stress, physical health problems, a lack of balance in their lives and alienation from society. That study, published in The Journal of Experimental Education , suggested that any more than two hours of homework per night is counterproductive. However, students who participated in the study reported doing slightly more than three hours of homework every night.

And, yes, the amount of homework given to students depends on the course level they take. But, with increasingly competitive college acceptance rates (demanding more extracurriculars and college-level classes), many students feel forced to take these more challenging courses. This is a huge problem, especially as teachers give homework only thinking about their own class, not the five or six others students have.

Additionally, when it came to stress, more than 70% of students in the Stanford study said they were “often or always stressed over schoolwork,” with 56% listing homework as a primary stressor. More than 80% of students reported having at least one stress-related symptom (such as headaches, exhaustion, sleep deprivation, weight loss, stomach problems and more) in the past month, and 44% said they had experienced three or more symptoms. 

Less than 1% of the students said homework was not a stressor, demonstrating that the vast majority feel overwhelmed and pressured by the amount of work they receive.

Not to mention, the time spent on these assignments could easily be spent doing something enjoyable. Many students feel forced or obligated to choose homework over practicing other talents or skills, which should never be the case. Teachers should be encouraging these extracurriculars, rather than making it impossible for students to partake in them.

In terms of what teachers can do, it’s quite simple, really. Homework is intended for students to either practice a subject further or to cover topics teachers couldn’t during the allotted class time. It should not be busywork that just wastes a student’s time. 

Teachers should be giving students work that is absolutely necessary (not busy work), and eliminate it altogether where they can. It is extremely important that students not only get through high school but thrive and enjoy it too.

How much time do you spend doing homework on an average school night?

Sorry, there was an error loading this poll.

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• v.14(10); 2022 Oct

Increased Screen Time as a Cause of Declining Physical, Psychological Health, and Sleep Patterns: A Literary Review

Vaishnavi s nakshine.

1 Department of Public Health Sciences, Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences, Wardha, IND

Preeti Thute

2 Department of Anatomy, Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences, Wardha, IND

Mahalaqua Nazli Khatib

3 School of Epidemiology and Public Health, Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences, Wardha, IND

Bratati Sarkar

4 Department of English, Jawaharlal Nehru University, Delhi, IND

Dependency on digital devices resulting in an ever-increasing daily screen time has subsequently also been the cause of several adverse effects on physical and mental or psychological health. Constant exposure to devices like smartphones, personal computers, and television can severely affect mental health- increase stress and anxiety, for example, and cause various sleep issues in both children as well as adults. Risk factors for obesity and cardiovascular disorders, including hypertension, poor regulation of stress, low HDL cholesterol, and insulin resistance are among the physical health repercussions we see. The psychological health effects comprise suicidal tendencies and symptoms of depression which are associated with digital device dependency, screen-time-induced poor sleep quality, and content-influenced negativity. Oftentimes it can cause the induction of a state of hyper-arousal, increase stress hormones, desynchronize the body clock or the circadian cycle, alter brain chemistry and create a drag on mental energy and development. With a focus on brain development in children and detrimental effects in both adults and children, this research article goes on to explore the various aspects of screen addiction and excessive screen exposure.

Introduction and background

Digital devices and online spaces, above all, are considered one of the fundamental aspects of the existence of this current generation. Rapid advancements in technology make it possible for consumers in any part of the world, regardless of age, to experience a wider variety of fast-acting stimuli that are available with similar accessibility, practically anywhere via mobile devices, enticing them to indulge in the use of screens for longer than the suggested two-three hours per day. Computers, phones, and tablets- the heralds of easy-to-use internet hosts- have seen increased purchase and usage in the present times, which has significantly reduced the distance that had once separated everything and instead turned the world into a community resembling a global village. Undoubtedly, individuals-cum-residents of this same global village have been spending an excessive amount of their time online, which has both positive as well as negative consequences, both short- and long-term. While the usage of the internet as a whole is rising, unnecessary and troublesome use of the internet has reached medically alarming levels, too. Numerous reports have highlighted the detrimental effects of its usage, such as issues that affect one's sleep, mood, and communal interactions [ 1 ]. Internet addiction (IA) is turning out to be a severe general health problem across various nations on various continents, including ours, i.e., Asia. It has been proven that one of the multiple reasons for more and more individuals being affected by depression and feeling further isolated is their addiction to mobile phones and other digital gadgets, their dependency on the presence of people on the internet, their views and values, which need not be the individual’s own. It increases dependence on validation from faceless people on the internet. It reduces the rate at which one physically interacts with others in real life, which also affects the release and maintenance of adequate doses of feel-good hormones like dopamine, serotonin, endorphins, and oxytocin, which are naturally required by all. Overuse of digital media is thought to be a significant drawback in the development of healthy psycho-physiological resilience [ 1 ]. FOMO (Fear of missing out) has also been identified as a risk factor for binge usage of the internet. The relationship between FOMO and internet usage has been extensively researched in recent studies, with younger persons more prone to the risk of the same. Along with the detrimental effect on mental health, excessive screen time is also responsible for multiple physical health deteriorations [ 1 ]. 

Effects on sleep

The use of digital media is thought to interfere with sleep in subsequent ways:

Displacing Other Activities

Screen time can replace time spent on performing physical activities, which are directly beneficial for sleep every night [ 1 ].

Time of Use

Exposure to blue and intense light in the evening and at night from self-luminous devices may prevent melatonin from being produced, alter its timings of production and retention, and thus disturb the circadian rhythm. Moreover, prolonged texting post-bedtime is likely to shorten high school kids' sleep cycles, resulting in daily drowsiness and subpar academic performance [ 1 ].

Small touch screens, contrary to TVs, might send audible notifications during sleep time, delaying or preventing sufficient sleep. Consequently, it was observed that 18% of teenagers reported being awakened by their cell phones at least a few times throughout the night [ 1 ].

Media Content

Teenagers that use the internet more frequently have lesser durations of sleep, delayed bedtimes and wake-up times, and more daytime fatigue [ 2 ]. Those accessing social networking sites at night are more likely to sleep poorly, particularly if there is emotional involvement in the same. Additionally, engaging in an exciting task while staring at a luminous cell phone screen may enhance psychophysiological arousal, disturbing sleep [ 1 ]. The duration of time which is devoted to social media also affects how much and how well one sleeps, and good sleep is essential for academic success [ 3 ]. In 2011, Espinoza and colleagues polled 268 young adolescents specifically about social media and discovered that 37% said they had trouble sleeping due to the use of social networking sites. Adolescents use social media for 54% of their internet time. As we know, social media entails incoming alerts at all hours of the day, unlike conventional internet usage. This distinct social media characteristic is fundamental to the quality of sleep for a couple of causes [ 4 ]. First of all, because 86 percent of teenagers sleep in bedrooms with their phones nearby, frequently in their hands or shoved under their pillows, notifications at night time have the ability to disrupt sleep. They have also reported being awakened by incoming text messages and face problems in sound sleeping which are probably caused by social media [ 5 ].

Moreover, FOMO (Fear of Missing Out) is exacerbated by continual notifications, which seems to place a significant amount of pressure on people to be online all the time. Individuals mention feeling pressured, overwhelmed, and guilty if they are unable to respond to a text right away and that they face a great deal of anxiety whenever their access to messaging becomes constrained. Hence, it's likely that young people have trouble unwinding before bed because they worry about losing out on new texts or material. These special features of the usage of social media give us yet another cause to anticipate a connection between it and bad sleep [ 3 ]. A stronger correlation with specific usage of the internet at night time would suggest that exposure to digital screens before sleeping may disrupt circadian rhythms or cause sleep disruptions from notifications [ 5 ].

In contrast, a relationship between inadequate sleep and emotional involvement on the internet, specifically social media, would imply that an individual's difficulty unwinding before the night is caused by anxiety over missing out on fresh information and their inability to relax and calm down [ 6 ]. Even young children who are subjected to night-time media consumption have considerably lower sleep durations than those who are not engaged with night-time screen media [ 7 ]. The stimulating content and inhibition of natural melatonin by blue light produced via screens are two primary mechanisms underpinning the above connection. Furthermore, a persistent online presence disrupts sleep habits, that in turn influences mood [ 1 ]. Last, but not least, those who tend to spend more time online have a higher mental workload due to multitasking, increased levels of stress, and comparatively poorer quality as well as quantity of sleep, all of which are related to the deteriorating state of health [ 3 ]. Location

Teenage media device ownership is linked to earlier bedtimes and shorter sleep duration, relatively high bedtime resistance, with increased levels of sleep disruption, especially when the devices were kept in the bedroom [ 1 , 8 ].

Light Is Perceived as Electromagnetic Radiation

The occurrence of sleep during the night and the production of pineal melatonin coincides, indicating a significant link between the two processes [ 1 ]. While sleep itself is not essential for the nocturnal generation of melatonin, it is unquestionably crucial that the night-time hours be completely dark. For instance, sleep loss alone does not stop the nocturnal, circadian secretion and manufacture of melatonin [ 9 ]. Regardless of the reason for sleep loss at night, the nocturnal, circadian melatonin signal should be unaffected as long as the person is exposed to complete darkness. The term "biological night" refers to the time when melatonin is synthesized and secreted into the bloodstream and has been defined by research on humans under normal, ongoing conditions [ 10 ]. Thus, the initiation of the melatonin surge, a concomitant rise in sleep propensity, and a reduction in core body temperature marks the beginning of this biological night; the opposite occurs at the end of the biological night and sleeps [ 10 ]. The melatonin-producing pineal gland may also interpret electromagnetic radiation as light. As a result, electromagnetic radiation emitted from digital gadgets may also cause melatonin production to be hindered, which disrupts sleep [ 1 ].

Cardiovascular system

It is asserted that sedentary behavior raises the likelihood of obesity, high-density lipoprotein (HDL) dysfunction, and hypertension, the three main cardiovascular morbidity risk factors [ 1 ].

Reduced sleep, physical inactivity, and exposure to excessive advertisements on various media have a detrimental impact on the dietary habits of the younger generation; also contributing to the correlation between screen time and obesity [ 11 ]. As far as digital media is concerned, watching television before one's bedtime is closely linked to the development of obesity during childhood and adolescence, which can further result in cardiometabolic risk [ 12 ]. In typical circumstances, a rise in satiety sensations is usually followed by an increase in plasma glucose; however, in the study, before eating, there was an increase in plasma glucose that peaked higher than it would have addressed. The findings, thus, revealed that video games are closely connected with acute stress (the fight-or-flight response). A release of glucose into the bloodstream seems to be related to this stress reaction [ 13 ].

Blood Pressure

One potential marker of future cardiovascular problems is retinal arteriolar constriction. The results show that children who spend more time outdoors tend to have bigger retinal arterioles than those who spend less time outside [ 14 ].

Cholesterol

Playing video games is the only form of sedentary activity that is associated with a decline in HDL cholesterol in obese teenagers [ 15 , 16 ]. Over three hours of screen usage is linked to a considerable reduction in HDL cholesterol. Mechanisms that explain this relation take into consideration the increased consumption of food advertised extensively, the decrease in food intake regulation during the time on screens, and stillness and loss of movement and physical activity. An example of this is a study that discovered that screen time leads to impairment in satiety signals through the system of mental reward, thereby directly affecting food intake [ 1 ]. 

Stress regulation

Sympathetic Arousal

Cardiovascular issues may be at risk due to chronic sympathetic arousal. Greater sympathetic arousal was observed in teenagers and youngsters who engaged in addictive online behavior. High arousal was suggested as one of the potential contributing factors to sleep disruption by researchers [ 1 ].

