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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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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."

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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'

11 Surprising Homework Statistics, Facts & Data

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

Learn about our Editorial Process

The age-old question of whether homework is good or bad for students is unanswerable because there are so many “ it depends ” factors.

For example, it depends on the age of the child, the type of homework being assigned, and even the child’s needs.

There are also many conflicting reports on whether homework is good or bad. This is a topic that largely relies on data interpretation for the researcher to come to their conclusions.

To cut through some of the fog, below I’ve outlined some great homework statistics that can help us understand the effects of homework on children.

Homework Statistics List

1. 45% of parents think homework is too easy for their children.

A study by the Center for American Progress found that parents are almost twice as likely to believe their children’s homework is too easy than to disagree with that statement.

Here are the figures for math homework:

• 46% of parents think their child’s math homework is too easy.
• 25% of parents think their child’s math homework is not too easy.
• 29% of parents offered no opinion.

Here are the figures for language arts homework:

• 44% of parents think their child’s language arts homework is too easy.
• 28% of parents think their child’s language arts homework is not too easy.
• 28% of parents offered no opinion.

These findings are based on online surveys of 372 parents of school-aged children conducted in 2018.

2. 93% of Fourth Grade Children Worldwide are Assigned Homework

The prestigious worldwide math assessment Trends in International Maths and Science Study (TIMSS) took a survey of worldwide homework trends in 2007. Their study concluded that 93% of fourth-grade children are regularly assigned homework, while just 7% never or rarely have homework assigned.

3. 17% of Teens Regularly Miss Homework due to Lack of High-Speed Internet Access

A 2018 Pew Research poll of 743 US teens found that 17%, or almost 2 in every 5 students, regularly struggled to complete homework because they didn’t have reliable access to the internet.

This figure rose to 25% of Black American teens and 24% of teens whose families have an income of less than $30,000 per year.

4. Parents Spend 6.7 Hours Per Week on their Children’s Homework

A 2018 study of 27,500 parents around the world found that the average amount of time parents spend on homework with their child is 6.7 hours per week. Furthermore, 25% of parents spend more than 7 hours per week on their child’s homework.

American parents spend slightly below average at 6.2 hours per week, while Indian parents spend 12 hours per week and Japanese parents spend 2.6 hours per week.

5. Students in High-Performing High Schools Spend on Average 3.1 Hours per night Doing Homework

A study by Galloway, Conner & Pope (2013) conducted a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California. 

Across these high-performing schools, students self-reported that they did 3.1 hours per night of homework.

Graduates from those schools also ended up going on to college 93% of the time.

6. One to Two Hours is the Optimal Duration for Homework

A 2012 peer-reviewed study in the High School Journal found that students who conducted between one and two hours achieved higher results in tests than any other group.

However, the authors were quick to highlight that this “t is an oversimplification of a much more complex problem.” I’m inclined to agree. The greater variable is likely the quality of the homework than time spent on it.

Nevertheless, one result was unequivocal: that some homework is better than none at all : “students who complete any amount of homework earn higher test scores than their peers who do not complete homework.”

7. 74% of Teens cite Homework as a Source of Stress

A study by the Better Sleep Council found that homework is a source of stress for 74% of students. Only school grades, at 75%, rated higher in the study.

That figure rises for girls, with 80% of girls citing homework as a source of stress.

Similarly, the study by Galloway, Conner & Pope (2013) found that 56% of students cite homework as a “primary stressor” in their lives.

8. US Teens Spend more than 15 Hours per Week on Homework

The same study by the Better Sleep Council also found that US teens spend over 2 hours per school night on homework, and overall this added up to over 15 hours per week.

Surprisingly, 4% of US teens say they do more than 6 hours of homework per night. That’s almost as much homework as there are hours in the school day.

The only activity that teens self-reported as doing more than homework was engaging in electronics, which included using phones, playing video games, and watching TV.

9. The 10-Minute Rule

The National Education Association (USA) endorses the concept of doing 10 minutes of homework per night per grade.

For example, if you are in 3rd grade, you should do 30 minutes of homework per night. If you are in 4th grade, you should do 40 minutes of homework per night.