For pediatric investigations, cortisol, a hormone produced by the hypothalamic-pituitary-adrenal (HPA) axis, is a stress biomarker. Poor performance is linked to both low and elevated cortisol levels. During the nighttime, the cortisol levels are typically at their lowest. The rate of cortisol increases as the waking hours approach and undergoes a sharp spike after waking up [ 1 ]. As much as three hours per day of media usage by school-aged youngsters results in a lessened cortisol surge an hour after waking up which is detrimental [ 17 ]. Children who engage with digital media for less than three hours each day or have no digital media footprint show a regular increase in morning cortisol levels.

Insulin and Diabetes

The islets of Langerhans of the pancreas secrete the hormone insulin, which is vital for controlling metabolism and storing fat. Insulin resistance is a condition that occurs when cells are unable to use insulin effectively. It makes an essential contribution to the pathophysiology of diabetes and increases the risk of developing cardiovascular disease. According to some research, watching television, playing video games, or using the computer for more than an additional hour a day can result in a 5% reduction in insulin sensitivity. Other research linked as little as two hours of screen time per day to aberrant insulin levels [ 1 ].

Constantly staring at a PC screen can result in headaches, eye strain, impaired vision, dry eyes, and irritation. Such symptoms may be brought on by glare, inadequate illumination, or a wrong viewing angle. According to research, being in an outside environment stimulates the release of dopamine from the retina, which prevents myopia, or near-sightedness, from developing [ 18 ]. As a result, children who spend fewer hours outside have a higher chance of developing the same. Additionally, spending time outside can lessen and largely eliminate the factors that contribute to the development of myopia, such as prolonged close work or screen viewing. The participating young subjects who have been playing video games for more than 30 minutes nearly on a day-to-day basis reported headaches, vertigo, and eye strain. The dominant eye primarily experienced transient diplopia and refractive problems (such as short-sightedness), ultimately leading to vision loss [ 1 ].

Orthopedics

Sedentary habits, or sitting activities that don't involve exercise, can have a significant impact on one's joints and bones. It is argued that screen usage, especially on small-screen mobile devices, affects posture and causes musculoskeletal strain and pain sensations. Similar symptoms can be brought on by the frequent, repeated wrist and arm movements and head inclination typical of playing video games. Bone mineral density is found to be negatively correlated with boys' video gaming play time. The mineral composition of the femoral and spinal bones is inversely correlated with girls' screen time [ 1 ].

Depression and suicidal behavior

Depression, mainly social media-induced depression is a growing concern, particularly among today’s generation [ 19 ]. Those not aware of the usage of social media effectively can easily get trapped in a pattern of jealousy, envy, self-doubt, and poor self-esteem [ 20 ]. It is well known that sleep disturbance symptoms appear before symptoms of depression and suicidal thoughts. Therefore, it is proposed that a mediating element connecting night-time screen use to depressive symptoms and suicidal thoughts in adolescents is the lack of sleep [ 21 ]. The researchers further note that dependence on smartphones, frequent messaging, and protracted fear about not receiving back messages, particularly before bedtime, are likely associated with mood swings, suicidal thoughts, and self-injury. 

ADHD (attention deficit hyperactivity disorder)

Children in today's society may oftentimes exhibit different symptoms of ADHD, such as inattentiveness, hyperactivity, and impulsivity. This type of conduct is known as ADHD-related behavior and can be connected to one's screen time [ 22 ]. It has also been stated that excessive digital device usage is prevalent among younger children and teenagers who have either been already diagnosed with ADHD or who are regarded to be dealing with attention issues or impulsivity [ 23 ].

Addictive screen time behavior

While a substantial percentage of men seem to exhibit video game addiction, women on the other hand are primarily focused on social networking [ 1 ].

Neuropsychological Effects

Numerous investigations so far have concluded that any form of addiction to the internet causes structural changes in the brain, specifically in its frontal lobe. The ability to filter out irrelevant information and a reduced capacity for coping with demanding and complex tasks are related to such structural alterations. The frontal lobe is majorly concerned with controlling overly assertive and wrong, miscellaneous behaviors, as well as adjusting to environmental change [ 1 ]. Other research has shown that control over one’s emotions, visible discord during the decision-making process, and compulsively repetitive behaviors are linked to damaged white matter. Studies have examined the impact of screen multitasking when continuous attention across media devices becomes a substitute for "real world" behavior [ 4 ]. The anterior cingulate cortex, which is connected to cognitive control of performance and socioemotional regulation, is found to have less grey matter in college students with high multitasking scores. Poor performances have been recorded in college students who have been switching between tasks, working memory, and filtering through tests [ 24 ]. Another study on the same group found links between less grey matter and poorer conflict detection of conflict, increased neuroticism and impulsivity, poorer control over behavior that are goal-oriented, and increased conduct motivated by sensations [ 1 ].

Behavioral and Societal Aspects of Social Media Usage in Digital Spaces

This cohort is characterized by increased attentional lapses that have been self-reported regularly, a non-deliberate occasion of mental wandering, which is consistent with the result that grey matter decreases in heavy media multitasking young adults [ 25 ]. The main symptom of ADHD in university students is non-deliberate mind-wandering, which is linked to decreased levels of mindfulness and a higher prevalence of non-adaptive or negative thought patterns. Teenagers who are hooked to the internet and exhibit stronger depressive, hostile and ADHD-related symptoms are found to have non-adaptive/negative thinking patterns [ 26 ]. Therefore, it would seem that media addiction is correlated with increased mental wandering. Individuals who multitask frequently and are screen addicts were also discovered to have lower levels of social support and peer support or attachment to their families and relations. As a result, their level of life contentment is lowered. Teenagers are moving away from face-to-face connection, which is limiting offline social support even though it has increasingly been linked to positive social well-being [ 27 ]. They are more likely to get caught up in a dangerous cycle of continued usage of the internet and social networking websites in an effort to rekindle to social support that they crave when facing obstacles. However, the guise of support that individuals can receive online aids in sustaining their repetitive Internet usage even more [ 28 ]. On the other side, social support that is unrelated to screens may reduce internet addiction. A lack of societal support and increased mind wandering are likely to facilitate social functioning and raise the likelihood of more profound sadness, loneliness, and isolation, which may further enhance addictive behavior [ 29 , 30 ].

Additionally, it is highlighted that social support, attachment to materialistic or figurative objects, mindfulness of one’s surroundings and the feeling of others, and degree of life satisfaction are all psychological and social aspects that are adversely impacted by compulsive screen use and are essential to an individual's resilience in the face of adversities in life [ 31 ]. Furthermore, behavior resulting in incidents of cyberbullying and the social components of addicted internet use appears to be related [ 1 ]. Women in their early adolescence and early years of adulthood are more likely than men to spend more time on social media, be subjected to higher risks of cyberbullying, and experience detrimental mental health issues, the aforementioned are proving to be consistent with the recent epidemiologic trends illustrating that young females, in particular, are more likely to experience an increase in symptoms of depression, self-harm tendencies, and suicidal thoughts [ 32 ].

With children increasingly using wireless gadgets, worries about their susceptibility to radio-frequency electromagnetic radiation (RF-EMR) fields are growing. Kids' growing neurological systems are thought to be quite susceptible to RF-EMR fields, making them possibly more vulnerable. Moreover, compared to the size of their head, more RF-EMR can penetrate their brain tissue because it is better conductive. They will also be exposed to RF fields for more years than grown-ups [ 1 ].

Infertility

Infertility is a common condition that affects 7% of men and 11% of women in the U.S. [ 1 ]. There is a necessity to establish the links between environmental exposures and sperm quality indicators are given that there is evidence of a deterioration in semen quality in recent years [ 33 ]. Exposure to smartphones has been linked to reduced sperm viability and motility. Studies on experimental animals and people examined how RF-EMR also affected male reproductive function. On biological tissue, RF-EMR might have thermal and non-thermal effects both. Reactive oxygen species (ROS) may be produced more frequently as a result of nonthermal interactions, which may cause DNA damage. A little amount of ROS has a crucial functional role in the acrosome response, binding to the oocyte, as well as sperm capacitation. Since phones are frequently kept in pant pockets close to the reproductive organs, thermal impacts potentially raise the temperature of the testes, hampering spermatogenesis and sperm production [ 33 ]. Mobile phones are found to be a potential contributing factor in light of newly discovered evidence of a deterioration in the quality of male sperm. According to the findings of these studies, using a cell phone or a laptop, or a tablet when exposed to RF-EMR increases one's risk of developing cancer as well [ 1 ].

A decline in academic performance

The findings in a cohort study indicate that overall screen time, and the duration spent using a smartphone, are both strongly correlated with the academic stress score and increases the likelihood of abnormal academic stress. One explanation might be the use of cell phones and other electronic devices for homework. This is corroborated by a research study that found that children utilize smartphones and other devices mostly to complete their homework. Hence, the amount of time spent using a device may partly reflect how much schoolwork pupils have to do and the stress that comes with it [ 34 ]. Utilizing electronic devices for social interaction and entertainment may be another factor. More than 30% of teenagers, according to one research, use cell phones and other gadgets for social interaction. Spending a lot of time on social activities and entertainment might interfere with study time, hindering students' academic achievement and raising stress levels [ 35 ]. In the meantime, a bidirectional association has also been established between screen time and academic stress because of the slow progress of studies, which could lead to additional screen time. Furthermore, using a smartphone for social media and amusement might make it difficult for students to concentrate on their work, which could result in unsatisfactory academic results. A rise in academic stress could also eventually be triggered by inferior academic achievements [ 36 ]. The range of digital media devices is expanding rapidly, and improving digital media provides society with a more vibrant and quick-paced digital world. Children and teenagers in particular seem to adapt to modern technologies quickly. But, a growing body of literature associates excessive screen time with physical, psychological, social, and neurological adverse health consequences. Developmental, pornographic exposure and learning effects are additional effects of screen time that require further in-depth analysis and are beyond the scope of this review article. Until very recently, the majority of the literature on children and adolescents use of digital media focused on TV and computers. However, as people seem to utilize mobiles increasingly, studies are shifting their focus accordingly [ 1 ]. Even though the Internet continues to be a powerful and uplifting force in the lives of many, a percentage of users may develop an addiction. Due to their growing online usage and heightened susceptibility to the emergence of addictive behaviors, adolescents are a noteworthy worry in this regard [ 37 ]. Undoubtedly one of the most difficult problems facing the social sciences to this date is the increase in smartphone and social media use. Popular science books and news reports on the psychological effects of social media use are in high demand, and many of these works paint a very ominous picture: social media is often said to have a negative impact on people's lives and societies [ 3 ].

Excessive Internet use has negative effects that are obvious and detrimental, ranging from sleep deprivation, increased depression, and skipping school to family conflict. Comorbid depression, anxiety, ADHD, and other substance-use disorders are widespread. Various markers of individual personality, such as impulsivity, aggressiveness, sensation seeking, family conflicts, as well as inadequate parental supervision, also especially belonging to the male gender have proven to be additional risk factors [ 8 ]. Non-adaptive or negative thought patterns, a lower sense of fulfillment in life, and a propensity for health concerns throughout maturity are several other characteristics that one may notice appearing. The concluding results present that a lack of physical, real-life interaction, extensive multitasking, increased usage of social media websites, and interactive screen time through addictive web interfaces- mostly through the regular usage of video games that require online multiplayer interactions, which do not allow the players to pause the games or exit the rounds- all of these play a significant role in determining the emotional, psychological and physiological impacts on the population. According to research from the Centers for Disease Control and Prevention (Figure  1 ), children aged 8 to 10 spend six hours per day using screens, children aged 11 to 14 spend nine hours, and teenagers aged 15 to 25 spend seven and a half hours per day using screens (including television). The chart below (Figure  2 ) shows screen time recommendations by age, from infants to adults based on the study by the American academy of child and adolescent psychiatry.

This figure has been taken from an open-access journal under a CC-BY license.

Source: American Academy of Child and Adolescent Psychiatry [ 38 ].

Overusing digital screens during one's adolescence and young adulthood may result in their mind relating to outside stimuli rather readily and cause a lack of attention. Internal triggers such as unhelpful or negative thoughts and feelings of lower satisfaction levels regarding one's life can also be accompanied by an onset of health problems in adulthood, such as cardiovascular disease and infertility. It may cause one's stress to increase up to levels that would turn difficult for one to handle. These ailments can result in unhealthy coping mechanisms, which eventually might increase the likelihood of sadness, depression, and anxiety in one's later years. One can successfully deal with difficult life situations if they have a strong sense of personal resilience. Physical fitness, societal support, forms of attachment, the mindfulness towards issues, and the degree of life pleasure, both temporary and permanent, are some of the crucial components of resilience, which is a dynamic psychophysiological construct that can stand jeopardized by excessive screen time and digital footprints. Therefore, it indicates that individuals who use digital media excessively and compulsively have been compromising their ability to build solid psychophysiological foundations, which are essential for the development of resilient people in the future [ 1 ]. Moreover, the COVID-19 pandemic has significantly expanded the use of video conferencing. People of all ages are using video conferencing apps for regular social activities like meetings, birthdays, exercises, and so on due to social distance laws and travel limits. Such video conferencing apps have also made body dysmorphic disorder worsen and are very concerning in the long run. Patients with pre-existing BDD spend too much time and money on a variety of treatments to correct their perceived flaws [ 39 ]. Hence, excessive screen time, be it recreational or non-recreational, can result in a plethora of disadvantages and harm individuals in ways that could perhaps cause irreversible damage to them throughout their entire lifetime. According to numerous studies, time spent on screens irrefutably proves to be more harmful instead of beneficial. With the advancement of technology, it is to be acknowledged that individuals in the contemporary era are extensively involved with the digital world with or without their consent, with regard to their school and university studies or work responsibilities. It is thus necessary for one to recognize the opportunities and obstacles that social media and digital spaces offer and navigate them accordingly. 

Conclusions

This review article studied the relationships between screen time and digital device usage, precisely during the night times, the quality of sleep, anxiety causes, feelings of depression, and issues related to self-esteem, as well as physical effects in individuals. Results also show that exposure to mobile phones has a deleterious impact on the viability and motility of sperm. 

A strategy that would prohibit digital media usage would be ineffective given how crucial it is for one to be involved in digital spaces, specifically social media norms. That being said, in the context of numerous initiatives aimed at addressing the societal, environmental as well as economic factors that support the betterment of one's family and foster resilience in the youth, who could also readily benefit from proven systemic and specifically conducted individual interventions to assist them in navigating through the hurdles brought on by the usage of cell phones and social media, thus, protecting themselves from harm, and further using it in a certain way that maintains their emotional wellbeing above all. However, from the perspective of public health, screen time in general, and the time spent using a smartphone, should be limited in order to lessen and prevent several linked health issues.

The content published in Cureus is the result of clinical experience and/or research by independent individuals or organizations. Cureus is not responsible for the scientific accuracy or reliability of data or conclusions published herein. All content published within Cureus is intended only for educational, research and reference purposes. Additionally, articles published within Cureus should not be deemed a suitable substitute for the advice of a qualified health care professional. Do not disregard or avoid professional medical advice due to content published within Cureus.

The authors have declared that no competing interests exist.

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Does Homework Cause Stress? Exploring the Impact on Students’ Mental Health

How much homework is too much?

Homework has become a matter of concern for educators, parents, and researchers due to its potential effects on students’ stress levels. It’s no secret students often find themselves grappling with high levels of stress and anxiety throughout their academic careers, so understanding the extent to which homework affects those stress levels is important. 

By delving into the latest research and understanding the underlying factors at play, we hope to curate insights for educators, parents, and students who are wondering  is homework causing stress in their lives?

The Link Between Homework and Stress: What the Research Says

Over the years, numerous studies investigated the relationship between homework and stress levels in students. 

One study published in the Journal of Experimental Education found that students who reported spending more than two hours per night on homework experienced higher stress levels and physical health issues . Those same students reported over three hours of homework a night on average.

This study, conducted by Stanford lecturer Denise Pope, has been heavily cited throughout the years, with WebMD eproducing the below video on the topic– part of their special report series on teens and stress : 

Additional studies published by Sleep Health Journal found that long hours on homework on may be a risk factor for depression while also suggesting that reducing workload outside of class may benefit sleep and mental fitness .

Lastly, a study presented by Frontiers in Psychology highlighted significant health implications for high school students facing chronic stress, including emotional exhaustion and alcohol and drug use.

Homework’s Potential Impact on Mental Health and Well-being

Homework-induced stress on students can involve both psychological and physiological side effects. 

1. Potential Psychological Effects of Homework-Induced Stress:

• Anxiety: The pressure to perform academically and meet homework expectations can lead to heightened levels of anxiety in students. Constant worry about completing assignments on time and achieving high grades can be overwhelming.

• Sleep Disturbances : Homework-related stress can disrupt students’ sleep patterns, leading to sleep anxiety or sleep deprivation, both of which can negatively impact cognitive function and emotional regulation.

• Reduced Motivation: Excessive homework demands could drain students’ motivation, causing them to feel fatigued and disengaged from their studies. Reduced motivation may lead to a lack of interest in learning, hindering overall academic performance.

2. Potential Physical Effects of Homework-Induced Stress:

• Impaired Immune Function: Prolonged stress could weaken the immune system, making students more susceptible to illnesses and infections.

• Disrupted Hormonal Balance : The body’s stress response triggers the release of hormones like cortisol, which, when chronically elevated due to stress, can disrupt the delicate hormonal balance and lead to various health issues.

• Gastrointestinal Disturbances: Stress has been known to affect the gastrointestinal system, leading to symptoms such as stomachaches, nausea, and other digestive problems.

• Cardiovascular Impact: The increased heart rate and elevated blood pressure associated with stress can strain the cardiovascular system, potentially increasing the risk of heart-related issues in the long run.

• Brain impact: Prolonged exposure to stress hormones may impact the brain’s functioning , affecting memory, concentration, and cognitive abilities.

The Benefits of Homework

It’s important to note that homework also offers many benefits that contribute to students’ academic growth and development, such as: 

• Development of Time Management Skills: Completing homework within specified deadlines encourages students to manage their time efficiently. This valuable skill extends beyond academics and becomes essential in various aspects of life.

• Preparation for Future Challenges : Homework helps prepare students for future academic challenges and responsibilities. It fosters a sense of discipline and responsibility, qualities that are crucial for success in higher education and professional life.

• Enhanced Problem-Solving Abilities: Homework often presents students with challenging problems to solve. Tackling these problems independently nurtures critical thinking and problem-solving skills.

While homework can foster discipline, time management, and self-directed learning, the middle ground may be to  strike a balance that promotes both academic growth and mental well-being .

How Much Homework Should Teachers Assign?

As a general guideline, educators suggest assigning a workload that allows students to grasp concepts effectively without overwhelming them . Quality over quantity is key, ensuring that homework assignments are purposeful, relevant, and targeted towards specific objectives. 

Advice for Students: How to balance Homework and Well-being

Finding a balance between academic responsibilities and well-being is crucial for students. Here are some practical tips and techniques to help manage homework-related stress and foster a healthier approach to learning:

• Effective Time Management : Encourage students to create a structured study schedule that allocates sufficient time for homework, breaks, and other activities. Prioritizing tasks and setting realistic goals can prevent last-minute rushes and reduce the feeling of being overwhelmed.

• Break Tasks into Smaller Chunks : Large assignments can be daunting and may contribute to stress. Students should break such tasks into smaller, manageable parts. This approach not only makes the workload seem less intimidating but also provides a sense of accomplishment as each section is completed.

• Find a Distraction-Free Zone : Establish a designated study area that is free from distractions like smartphones, television, or social media. This setting will improve focus and productivity, reducing time needed to complete homework.

• Be Active : Regular exercise is known to reduce stress and enhance mood. Encourage students to incorporate physical activity into their daily routine, whether it’s going for a walk, playing a sport, or doing yoga.

• Practice Mindfulness and Relaxation Techniques : Encourage students to engage in mindfulness practices, such as deep breathing exercises or meditation, to alleviate stress and improve concentration. Taking short breaks to relax and clear the mind can enhance overall well-being and cognitive performance.

• Seek Support : Teachers, parents, and school counselors play an essential role in supporting students. Create an open and supportive environment where students feel comfortable expressing their concerns and seeking help when needed.

How Healium is Helping in Schools

Stress is caused by so many factors and not just the amount of work students are taking home.  Our company created a virtual reality stress management solution… a mental fitness tool called “Healium” that’s teaching students how to learn to self-regulate their stress and downshift in a drugless way. Schools implementing Healium have seen improvements from supporting dysregulated students and ADHD challenges to empowering students with body awareness and learning to self-regulate stress . Here’s one of their stories. 

By providing students with the tools they need to self-manage stress and anxiety, we represent a forward-looking approach to education that prioritizes the holistic development of every student. 

To learn more about how Healium works, watch the video below.

About the Author

Sarah Hill , a former interactive TV news journalist at NBC, ABC, and CBS affiliates in Missouri, gained recognition for pioneering interactive news broadcasting using Google Hangouts. She is now the CEO of Healium, the world’s first biometrically powered immersive media channel, helping those with stress, anxiety, insomnia, and other struggles through biofeedback storytelling. With patents, clinical validation, and over seven million views, she has reshaped the landscape of immersive media.

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August 16, 2021

Is it time to get rid of homework? Mental health experts weigh in

by Sara M Moniuszko

It's no secret that kids hate homework. And as students grapple with an ongoing pandemic that has had a wide-range of mental health impacts, is it time schools start listening to their pleas over workloads?

Some teachers are turning to social media to take a stand against homework .

Tiktok user @misguided.teacher says he doesn't assign it because the "whole premise of homework is flawed."

For starters, he says he can't grade work on "even playing fields" when students' home environments can be vastly different.

"Even students who go home to a peaceful house, do they really want to spend their time on busy work? Because typically that's what a lot of homework is, it's busy work," he says in the video that has garnered 1.6 million likes. "You only get one year to be 7, you only got one year to be 10, you only get one year to be 16, 18."

Mental health experts agree heavy work loads have the potential do more harm than good for students, especially when taking into account the impacts of the pandemic. But they also say the answer may not be to eliminate homework altogether.

Emmy Kang, mental health counselor at Humantold, says studies have shown heavy workloads can be "detrimental" for students and cause a "big impact on their mental, physical and emotional health."

"More than half of students say that homework is their primary source of stress, and we know what stress can do on our bodies," she says, adding that staying up late to finish assignments also leads to disrupted sleep and exhaustion.

Cynthia Catchings, a licensed clinical social worker and therapist at Talkspace, says heavy workloads can also cause serious mental health problems in the long run, like anxiety and depression.

And for all the distress homework causes, it's not as useful as many may think, says Dr. Nicholas Kardaras, a psychologist and CEO of Omega Recovery treatment center.

"The research shows that there's really limited benefit of homework for elementary age students, that really the school work should be contained in the classroom," he says.

For older students, Kang says homework benefits plateau at about two hours per night.

"Most students, especially at these high-achieving schools, they're doing a minimum of three hours, and it's taking away time from their friends from their families, their extracurricular activities. And these are all very important things for a person's mental and emotional health."

Catchings, who also taught third to 12th graders for 12 years, says she's seen the positive effects of a no homework policy while working with students abroad.

"Not having homework was something that I always admired from the French students (and) the French schools, because that was helping the students to really have the time off and really disconnect from school ," she says.

The answer may not be to eliminate homework completely, but to be more mindful of the type of work students go home with, suggests Kang, who was a high-school teacher for 10 years.

"I don't think (we) should scrap homework, I think we should scrap meaningless, purposeless busy work-type homework. That's something that needs to be scrapped entirely," she says, encouraging teachers to be thoughtful and consider the amount of time it would take for students to complete assignments.