However, this ‘rule’ appears not to be based in sound research. Nevertheless, it is true that homework benefits (no matter the quality of the homework) will likely wane after 2 hours (120 minutes) per night, which would be the NEA guidelines’ peak in grade 12.

10. 21.9% of Parents are Too Busy for their Children’s Homework

An online poll of nearly 300 parents found that 21.9% are too busy to review their children’s homework. On top of this, 31.6% of parents do not look at their children’s homework because their children do not want their help. For these parents, their children’s unwillingness to accept their support is a key source of frustration.

11. 46.5% of Parents find Homework too Hard

The same online poll of parents of children from grades 1 to 12 also found that many parents struggle to help their children with homework because parents find it confusing themselves. Unfortunately, the study did not ask the age of the students so more data is required here to get a full picture of the issue.

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Interpreting the Data

Unfortunately, homework is one of those topics that can be interpreted by different people pursuing differing agendas. All studies of homework have a wide range of variables, such as:

• What age were the children in the study?
• What was the homework they were assigned?
• What tools were available to them?
• What were the cultural attitudes to homework and how did they impact the study?
• Is the study replicable?

The more questions we ask about the data, the more we realize that it’s hard to come to firm conclusions about the pros and cons of homework .

Furthermore, questions about the opportunity cost of homework remain. Even if homework is good for children’s test scores, is it worthwhile if the children consequently do less exercise or experience more stress?

Thus, this ends up becoming a largely qualitative exercise. If parents and teachers zoom in on an individual child’s needs, they’ll be able to more effectively understand how much homework a child needs as well as the type of homework they should be assigned.

Related: Funny Homework Excuses

The debate over whether homework should be banned will not be resolved with these homework statistics. But, these facts and figures can help you to pursue a position in a school debate on the topic – and with that, I hope your debate goes well and you develop some great debating skills!

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Number Games for Kids (Free and Easy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Word Games for Kids (Free and Easy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Outdoor Games for Kids
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 50 Incentives to Give to Students

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By submitting my email address. i certify that i am 13 years of age or older, agree to recieve marketing email messages from the princeton review, and agree to terms of use., homework wars: high school workloads, student stress, and how parents can help.

Studies of typical homework loads vary : In one, a Stanford researcher found that more than two hours of homework a night may be counterproductive. The research , conducted among students from 10 high-performing high schools in upper-middle-class California communities, found that too much homework resulted in stress, physical health problems and a general lack of balance.

Additionally, the  2014 Brown Center Report on American Education , found that with the exception of nine-year-olds, the amount of homework schools assign has remained relatively unchanged since 1984, meaning even those in charge of the curricula don't see a need for adding more to that workload.

But student experiences don’t always match these results. On our own Student Life in America survey, over 50% of students reported feeling stressed, 25% reported that homework was their biggest source of stress, and on average teens are spending one-third of their study time feeling stressed, anxious, or stuck.

The disparity can be explained in one of the conclusions regarding the Brown Report:

Of the three age groups, 17-year-olds have the most bifurcated distribution of the homework burden. They have the largest percentage of kids with no homework (especially when the homework shirkers are added in) and the largest percentage with more than two hours.

So what does that mean for parents who still endure the homework wars at home?

Read More: Teaching Your Kids How To Deal with School Stress

It means that sometimes kids who are on a rigorous college-prep track, probably are receiving more homework, but the statistics are melding it with the kids who are receiving no homework. And on our survey, 64% of students reported that their parents couldn’t help them with their work. This is where the real homework wars lie—not just the amount, but the ability to successfully complete assignments and feel success.

Parents want to figure out how to help their children manage their homework stress and learn the material.

Our Top 4 Tips for Ending Homework Wars

1. have a routine..

Every parenting advice article you will ever read emphasizes the importance of a routine. There’s a reason for that: it works. A routine helps put order into an often disorderly world. It removes the thinking and arguing and “when should I start?” because that decision has already been made. While routines must be flexible to accommodate soccer practice on Tuesday and volunteer work on Thursday, knowing in general when and where you, or your child, will do homework literally removes half the battle.

2. Have a battle plan.

Overwhelmed students look at a mountain of homework and think “insurmountable.” But parents can look at it with an outsider’s perspective and help them plan. Put in an extra hour Monday when you don’t have soccer. Prepare for the AP Chem test on Friday a little at a time each evening so Thursday doesn’t loom as a scary study night (consistency and repetition will also help lock the information in your brain). Start reading the book for your English report so that it’s underway. Go ahead and write a few sentences, so you don’t have a blank page staring at you. Knowing what the week will look like helps you keep calm and carry on.