The pandemic made the conversation around homework more crucial

Mindfulness surrounding homework is especially important in the context of the last two years. Many students will be struggling with mental health issues that were brought on or worsened by the pandemic, making heavy workloads even harder to balance.

"COVID was just a disaster in terms of the lack of structure. Everything just deteriorated," Kardaras says, pointing to an increase in cognitive issues and decrease in attention spans among students. "School acts as an anchor for a lot of children, as a stabilizing force, and that disappeared."

But even if students transition back to the structure of in-person classes, Kardaras suspects students may still struggle after two school years of shifted schedules and disrupted sleeping habits.

"We've seen adults struggling to go back to in-person work environments from remote work environments. That effect is amplified with children because children have less resources to be able to cope with those transitions than adults do," he explains.

'Get organized' ahead of back-to-school

In order to make the transition back to in-person school easier, Kang encourages students to "get good sleep, exercise regularly (and) eat a healthy diet."

To help manage workloads, she suggests students "get organized."

"There's so much mental clutter up there when you're disorganized... sitting down and planning out their study schedules can really help manage their time," she says.

Breaking assignments up can also make things easier to tackle.

"I know that heavy workloads can be stressful, but if you sit down and you break down that studying into smaller chunks, they're much more manageable."

If workloads are still too much, Kang encourages students to advocate for themselves.

"They should tell their teachers when a homework assignment just took too much time or if it was too difficult for them to do on their own," she says. "It's good to speak up and ask those questions. Respectfully, of course, because these are your teachers. But still, I think sometimes teachers themselves need this feedback from their students."

©2021 USA Today Distributed by Tribune Content Agency, LLC.

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When Is Homework Stressful? Its Effects on Students’ Mental Health

Are you wondering when is homework stressful? Well, homework is a vital constituent in keeping students attentive to the course covered in a class. By applying the lessons, students learned in class, they can gain a mastery of the material by reflecting on it in greater detail and applying what they learned through homework. 

However, students get advantages from homework, as it improves soft skills like organisation and time management which are important after high school. However, the additional work usually causes anxiety for both the parents and the child. As their load of homework accumulates, some students may find themselves growing more and more bored.

Students may take assistance online and ask someone to do my online homework . As there are many platforms available for the students such as Chegg, Scholarly Help, and Quizlet offering academic services that can assist students in completing their homework on time. 

Negative impact of homework

There are the following reasons why is homework stressful and leads to depression for students and affect their mental health. As they work hard on their assignments for alarmingly long periods, students’ mental health is repeatedly put at risk. Here are some serious arguments against too much homework.

No uniqueness

Homework should be intended to encourage children to express themselves more creatively. Teachers must assign kids intriguing assignments that highlight their uniqueness. similar to writing an essay on a topic they enjoy.

Moreover, the key is encouraging the child instead of criticizing him for writing a poor essay so that he can express himself more creatively.

Lack of sleep

One of the most prevalent adverse effects of schoolwork is lack of sleep. The average student only gets about 5 hours of sleep per night since they stay up late to complete their homework, even though the body needs at least 7 hours of sleep every day. Lack of sleep has an impact on both mental and physical health.

No pleasure

Students learn more effectively while they are having fun. They typically learn things more quickly when their minds are not clouded by fear. However, the fear factor that most teachers introduce into homework causes kids to turn to unethical means of completing their assignments.

Excessive homework

The lack of coordination between teachers in the existing educational system is a concern. As a result, teachers frequently end up assigning children far more work than they can handle. In such circumstances, children turn to cheat on their schoolwork by either copying their friends’ work or using online resources that assist with homework.

Anxiety level

Homework stress can increase anxiety levels and that could hurt the blood pressure norms in young people . Do you know? Around 3.5% of young people in the USA have high blood pressure. So why is homework stressful for children when homework is meant to be enjoyable and something they look forward to doing? It is simple to reject this claim by asserting that schoolwork is never enjoyable, yet with some careful consideration and preparation, homework may become pleasurable.

No time for personal matters

Students that have an excessive amount of homework miss out on personal time. They can’t get enough enjoyment. There is little time left over for hobbies, interpersonal interaction with colleagues, and other activities. 

However, many students dislike doing their assignments since they don’t have enough time. As they grow to detest it, they can stop learning. In any case, it has a significant negative impact on their mental health.

Children are no different than everyone else in need of a break. Weekends with no homework should be considered by schools so that kids have time to unwind and prepare for the coming week. Without a break, doing homework all week long might be stressful.

How do parents help kids with homework?

Encouraging children’s well-being and health begins with parents being involved in their children’s lives. By taking part in their homework routine, you can see any issues your child may be having and offer them the necessary support.

Set up a routine

Your student will develop and maintain good study habits if you have a clear and organized homework regimen. If there is still a lot of schoolwork to finish, try putting a time limit. Students must obtain regular, good sleep every single night.

Observe carefully

The student is ultimately responsible for their homework. Because of this, parents should only focus on ensuring that their children are on track with their assignments and leave it to the teacher to determine what skills the students have and have not learned in class.

Listen to your child

One of the nicest things a parent can do for their kids is to ask open-ended questions and listen to their responses. Many kids are reluctant to acknowledge they are struggling with their homework because they fear being labelled as failures or lazy if they do.

However, every parent wants their child to succeed to the best of their ability, but it’s crucial to be prepared to ease the pressure if your child starts to show signs of being overburdened with homework.

Talk to your teachers

Also, make sure to contact the teacher with any problems regarding your homework by phone or email. Additionally, it demonstrates to your student that you and their teacher are working together to further their education.

Homework with friends

If you are still thinking is homework stressful then It’s better to do homework with buddies because it gives them these advantages. Their stress is reduced by collaborating, interacting, and sharing with peers.

Additionally, students are more relaxed when they work on homework with pals. It makes even having too much homework manageable by ensuring they receive the support they require when working on the assignment. Additionally, it improves their communication abilities.

However, doing homework with friends guarantees that one learns how to communicate well and express themselves. 

Review homework plan

Create a schedule for finishing schoolwork on time with your child. Every few weeks, review the strategy and make any necessary adjustments. Gratefully, more schools are making an effort to control the quantity of homework assigned to children to lessen the stress this produces.

Bottom line

Finally, be aware that homework-related stress is fairly prevalent and is likely to occasionally affect you or your student. Sometimes all you or your kid needs to calm down and get back on track is a brief moment of comfort. So if you are a student and wondering if is homework stressful then you must go through this blog.

While homework is a crucial component of a student’s education, when kids are overwhelmed by the amount of work they have to perform, the advantages of homework can be lost and grades can suffer. Finding a balance that ensures students understand the material covered in class without becoming overburdened is therefore essential.

Zuella Montemayor did her degree in psychology at the University of Toronto. She is interested in mental health, wellness, and lifestyle.

Psychreg is a digital media company and not a clinical company. Our content does not constitute a medical or psychological consultation. See a certified medical or mental health professional for diagnosis.

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How does homework affect students.

Posted by Kenny Gill

Homework is essential in the learning process of all students. It benefits them in managing time, being organized, and thinking beyond the classroom work. When students develop good habits towards homework, they enjoy good grades. The amount of homework given to students has risen by 51 percent. In most cases, this pushes them to order for custom essays online. A lot of homework can be overwhelming, affecting students in negative ways.

How homework affects the psyche of students Homework plays a crucial role in ensuring students succeeds both inside and outside the classroom. The numerous hours they spend in class, on school work, and away from family and friends lead to them experiencing exhaustion. Too much homework leads to students becoming disheartened by the school, and it chips away at their motivation for succeeding.

As a result, homework becomes an uphill battle, which they feel they will never win despite putting an effort. When they continue to find homework difficult, they consider other ways of working on it, such as cheating.

Getting enough time to relax, engage with friends and family members helps the students to have fun, thus, raising their spirit and their psyche on school work.  However, when homework exceeds, it affects their emotional well-being making them sad and unproductive students who would rather cheat their way through school.

As a result, they have to struggle with a lack of enough sleep, loss of weight, stomach problems, headaches, and fatigue. Poor eating habits where students rely on fast foods also occasions as they struggle to complete all their assignments. When combined with lack of physical activity, the students suffer from obesity and other health-related conditions. Also, they experience depression and anxiety. The pressure to attend all classes, finish the much homework, as well as have time to make social connections cripples them.

How can parents help with homework? Being an active parent in the life of your child goes a long way towards promoting the health and well-being of children. Participating in their process of doing homework helps you identify if your child is facing challenges, and provide the much-needed support.

The first step is identifying the problem your child has by establishing whether their homework is too much. In elementary school, students should not spend over twenty minutes on homework while in high school they should spend an average of two hours. If it exceeds these guidelines, then you know that the homework is too much and you need to talk with the teachers.

The other step is ensuring your child focuses on their work by eliminating distractions. Texting with friends, watching videos, and playing video games can distract your child. Next, help them create a homework routine by having a designated area for studying and organizing their time for each activity.

Why it is better to do homework with friends Extracurricular activities such as sports and volunteer work that students engage in are vital. The events allow them to refresh their minds, catch up, and share with friends, and sharpen their communication skills. Homework is better done with friends as it helps them get these benefits. Through working together, interacting, and sharing with friends, their stress reduces.

Working on assignments with friends relaxes the students. It ensures they have the help they need when tackling the work, making even too much homework bearable. Also, it develops their communication skills. Deterioration of communication skills is a prominent reason as to why homework is bad. Too much of it keeps one away from classmates and friends, making it difficult for one to communicate with other people.

Working on homework with friends, however, ensures one learns how to express themselves and solve issues, making one an excellent communicator.

How does a lot of homework affect students’ performance? Burnout is a negative effect of homework. After spending the entire day learning, having to spend more hours doing too much homework lead to burnout. When it occurs, students begin dragging their feet when it comes to working on assignments and in some cases, fail to complete them. Therefore, they end up getting poor grades, which affects their overall performance.

Excessive homework also overshadows active learning, which is essential in the learning process. It encourages active participation of students in analyzing and applying what they learn in class in the real world. As a result, this limits the involvement of parents in the process of learning and children collaboration with friends. Instead, it causes boredom, difficulties for the students to work alongside others, and lack of skills in solving problems.

Should students have homework? Well, this is the question many parents and students ask when they consider these adverse effects of homework. Homework is vital in the learning process of any student. However, in most cases, it has crossed the line from being a tool for learning and becomes a source of suffering for students. With such effects, a balance is necessary to help students learn, remain healthy, and be all rounded individuals in society.

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One Response to How does homework affect students?

Great info and really valuable for teachers and tutors. This is a really very wonderful post. I really appreciate it; this post is very helpful for education.

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Move Your Way® Toolkit for Schools

This toolkit is for anyone working to encourage physical activity in a school setting — like physical education and health education teachers, classroom teachers, coaches, after-school program leaders, and school administrators. Others promoting student health and well-being — like school nurses and parent teacher associations (PTAs) — can also use the information in this toolkit to support their work. 

Want to learn about the Move Your Way campaign? Check out this short video ! 

Browse this toolkit to:

Learn how physical activity benefits students — at school and beyond

Make a plan to get students moving, step into action , share move your way materials with parents and caregivers.

Kids and teens need movement to grow healthy and strong. Regular physical activity strengthens muscles and bones, helps prevent health problems like diabetes and heart disease, and reduces symptoms of anxiety and depression. 

Physical activity also has clear benefits for life at school. For example, students who are physically active tend to:

• Have better grades
• Miss fewer school days
• Have better focus in class 

Beyond that, physical activity in schools can help support school connectedness — students’ belief that peers and adults in the school support, value, and care about their well-being. School connectedness can make it less likely that students engage in risky behaviors like substance use and help improve students’ mental and physical health and well-being.

• Browse CDC Healthy Schools’ Physical Education and Physical Activity webpage for facts, figures, and frameworks.
• Learn about School Connectedness and how to promote it.
• Check out these 10 Actionable Tips to Support Youth Mental Health Through Sports [PDF - 2.2 MB] .

Whether you’re starting a school-wide physical activity initiative or you just want to provide students, parents, and caregivers with educational materials — it helps to make a plan. That way, you can be sure everybody is on the same page and working toward a clearly defined goal. Use these tips to plan your physical activity project:

• Set clear, achievable goals. What are you trying to achieve with your efforts? It helps to be specific — instead of “Get students to be more active,” set clearly defined goals like “Get students to move for at least 10 minutes each day during recess.” 
• Build support within your school. Who in your school community can support your physical activity project? Consider involving school leadership, PTA representatives, or other teachers. 
• Involve students. Try to include students of all ages in the planning process — they can add an important perspective and voice. Students can also serve as “ambassadors” to promote physical activity and model healthy behaviors for their peers.
• Keep accessibility top of mind. Make sure your physical activity project or initiative is accessible to everyone in the school community. For example, do you need to adapt activities to work for students with movement limitations or non-verbal communication styles? Or choose playground equipment suitable for students who use mobility devices? 
• Find partners in your community. Don’t forget about the larger community outside of school — are there organizations or individuals who can support your physical activity efforts? Think local health departments, hospitals, or community organizations. Also consider partnerships that might help you better engage all students, like an organization that could donate adaptive equipment. Use this National Youth Sports Strategy (NYSS) Champions directory to find organizations in your area that focus on youth with disabilities.
• Evaluate your progress. When trying a new strategy, it’s important to assess what’s working well — and what isn’t. Check in with school leadership and other teachers regularly: Have they noticed a difference in students’ activity levels? What problems are they experiencing? You can also use more formal evaluation measures like surveys. 

Want to learn more about planning a community-wide physical activity campaign? Check out the Move Your Way Community Playbook .

Move Your Way in the field: Building community partnerships

Move Your Way campaign pilot community Southern Nevada Health District (SNHD) partnered with the student wellness club at a local elementary school to plan and host a Move Your Way event for students. Students collaborated with their physical education teacher to create lesson plans focused on the Physical Activity Guidelines. After the student-led lesson, all students were encouraged to get active outside. Parents, faculty, and staff joined the students as they walked, ran, or skipped laps around the school. SNHD attended the event, offered more information about the campaign, and distributed Move Your Way materials to families. 

Now that you’ve made a plan, it’s time to put it into action. Try the strategies below to get students moving throughout the school day and beyond. And use Move Your Way’s engaging materials in English and Spanish to support your efforts!

Around school

Kids and teens spend a big chunk of their time at school — that’s why creating a school environment that encourages physical activity is so important. Start with these simple tips:

• Show the benefits of getting active at a glance. Print the “60 Minutes” Poster for Kids and hang it in hallways, classrooms, and the gym.
• Focus on fun. Getting physically active is a great way to build some play into the school day and enhance learning. Whether it’s playing active games or having a classroom dance party — just have fun with it!

In the classroom

Try these strategies to encourage physical activity in the classroom:

• Take movement breaks. Getting up and moving together can get antsy students back on track and reduce disruptive behaviors. Try arm circles, jumping jacks, or running in place — and consider incorporating yoga and other mindfulness activities to help improve students’ focus and lower anxiety and stress.
• Add activity to academics. Why not use movement to practice and reinforce academic lessons? For example, play a round of “beach ball spelling” — where students take turns calling out the letters of a word as they throw a beach ball to one another. Or you can set up movement-based learning stations so students can stand and walk around the classroom while completing tasks.
• Get smart about getting active. Use the Fact Sheet for Kids to teach students the what, how, and why of physical activity — and send home a copy of the Fact Sheet for Parents .
• Make a pledge. Print the Move Your Way Pledge Sheet and have students write down how they plan to get active. Then hang students’ pledge sheets up in the classroom. At the end of the week, ask students to share their experiences: Did they meet their physical activity goals? If not, how can the school community support them? 
• Check out CDC Healthy Schools’ Classroom Physical Activity webpage for additional resources and strategies.
• For more movement break ideas and printable cards, download this CDC fact sheet [PDF - 4.1 MB] .

Recess is an opportunity for students to have unstructured playtime with their friends — and you can use this time to encourage them to get creative and have fun while getting active. Try these tips:

• Call on young artists. Use chalk or paint to draw game boards or areas for activities like hopscotch on sidewalks or blacktops. This is also a great way to engage older students in creating something for their peers.
• Promote active play. Offer a variety of games and activities so each child can find something they enjoy. And you don’t have to plan every activity yourself — let kids design and lead their own games to help them build leadership and social skills. If your budget allows, consider investing in play equipment like jump ropes, playground balls, or bean bag toss games to support different ways to play. 
• Plan for bad weather days. Identify indoor spaces where students can get moving when it’s raining or too cold or hot to spend recess outside — like the gym, empty classrooms, or a spacious hallway. You might have to create a schedule to avoid overcrowding.
• Get your community involved. Ask local businesses to donate new or gently used adaptive play equipment — or partner with nearby community centers, YMCAs, or gyms to provide access to indoor activity spaces.
• Check out CDC Healthy Schools’ Recess webpage to learn about strategies and policies for recess planning.
• Get more tips for Active Outdoor Recess and Active Indoor Recess .
• Use this Painted Play Spaces Playbook [PDF – 1.2 KB] as a guide to add colorful game designs to outdoor play areas.
• Looking for games that don’t require equipment? Check out this Game Library for ideas.  

Avoid using physical activity to discipline students

Kids and teens are much more likely to get moving if they have positive associations with physical activity. That’s why it’s important not to use physical activity as a punishment (like having kids run laps) or take away opportunities for getting active (like not allowing students to go to recess).

During school events

Take advantage of school events — like open houses and back-to-school festivities — to educate parents, caregivers, and people in the community about the benefits of physical activity. Try these tips:

• Set up shop. Decorate a table or booth with the Move Your Way posters for parents — and use them as conversation starters to talk with people about physical activity. You can also hand out the Fact Sheet for Kids and the Fact Sheet for Parents . 
• Engage local partners. Local health departments, hospitals, or community organizations with a physical activity focus may be willing to set up a table and share educational materials — and even hand out goodies like water bottles, jump ropes, or balls.
• Show (and tell). If you have multimedia equipment available, consider streaming the Move Your Way videos for families during the event. 
• Get moving together. Incorporating movement breaks or active games into events can help parents and caregivers remember the joy of physical activity. Need inspiration? Watch this video showcasing accessible exercises.
• Create a challenge! Many kids love a bit of friendly competition — and they love getting their adults involved. Set up a sack race, obstacle course, or a scavenger hunt and have kids compete against parents, caregivers, or teachers.  

Use the Move Your Way teen video challenge to engage older students

Most young kids naturally want to move,   but encouraging older middle school or high school students to get active can be tough. If you’re looking for a way to engage older students, consider a multimedia classroom project — like the Move Your Way teen video challenge! 

The  Tips for Creating Your Own Move Your Way ®  Teen Video Fact Sheet [PDF - 805 KB] has everything teens need to get started, and they can watch the  Move When You Can and  Try Something Different videos for inspiration. Consider making it an assignment or an extra credit activity. Or make it a raffle —  students who create a video get the chance to win a prize!

Want to learn more about making physical activity accessible for youth with disabilities?

Explore the National Center on Health, Physical Activity and Disability’s educator webpage . 

Interested in customizing materials for your school? You can swap out photos or add your school’s logo to Move Your Way materials through the  CDC State and Community Health Media Center. If you have questions about using Move Your Way materials, want to create your own, or would like help implementing physical activity strategies in your school, please contact ODPHP.

One of the best ways to encourage physical activity outside school is to get families moving together. Getting active as a family not only helps kids and teens stay healthy — it also means everyone gets to reap the benefits of physical activity. The Move Your Way campaign has lots of resources to help families find activities that fit their lives and create healthy, sustainable routines. Try the strategies below to support parents and caregivers in getting the family active.

Hand out educational materials

You can print these materials and send them home with students — or hand them out at school events.

• The Fact Sheet for Parents helps parents and caregivers understand what kinds of activity kids and teens need to stay healthy and offers tips for helping kids get active.
• The Sports Fact Sheet for Parents helps parents and caregivers understand the benefits kids and teens can get from playing sports and offers tips to help them get their kids involved.
• With the Pledge Sheet , parents can be role models for their kids by showing how they’ll get active and making a commitment to move more.

Promote physical activity in your newsletter, email, or blog

Use or adapt the content below to promote physical activity in your email outreach, newsletter, or blog. 

Subject: Get tips to get your kids moving

Body copy:  It’s no secret that kids and teens need regular physical activity — it makes their bodies grow strong, it helps them stay at a healthy weight, and it can even help them focus better in the classroom. 

How much is enough? Kids and teens need at least 60 minutes of physical activity throughout the day. That includes a mix of heart-pumping movement like running, dancing, or jumping rope, plus activities that strengthen muscles and bones — like playing sports or climbing at the playground. Use this interactive tool to help you fit more activity into your kids’ day.

But the best way to encourage kids and teens to get active? Get the whole family moving so everyone can enjoy the benefits of physical activity!

Check out the Move Your Way campaign for actionable tips and resources to add more physical activity to your family’s routine. 

Promote Physical Activity Through Social Media 

Use Move Your Way sample messages, graphics, and GIFs to promote physical activity on your own or your school’s social media channels. You can adapt the messages to fit your needs!

Add Move Your Way to your website 

Want to make Move Your Way part of your website? Download the Move Your Way web badges and widget for an easy way to add physical activity resources to your site. 

• With the Move Your Way Activity Planner web badge and widget , school staff, parents, caregivers, and other adults can use an interactive tool to help them build their own personalized weekly activity plan.
• The Move Your Way Parent Interactive Graphic web badge links parents and caregivers to an interactive tool they can use to see how kids can fit in 60 minutes of activity a day. 

The Office of Disease Prevention and Health Promotion (ODPHP) cannot attest to the accuracy of a non-federal website.

Linking to a non-federal website does not constitute an endorsement by ODPHP or any of its employees of the sponsors or the information and products presented on the website.

You will be subject to the destination website's privacy policy when you follow the link.

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How Homework Is Destroying Teens’ Health

Jessica Amabile '24 , Staff Writer March 25, 2022

“[Students] average about 3.1 hours of homework each night,” according to an article published by Stanford .  Teens across the country come home from school, exhausted from a long day, only to do more schoolwork.  They sit at their computers, working on homework assignments for hours on end.  To say the relentless amount of work they have to do is overwhelming would be an understatement.  The sheer amount of homework given has many negative impacts on teenagers.

Students have had homework for decades, but in more recent years it has become increasingly more demanding.  Multiple studies have shown that students average about three hours of homework per night.  The Atlantic mentioned that students now have twice as much homework as students did in the 1990s.  This is extremely detrimental to teens’ mental health and levels of stress.  Students have a lot to do after school, such as spending time with family, extracurricular activities, taking care of siblings or other family members, hanging out with friends, or all of the above.  Having to juggle all of this as well as hours on end of homework is unreasonable because teenagers already have enough to think or worry about.   

According to a student- run survey conducted in Cherry Hill West, students reported that they received the most homework in math, history, and language arts classes.  They receive anywhere from 1 to 4 or more hours of homework every day, but only about 22.7% somewhat or strongly agree that it helps them learn.  Of the students who participated, 63.6% think schools should continue to give out homework sometimes, while 27.3% said they should not give out homework at all.  In an open-ended response section, students had a lot to say.  One student wrote, “I think we should get homework to practice work if we are seen struggling, or didn’t finish work in class. But if we get homework, I think it just shows that the teacher needs more time to teach and instead of speeding up, gives us more work.”  Another added,  “Homework is important to learn the material. However, too much may lead to the student not learning that much, or it may become stressful to do homework everyday.”  Others wrote, “The work I get in chemistry doesn’t help me learn at all if anything it confuses me more,” and “I think math is the only class I could use homework as that helps me learn while world language is supposed to help me learn but feels more like a time waste.”   A student admitted, “I think homework is beneficial for students but the amount of homework teachers give us each day is very overwhelming and puts a lot of stress on kids. I always have my work done but all of the homework I have really changes my emotions and it effects me.”  Another pointed out, “you are at school for most of your day waking up before the sun and still after all of that they send you home each day with work you need to do before the next day. Does that really make sense[?]”

As an article from Healthline mentioned, “Researchers asked students whether they experienced physical symptoms of stress… More than 80 percent of students reported having at least one stress-related symptom in the past month, and 44 percent said they had experienced three or more symptoms.”  If school is causing students physical symptoms of stress, it needs to re-evaluate whether or not homework is beneficial to students, especially teenagers.  Students aren’t learning anything if they have hours of “busy work” every night, so much so that it gives them symptoms of stress, such as headaches, weight loss, sleep deprivation, and so on.  The continuous hours of work are doing nothing but harming students mentally and physically.

The mental effects of homework can be harmful as well.  Mental health issues are often ignored, even when schools can be the root of the problem.  An article from USA Today contained a quote from a licensed therapist and social worker named Cynthia Catchings, which reads, “ heavy workloads can also cause serious mental health problems in the long run, like anxiety and depression.”  Mental health problems are not beneficial in any way to education.  In fact, it makes it more difficult for students to focus and learn.  

Some studies have suggested that students should receive less homework.  To an extent, homework can help students in certain areas, such as math.  However, too much has detrimental impacts on their mental and physical health.  Emmy Kang, a mental health counselor, has a suggestion.  She mentioned, “I don’t think (we) should scrap homework; I think we should scrap meaningless, purposeless busy work-type homework. That’s something that needs to be scrapped entirely,” she says, encouraging teachers to be thoughtful and consider the amount of time it would take for students to complete assignments,” according to USA Today .  Students don’t have much control over the homework they receive, but if enough people could explain to teachers the negative impacts it has on them, they might be convinced.  Teachers need to realize that their students have other classes and other assignments to do.  While this may not work for everything, it would at least be a start, which would be beneficial to students.

The sole purpose of schools is to educate children and young adults to help them later on in life.  However, school curriculums have gone too far if hours of homework for each class are seen as necessary and beneficial to learning.  Many studies have shown that homework has harmful effects on students, so how does it make sense to keep assigning it?  At this rate, the amount of time spent on homework will increase in years to come, along with the effects of poor mental and physical health.  Currently, students do an average of 3 hours of homework, according to the Washington Post, and the estimated amount of teenagers suffering from at least one mental illness is 1 in 5, as Polaris Teen Center stated.  This is already bad enough–it’s worrisome to think it could get much worse.  Homework is not more important than physical or mental health, by any standards.

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Working from home has negatively impacted physical health and mental health, study finds

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What impact has working from home as a result of the COVID-19 pandemic had on our health? In a new study, researchers from USC have found that working from home has negatively impacted our physical health and mental health, increased work expectations and distractions, reduced our communications with co-workers and ultimately lessened our productivity.

The study finds that time spent at the workstation increased by approximately 1.5 hours, while most workers are likely to have less job satisfaction and increased neck pain when working from home. It also illustrates the differential impact of working from home for women, parents, and those with higher income.

Nearly 1,000 respondents participated in the survey regarding the impact of working from home on physical and mental well-being. Authored by Ph.D student Yijing Xiao, Burcin Becerik-Gerber, Dean's Professor of Civil and Environmental Engineering, Gale Lucas, a research Assistant Professor at the USC Institute for Creative Technologies and Shawn Roll, Associate Professor of Occupational Science and Occupational Therapy, the study was published in the Journal of Occupational and Environmental Medicine . Becerik-Gerber and Lucas are co-directors of The Center for Intelligent Environments at USC.

The survey was conducted during the early days of the pandemic. Responses regarding lifestyles, home office environments, and physical and mental well-being revealed the following about that first phase of the pandemic's "work from home" period:

• Over 64 percent of respondents claimed to have one or more new physical health issues
• Nearly 75 percent of those surveyed experienced one new mental health issue
• Female workers with annual salary less than 100k were more likely than male workers or workers with higher income to report two or more new physical and mental health issues
• Female workers had higher incidence of depression
• Parents with infants tended to have better mental well-being but also a higher chance of reporting a new mental health issue
• Having toddlers was affiliated with physical well-being but was also associated with more physical and mental health issues
• Living with at least one teenager lowered the risk of new health issues
• Nearly 3/4 of workers adjusted their work hours and more than 1/3 reported scheduling their work hours around others
• Workers who adjusted their work hours or schedule work around others were more likely to report new physical or mental health issues
• Pets did not appear to have impact on physical or mental health
• Workers decreased overall physical activity and physical exercise, combined with increased overall food intake
• Decreased physical and mental well-being was correlated with increased food or junk food intake
• Only one-third had a dedicated room for their work at home; at least 47. 6 percent shared their workspace with others

The authors suggest that having a dedicated work from home space would mitigate a number of negative impacts.

The quality of your home workspace is important; having a dedicated workspace signals to others that you are busy, and minimizes the chances of being distracted and interrupted. Increased satisfaction with the environmental quality factors in your workspace, such as lighting, temperature, is associated with a lower chance of having new health issues. In addition, knowing how to adjust your workspace helps with physical health." Burcin Becerik-Gerber, study's corresponding author

University of Southern California

Posted in: Medical Research News | Healthcare News

Tags: covid-19 , Depression , Exercise , Food , Junk Food , Medicine , Mental Health , Neck , Neck Pain , Occupational Therapy , Pain , Pandemic , pH , Physical Activity , Research

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Exploring How Does Homework Affect Students’ Health

By Happy Sharer

Introduction

Homework has long been a part of student life, with most teachers assigning work for their students to do outside of class. But as the amount of homework given to students continues to increase, it’s important to understand the impact that this extra work can have on a student’s health. This article will explore how homework affects students’ mental and physical health, the pros and cons of having too much homework, and the link between homework and academic achievement.

How Homework Impacts Mental and Physical Health of Students

The relationship between homework and stress levels in students is well-documented. When students are assigned too much work, they can become overwhelmed and anxious, leading to feelings of depression, anger, and frustration. In addition, students who are constantly struggling to meet deadlines may find themselves cutting back on sleep or skipping meals in order to finish their assignments. As a result, these students may be putting their physical and mental health at risk.

Excessive amounts of homework can also have a negative effect on student sleep patterns. With so much work to do, some students may find themselves staying up late in order to finish their assignments. This can lead to chronic sleep deprivation, which can cause fatigue, difficulty concentrating, and irritability. Furthermore, research has shown that poor sleep habits can lead to a decrease in academic performance.

Finally, the amount of homework a student has can have a direct impact on their academic performance. While some students may be able to manage their workload and still perform well, others may find that the extra work is too much and their grades begin to suffer. This can lead to feelings of inadequacy and low self-esteem, both of which can have serious consequences for a student’s overall wellbeing.

Pros and Cons of Having Too Much Homework

Although there are potential drawbacks to having too much homework, there are also a number of benefits. Completing homework can help students develop strong study habits and time management skills, which can be beneficial both in school and in other areas of life. Additionally, homework can help reinforce concepts learned in the classroom, allowing students to gain a deeper understanding of the material. Finally, completing homework can give students a sense of accomplishment and pride in their work.

However, there can be challenges associated with having too much homework. For example, some students may find it difficult to focus on their assignments when they are tired or overwhelmed. Additionally, students may struggle to complete their homework if they don’t have access to the resources they need, such as textbooks or computers. Finally, too much homework can take away from valuable time that could be spent engaging in activities that promote physical and mental health, such as exercise or socializing.

How Homework Can Contribute to Childhood Obesity

In addition to the mental and physical health impacts of homework, there is also evidence that it can contribute to childhood obesity. Studies have found that excessive amounts of homework can lead to a decrease in physical activity, as students may be spending less time playing outdoors or participating in physical activities. Additionally, students may be skipping meals in order to finish their assignments, which can lead to unhealthy eating habits and weight gain.

Furthermore, research has shown that students who are assigned more than an hour of homework per night are more likely to be overweight or obese than those who have less homework. This suggests that the amount of homework a student has can have a direct impact on their health and wellbeing.

Investigating the Link Between Homework and Academic Achievement

Finally, it is important to examine the link between homework and academic achievement. While some studies have suggested that there is a correlation between completing homework and improved grades, other research has found no significant link between the two. Additionally, some experts have argued that the amount of homework a student completes does not necessarily equate to improved academic performance.

In fact, some researchers have suggested that too much homework can actually have a negative effect on student achievement. This is because students who are overloaded with assignments may be unable to complete all of their work, leading to lower grades. Additionally, students may become overwhelmed and frustrated with their workload, which can lead to decreased motivation and a lack of interest in learning.

In conclusion, it is clear that homework can have both positive and negative effects on students’ health. While completing homework can help students develop strong study habits and reinforce concepts learned in the classroom, it can also lead to increased stress levels, sleep deprivation, and decreased physical activity. Additionally, there appears to be a link between the amount of homework a student has and their academic performance, though the exact nature of this relationship is still unclear. To ensure that students are able to reap the benefits of homework while avoiding any potential pitfalls, it is important to strike a balance between work and play.

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Hi, I'm Happy Sharer and I love sharing interesting and useful knowledge with others. I have a passion for learning and enjoy explaining complex concepts in a simple way.

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What Happens When You Don't Ejaculate (Release Sperm) for a Long Time?

Wendy Wisner is freelance journalist and international board certified lactation consultant (IBCLC). She has written about all things pregnancy, maternal/child health, parenting, and general health and wellness.

• Side Effects

Benefits of Not Ejaculating

Benefits of ejaculating.

• Side Effects of Frequent Ejaculation

When To See a Healthcare Provider

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Ejaculation refers to semen being released from the penis during orgasm. There are many reasons why someone may not ejaculate for a long time. Some people do it intentionally for personal or religious reasons. Some people abstain to increase their sperm count for fertility purposes. Other people may have a health condition that makes ejaculation difficult or impossible.

The effects of not ejaculating haven’t been studied extensively, but there is no evidence that doing so—even for extensive periods—is harmful. There are no known negative side effects of not ejaculating. That said, if you are unable to ejaculate, or are having trouble ejaculating, it’s important to see a healthcare provider to find out if you have an underlying health condition that may be causing this.

Reasons You're Not Ejaculating

There are several reasons why someone may not be ejaculating. Sometimes the reasons are intentional, and sometimes they are not.

Intentionally Abstaining

Whether or not to engage in sexual activity or masturbation is a personal choice. Some people make mindful choices not to ejaculate for specific periods or extended periods. For example:

• Many religions advise abstention from masturbation or sexual activity.
• Someone may also choose not to ejaculate for personal reasons or as a part of a spiritual journey.
• Healthcare providers might recommend abstaining from ejaculating for several days while trying to conceive or before fertility treatments .

Delayed Ejaculation

A sexual disorder called delayed ejaculation can be the cause of not ejaculating. Delayed ejaculation is defined as either a delay in the ability to ejaculate or a complete inability to ejaculate.

Delayed ejaculation is not common and experts aren’t sure what causes it. It used to be believed that relationship issues or psychological issues cause delayed ejaculation. It might be caused by endocrine, genetic, or neurobiological conditions, or it might be a medication side effect. Endocrine conditions are hormone-related, such as low testosterone.

Retrograde Ejaculation

Retrograde ejaculation is when semen is not expelled through the penis during orgasm, but enters the bladder instead. This is often referred to as a “dry orgasm” because you experience an orgasm, but you see a very low volume of semen or no semen at all.

Conditions like diabetes, previous pelvic surgeries, neurological conditions, and bladder malformations can cause retrograde ejaculation. It may also be a side effect of certain medications.

Anejaculation

Anejaculation is when you don’t ejaculate at all during sexual activity. A person with anejaculation experiences erections without ejaculation. However, they may ejaculate during nocturnal emissions (wet dreams) or while masturbating.

There are various potential causes of anejaculation, including health conditions like spinal cord injuries, diabetes, and multiple sclerosis. Potential psychological causes include a lack of body awareness, guilt or shame about sex, and performance anxiety .

People with male reproductive organs can ejaculate and produce sperm for their entire lives—there isn’t a particular age where this ability goes away. However, similarly to people with female reproductive organs, reproductive capacity decreases as they age. As such, it can be more difficult to experience erections and orgasms/ejaculations as they get older.

Side Effects of Not Ejaculating for a Long Time

There is nothing inherently harmful about not ejaculating for a long time. There are no known dangerous physical or psychological side effects. However, some general side effects are possible for certain individuals.

Physical Effects

Testes constantly produce sperm. If you don’t ejaculate it, the sperm becomes reabsorbed into the body. Some people are concerned that you will get “blue balls” if you don’t ejaculate, or pain due to sexual arousal that doesn’t end in orgasm. However, there are no known medical problems associated with this phenomenon, and any discomfort resolves without intervention.

Psychological Effects

The mental health effects of not ejaculating or abstaining from ejaculating aren’t well-researched at this time. However, many people report different emotions when they haven’t ejaculated for a long period of time. Some people might experience clarity or peace of mind , while others may report feeling more irritated or distressed.

People who experience ejaculated-related health problems, such as delayed ejaculation or anejaculation, may experience relationship stress, or anxiety surrounding sexual contact and sexual desire.

There are no reported benefits of not ejaculating, and the benefits of this practice have not been studied. Nevertheless, people who intentionally refrain may report benefits, such as mental and emotional balance, decreased fixation on sex, increased energy, and stress relief.

While many people abstain from ejaculating for several days while trying to conceive, or going through fertility treatments, the effectiveness of this practice is not clear. Research has found that abstaining from ejaculating for several days increases sperm count and semen volume. It’s less clear if this practice is helpful for other sperm aspects, such as motility (movement speed), vitality, and morphology (sperm shape).

Again, the mental health benefits of ejaculating or not ejaculating are not well studied. Still, there are some immediate benefits to experiencing orgasm, including reduced stress, improved mood, and even pain relief.

There is some evidence that ejaculation frequency might be protective against developing prostate cancer . For example, one 2016 study found that participants who reported higher rates of ejaculation were less likely to be diagnosed with prostate cancer.

Side Effects of Ejaculating Too Frequently

It’s normal to ejaculate frequently, and ejaculating daily or even several times a day has no known negative side effects. Ejaculating frequently may cause certain side effects, such as chafing of the skin (usually from masturbation specifically) or fatigue .

Some people may be concerned that frequent ejaculation may cause sex addiction or other sexual disorders. While the exact causes of sex addiction haven’t been identified yet, it is not thought to be caused by excessive masturbation or sexual activity. On the other hand, excessive masturbation or sexual activity may be a symptom of a sex addiction.

Masturbating frequently might affect sexual function, leading to issues like sexual desensitization, where you become less sensitive to sexual stimulation. Some people who masturbate frequently experience trouble getting erections or reaching orgasm through other forms of sexual activity.

It’s normal for some people to not ejaculate for a long time. In most cases, it will not cause physical or psychological harm.

See a healthcare provider if you have any concerns about your ejaculation patterns. If you are intentionally not masturbating because of guilt or shame about sex or masturbation, you may want to speak to a therapist about your feelings and concerns.

Conditions like diabetes, multiple sclerosis, and sexual disorders can result in an inability to ejaculate. Endocrine disorders, neurological disorders, and medication side effects may also cause these symptoms. A healthcare provider can evaluate you for any underlying medical conditions and discuss treatment plans.

A Quick Review

Not ejaculating for several days, weeks, or even longer, is not damaging to your health. Some people abstain from ejaculating for religious reasons, personal reasons, or to increase sperm count while trying to conceive .

If you are unable to ejaculate, you may have an underlying medical condition causing these symptoms. It's important to visit your healthcare provider for an evaluation.

Albobali Y, Madi MY. Masturbatory guilt leading to severe depression . Cureus . 2021;13(3):e13626. doi:10.7759/cureus.13626

Hanson BM, Aston KI, Jenkins TG, et al. The impact of ejaculatory abstinence on semen analysis parameters: A systematic review . J Assist Reprod Genet . 2018;35(2):213-220. doi:10.1007/s10815-017-1086-0

Gopalakrishnan R, Thangadurai P, Kuruvilla A, et al. Situational psychogenic anejaculation: A case study . Indian J Psychol Med . 2014;36(3):329-331. doi:10.4103/0253-7176.135393

Abdel-Hamid IA, Ali OI. Delayed ejaculation: Pathophysiology, diagnosis, and treatment . World J Mens Health . 2018;36(1):22-40. doi:10.5534/wjmh.17051

Society for Male Reproduction and Urology. Treatment options for patients with ejaculatory dysfunction .

Gunes S, Hekim GN, Arslan MA, et al. Effects of aging on the male reproductive system . J Assist Reprod Genet . 2016;33(4):441-454. doi:10.1007/s10815-016-0663-y

MedlinePlus. Sperm release pathway .

Levang S, Henkelman M, Neish R, et al. “Blue balls” and sexual coercion: A survey study of genitopelvic pain after sexual arousal without orgasm and its implications for sexual advances . Sex Med . 2023;11(2):qfad016. doi:10.1093/sexmed/qfad016

Mascherek A, Reidick MC, Gallinat J, et al. Is ejaculation frequency in men related to general and mental health? Looking back and looking forward . Front Psychol . 2021;12:693121. doi:10.3389/fpsyg.2021.693121

MedlinePlus. Delayed ejaculation .

Gianotten WL. The Health Benefits of Sexual Expression . In: Geuens S, Polona Mivšek A, Gianotten W. (eds). Midwifery and Sexuality . doi:10.1007/978-3-031-18432-1_4

Rider JR, Wilson KM, Sinnott JA, et al. Ejaculation frequency and risk of prostate cancer: Updated results with an additional decade of follow-up . Eur Urol . 2016;70(6):974-982. doi:10.1016/j.eururo.2016.03.027

Fong TW. Understanding and managing compulsive sexual behaviors . Psychiatry (Edgmont) . 2006;3(11):51-58.

Huang S, Niu C, Santtila P. Masturbation frequency and sexual function in individuals with and without sexual partners . Sexes . 2022; 3(2):229-243. doi:10.3390/sexes3020018

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What Do We Know About Healthy Aging?

Many factors influence healthy aging. Some of these, such as genetics, are not in our control. Others — like exercise, a healthy diet, going to the doctor regularly, and taking care of our mental health — are within our reach. Research supported by NIA and others has identified actions you can take to help manage your health, live as independently as possible, and maintain your quality of life as you age. Read on to learn more about the research and the steps you can take to promote healthy aging.

On this page:

Taking care of your physical health

Taking care of your mental health, taking care of your cognitive health.

While scientists continue to actively research how to slow or prevent age-related declines in physical health, they’ve already discovered multiple ways to improve the chances of maintaining optimal health later in life. Taking care of your physical health involves staying active, making healthy food choices, getting enough sleep, limiting your alcohol intake, and proactively managing your health care. Small changes in each of these areas can go a long way to support healthy aging.

Get moving: Exercise and physical activity

A study of adults 40 and older found that taking 8,000 steps or more per day, compared to only taking 4,000 steps, was associated with a 51% lower risk of death from all causes. You can increase the number of steps you get each day by doing activities that keep your body moving, such as gardening, walking the dog, and taking the stairs instead of the elevator.

Although it has many other benefits, exercise is an essential tool for maintaining a healthy weight. Adults with obesity have an increased risk of death, disability, and many diseases such as type 2 diabetes and high blood pressure. However, thinner is not always healthier either. Being or becoming too thin as an older adult can weaken your immune system, increase the risk of bone fracture, and in some cases may be a symptom of disease. Both obesity and underweight conditions can lead to loss of muscle mass, which may cause a person to feel weak and easily worn out.

As people age, muscle function often declines. Older adults may not have the energy to do everyday activities and can lose their independence. However, exercise can help older adults maintain muscle mass as they age. In a 2019 investigation of data from NIA’s Baltimore Longitudinal Study of Aging , researchers found that moderate to vigorous physical activity is strongly associated with muscle function, regardless of age. This suggests that exercise may be able to prevent age-related decline in muscle function.

In addition to helping older adults live better, maintaining muscle mass can help them live longer. In another study , researchers found that in adults older than 55, muscle mass was a better predictor of longevity than was weight or body mass index (BMI).

What can you do?

Although many studies focus on the effects of physical activity on weight and BMI, research has found that even if you’re not losing weight, exercise can still help you live longer and better. There are many ways to get started . Try being physically active in short spurts throughout the day or setting aside specific times each week to exercise. Many activities, such as brisk walking or yoga, are free or low cost and do not require special equipment. As you become more active, you will start feeling energized and refreshed after exercising instead of exhausted. The key is to find ways to get motivated and get moving.

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Healthy eating: Make smart food choices

Much of the research shows that the Mediterranean-style eating pattern, which includes fresh produce, whole grains, and healthy fats, but less dairy and more fish than a traditional American diet, may have a positive impact on health. A 2021 study analyzing the eating patterns of more than 21,000 participants found that people closely following the Mediterranean-style pattern had a significantly lower risk of sudden cardiac death .

A low-salt diet called Dietary Approaches to Stop Hypertension (DASH) has also been shown to deliver significant health benefits. Studies testing the DASH diet found that it lowers blood pressure, helps people lose weight, and reduces the risk of type 2 diabetes and heart disease.

Yet another eating pattern that may support healthy aging is the MIND diet, which combines a Mediterranean-style eating pattern with DASH. Researchers have found that people who closely follow the MIND diet have better overall cognition — the ability to clearly think, learn, and remember — compared to those with other eating styles.

Try starting with small changes by adopting one or two aspects of the Mediterranean-style eating pattern or MIND diet. Several studies have shown that incorporating even a part of these eating patterns, such as more fish or more leafy greens, into your daily eating habits can improve health outcomes. One study of 182 older adults with frequent migraines found that a diet lower in vegetable oil and higher in fatty fish could reduce migraine headaches . Another study that followed almost 1,000 older adults over five years found that consumption of green leafy vegetables was significantly associated with slower cognitive decline .

Even if you haven’t thought much about healthy eating until recently, changing your diet now can still improve your well-being as an older adult. If you are concerned about what you eat, talk with your doctor about ways you can make better food choices.

Learn more about healthy eating and smart food choices for healthy aging .

Getting a good night’s sleep

Sleep quality matters for memory and mood. In one study of adults older than 65, researchers found that those who had poor sleep quality had a harder time problem-solving and concentrating than those who got good quality sleep. Another study , which looked at data from nearly 8,000 people, showed that those in their 50s and 60s who got six hours of sleep or less a night were at a higher risk of developing dementia later in life. This may be because inadequate sleep is associated with the buildup of beta-amyloid , a protein involved in Alzheimer’s disease. Poor sleep may also worsen depression symptoms in older adults. Emerging evidence suggests that older adults who were diagnosed with depression in the past, and do not get quality sleep, may be more likely to experience their depression symptoms again.

More generally, a 2021 study found that older adults who did not sleep well and napped often were at greater risk of dying within the next five years. Conversely, getting good sleep is associated with lower rates of insulin resistance, heart disease, and obesity. Sleep can also improve your creativity and decision-making skills, and even your blood sugar levels .

There are many things you can do to help you sleep better, such as following a regular sleep schedule. Try to fall asleep and get up at the same time each day. Avoid napping late in the day, as this may keep you awake at night. Exercise can help you sleep better, too, if it isn’t too close to bedtime. Research suggests that behavioral interventions, such as mindfulness meditation , can also improve sleep quality.

Learn more about how to get a good night’s sleep and check out this infographic .

Quit smoking

It doesn’t matter how old you are or how long you’ve been smoking, research confirms that even if you’re 60 or older and have been smoking for decades, quitting will improve your health. Quitting smoking at any age will:

• Lower your risk of cancer, heart attack, stroke, and lung disease
• Improve your blood circulation
• Improve your sense of taste and smell
• Increase your ability to exercise
• Set a healthy example for others

One study found that among men 55 to 74 years old and women 60 to 74 years old, current smokers were three times more likely to die within the six-year follow-up period than those who had never smoked.

If you smoke, quit. Quitting smoking is good for your health and may add years to your life. One study of nearly 200,000 people demonstrated that older adults who quit smoking between the ages of 45 and 54 lived about six years longer compared to those who continued to smoke. Adults who quit between the ages of 55 to 64 lived about four years longer. It is never too late to stop smoking and reap the benefits of breathing easier, having more energy, saving money, and improving your health.

Read more about how to quit smoking as an older adult.

Alcohol and other substances

Like all adults, older adults should avoid or limit alcohol consumption. In fact, aging can lead to social and physical changes that make older adults more susceptible to alcohol misuse and abuse and more vulnerable to the consequences of alcohol. Alcohol dependence or heavy drinking affects every organ in the body, including the brain.

A comprehensive study from the National Institute on Alcohol Abuse and Alcoholism shows that alcohol consumption among older adults, especially women, is on the rise. The researchers also found evidence that certain brain regions show signs of premature aging in alcohol-dependent men and women. In addition, heavy drinking for extended periods of time in older adults may contribute to poor heart health, as shown in this 2016 study . These studies suggest that stopping or limiting the use of alcohol could improve heart health and prevent the accelerated aging seen with heavy alcohol use.

In addition to being cautious with alcohol, older adults and their caregivers should be aware of other substances that can be misused or abused. Because older adults are commonly prescribed opioids for pain and benzodiazepines for anxiety or trouble sleeping, they may be at risk for misuse and dependence on these substances. One study of adults age 50 and older showed that misuse of prescription opioids or benzodiazepines is associated with thoughts of suicide.

Learn about the current U.S. guidelines for drinking and when to avoid alcohol altogether. It’s important to be aware of how much you are drinking and the harm that drinking can cause. If you or a loved one needs help with substance abuse or alcohol use, talk with your doctor or a mental health professional. You can also try finding a support group for older adults with substance or alcohol abuse issues.

Learn about substance use in older adults and get tips on how to stop drinking alcohol or drink less alcohol .

Go to the doctor regularly

In recent years, scientists have developed and improved upon laboratory, imaging, and similar biological tests that help uncover and monitor signs of age-related disease. Harmful changes in the cells and molecules of your body may occur years before you start to experience any symptoms of disease. Tests that detect these changes can help medical professionals diagnose and treat disease early, improving health outcomes.

Visit the doctor at least yearly and possibly more depending on your health. You cannot reap the benefits of medical advancements without regular trips to the doctor for physical exams and other tests. Regular screenings can uncover diseases and conditions you may not yet be aware of, such as diabetes, cancer, and cardiovascular disease. If you only seek medical attention when you’re experiencing symptoms, you may lose the chance of having your doctor catch a disease in its earliest stages, when it would be most treatable. Regular check-ups can help ensure you could start treatment months or years earlier than would have been possible otherwise.

Read about how you can make the most of your appointment with your doctor .

Mental health, or mental wellness, is essential to your overall health and quality of life. It affects how we think, feel, act, make choices, and relate to others. Managing social isolation, loneliness, stress, depression, and mood through medical and self-care is key to healthy aging.

Social isolation and loneliness

Several recent studies show that older adults who are socially isolated or feel lonely are at higher risk for heart disease, depression, and cognitive decline. A 2021 study of more than 11,000 adults older than age 70 found that loneliness was associated with a greater risk of heart disease. Another  recent study found that socially isolated older adults experienced more chronic lung conditions and depressive symptoms compared to older adults with social support.

Feeling lonely can also impact memory. A study of more than 8,000 adults older than 65 found that loneliness was linked to faster cognitive decline.

Research also shows that being socially active can benefit older adults. A study of more than 3,000 older adults found that making new social contacts was associated with improved self-reported physical and psychological well-being. Being social may also help you reach your exercise goals. A 2019 study found that older adults who had regular contact with friends and family were more physically active than those who did not.

Staying connected with others may help boost your mood and improve your overall well-being. Stay in touch with family and friends in person or over the phone. Scheduling time each day to connect with others can help you maintain connections. Meet new people by taking a class to learn something new or hone a skill you already have.

Learn about loneliness and social isolation and get tips for how to stay connected.

Stress is a natural part of life and comes in many forms. Sometimes stress arises from difficult events or circumstances. Positive changes, like the birth of a grandchild or a promotion, can cause stress too. Research shows that constant stress can change the brain , affect memory, and increase the risk of developing Alzheimer’s or related dementias.

Older adults are at particular risk for stress and stress-related problems. A recent study examined how levels of the stress hormone cortisol change over time. Researchers have found that cortisol levels in a person’s body increase steadily after middle-age, and that this age-related increase in stress may drive changes in the brain. A meta-analysis funded by the National Institute of Mental Health supports the notion that stress and anxiety rewire the brain in ways that can impact memory, decision-making, and mood.

Finding ways to lower stress and increase emotional stability may support healthy aging. In an analysis of data from the Baltimore Longitudinal Study of Aging, scientists followed 2,000 participants for more than five decades, monitoring their mood and health. The data reveal that individuals who were emotionally stable lived on average three years longer than those who had a tendency toward being in a negative or anxious emotional state. Long-term stress also may contribute to or worsen a range of health problems, including digestive disorders, headaches, and sleep disorders.

You can help manage stress with meditation techniques, physical activity, and by participating in activities you enjoy . Keeping a journal may also help you identify and challenge negative and unhelpful thoughts. Reach out to friends and family who can help you cope in a positive way.

Read about more ways to manage stress .

Depression and overall mood

Although different than depression, which is a serious medical disorder, mood changes can also influence aging. A 2020 longitudinal study demonstrated a link between positive mood and better cognitive control. Further studies are necessary to determine whether changes that improve mood could improve cognition. The way you think about aging can also make a difference. Research shows that whether you hold negative or positive views about aging may impact health as you age. Negative beliefs about aging may increase undesirable health outcomes , Alzheimer’s disease biomarkers , and cellular aging . Meanwhile, positive beliefs about aging may decrease the risk of developing dementia and obesity .

Depression , even when severe, can be treated. As soon as you begin noticing signs, it’s important to get evaluated by a health care professional. In addition to deep sadness or numbness, lack of sleep and loss of appetite are also common symptoms of depression in older adults. If you think you or a loved one may have depression, start by making an appointment to see your doctor or health care provider. If you are thinking of harming yourself, get help immediately — call or text the 24-hour 988 Suicide & Crisis Lifeline  at  988 or 800-273-TALK (800-273-8255) . For TTY, use your preferred relay service or dial 711 then 988 .

Leisure activities and hobbies

Research on music, theater, dance, creative writing, and other participatory arts shows promise for improving older adults’ quality of life and well-being, from better cognitive function, memory, and self-esteem to reduced stress and increased social interaction. Even hobbies as simple as taking care of a pet can improve your health. According to a 2020 study , pet ownership (or regular contact with pets) was associated with better cognitive function, and in some cases, better physical function.

Look for opportunities to participate in activities. Get out and about by going to a sporting event, trying a new restaurant, or visiting a museum. Learn how to cook or play a musical instrument. Consider volunteering at a school, library, or hospital to become more active in your community.

Learn more about participating in activities you enjoy .

Cognition — the ability to clearly think, learn, and remember — often changes as we age. Although some people develop Alzheimer’s or other types of dementia, many older adults experience more modest changes in memory and thinking. Research shows that healthy eating, staying active, and learning new skills may help keep older adults cognitively healthy.

How different factors affect cognitive health

If you think your daily choices don’t make a difference, data from an NIH study with 3,000 participants show otherwise. Researchers scored participants on five healthy lifestyle factors, all of which have important health benefits:

• At least 150 minutes per week of moderate- to vigorous-intensity physical activity
• Not smoking
• Not drinking heavily
• A high-quality, Mediterranean-style diet
• Engagement in mentally stimulating activities, such as reading, writing letters, and playing games

The findings show that making these small, daily changes can add up to significant health benefits. Those who followed at least four of these healthy lifestyle behaviors had a 60% lower risk of developing Alzheimer’s. Even practicing just two or three activities lowered the risk by 37%. While results from observational studies such as this one cannot prove cause and effect, they point to how a combination of modifiable behaviors may mitigate Alzheimer's risk and identify promising avenues to be tested in clinical trials.

New clinical trials are also testing the benefits of tightly controlling blood pressure on healthy aging. These trials are based on a 2019 study , with data supporting the idea that intensive blood pressure control may slow age-related brain damage and even mild cognitive impairment, which can increase the risk for Alzheimer’s or a related dementia.

Researchers continue work to understand how we might prevent Alzheimer’s and other forms of age-related cognitive decline. NIA is currently funding more than 350 active clinical trials on Alzheimer’s and related dementias, 100 of which use nondrug interventions , such as exercise, diet, cognitive training, sleep, or combination therapies.

Read about what we know about preventing Alzheimer’s disease .

How cognitive training affects health outcomes

But there is some evidence that exercising your brain by learning a new skill can improve memory function. A study of adults 60 and older showed that sustained engagement in cognitively demanding, novel activity enhanced memory function. In particular, the new skills learned in this study were 1) learning how to use computer software to edit photos and 2) learning how to quilt. Learning a new game, instrument, craft, or other skill can be fun and may have the added benefit of staving off memory loss as you age.

Learn more about cognitive health .

Taking care of your physical, mental, and cognitive health is important for healthy aging. Even making small changes in your daily life can help you live longer and better. In general, you can support your physical health by staying active, eating and sleeping well, and going to the doctor regularly. Take care of your mental health by interacting with family and friends, trying to stay positive, and participating in activities you enjoy. Taking steps to achieve better physical and mental health may reduce your risk for Alzheimer’s and related dementias as you age.

There is still a lot to learn, though, about how people age and what habits support healthy aging. Scientists are exploring these questions with studies that look at physical, mental, and cognitive health. You can be a part of scientific progress by joining a clinical trial or research study in person or online. All types of volunteers are needed, including caregivers, older adults with medical conditions, and those who are healthy.

To explore all trials funded by NIH, visit ClinicalTrials.gov . To find Alzheimer’s and related dementias research studies, visit the Clinical Trials Finder at Alzheimers.gov . Every treatment available today is due to people like you who choose to participate in clinical research.

Learn more about clinical trials .

You may also be interested in

• Learning about heart health and aging
• Exploring vitamins and minerals for older adults
• Finding tips for getting a good night's sleep

Sign up for e-alerts about healthy aging

For more information.

NIA Information Resource Center 800-222-2225 [email protected] www.nia.nih.gov

NIA Alzheimer’s and related Dementias Education and Referral (ADEAR) Center 800-438-4380 [email protected] www.nia.nih.gov/alzheimers The NIA ADEAR Center offers information and free print publications about Alzheimer’s and related dementias for families, caregivers, and health professionals. ADEAR Center staff answer telephone, email, and written requests and make referrals to local and national resources.

This content is provided by the NIH National Institute on Aging (NIA). NIA scientists and other experts review this content to ensure it is accurate and up to date.

Content reviewed: February 23, 2022

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