3. Don’t be afraid to call in reserves.

You can’t outsource the “battle” but you can outsource the help ! We find that kids just do better having someone other than their parents help them —and sometimes even parents with the best of intentions aren’t equipped to wrestle with complicated physics problem. At The Princeton Review, we specialize in making homework time less stressful. Our tutors are available 24/7 to work one-to-one in an online classroom with a chat feature, interactive whiteboard, and the file sharing tool, where students can share their most challenging assignments.

4. Celebrate victories—and know when to surrender.

Students and parents can review completed assignments together at the end of the night -- acknowledging even small wins helps build a sense of accomplishment. If you’ve been through a particularly tough battle, you’ll also want to reach reach a cease-fire before hitting your bunk. A war ends when one person disengages. At some point, after parents have provided a listening ear, planning, and support, they have to let natural consequences take their course. And taking a step back--and removing any pressure a parent may be inadvertently creating--can be just what’s needed.

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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 whether 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 producing 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 , suggesting that reducing workload outside of class may benefit sleep and mental fitness .

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 well 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 students’ overall academic performance.

2. Potential Physiological 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 other 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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School Stress Takes A Toll On Health, Teens And Parents Say

Patti Neighmond

Colleen Frainey, 16, of Tualatin, Ore., cut back on advanced placement classes in her junior year because the stress was making her physically ill. Toni Greaves for NPR hide caption

Colleen Frainey, 16, of Tualatin, Ore., cut back on advanced placement classes in her junior year because the stress was making her physically ill.

When high school junior Nora Huynh got her report card, she was devastated to see that she didn't get a perfect 4.0.

Nora "had a total meltdown, cried for hours," her mother, Jennie Huynh of Alameda, Calif., says. "I couldn't believe her reaction."

Nora is doing college-level work, her mother says, but many of her friends are taking enough advanced classes to boost their grade-point averages above 4.0. "It breaks my heart to see her upset when she's doing so awesome and going above and beyond."

And the pressure is taking a physical toll, too. At age 16, Nora is tired, is increasingly irritated with her siblings and often suffers headaches, her mother says.

Teens Talk Stress

When NPR asked on Facebook if stress is an issue for teenagers, they spoke loud and clear:

• "Academic stress has been a part of my life ever since I can remember," wrote Bretta McCall, 16, of Seattle. "This year I spend about 12 hours a day on schoolwork. I'm home right now because I was feeling so sick from stress I couldn't be at school. So as you can tell, it's a big part of my life!"
• "At the time of writing this, my weekend assignments include two papers, a PowerPoint to go with a 10-minute presentation, studying for a test and two quizzes, and an entire chapter (approximately 40 pages) of notes in a college textbook," wrote Connor West of New Jersey.
• "It's a problem that's basically brushed off by most people," wrote Kelly Farrell in Delaware. "There's this mentality of, 'You're doing well, so why are you complaining?' " She says she started experiencing symptoms of stress in middle school, and was diagnosed with panic disorder and generalized anxiety disorder in high school.
• "Parents are the worst about all of this," writes Colin Hughes of Illinois. "All I hear is, 'Work harder, you're a smart kid, I know you have it in you, and if you want to go to college you need to work harder.' It's a pain."

Parents are right to be worried about stress and their children's health, says Mary Alvord , a clinical psychologist in Maryland and public education coordinator for the American Psychological Association.

"A little stress is a good thing," Alvord says. "It can motivate students to be organized. But too much stress can backfire."

Almost 40 percent of parents say their high-schooler is experiencing a lot of stress from school, according to a new NPR poll conducted with the Robert Wood Johnson Foundation and the Harvard School of Public Health. In most cases, that stress is from academics, not social issues or bullying, the poll found. (See the full results here .)

Homework was a leading cause of stress, with 24 percent of parents saying it's an issue.

Teenagers say they're suffering, too. A survey by the American Psychological Association found that nearly half of all teens — 45 percent — said they were stressed by school pressures.

Chronic stress can cause a sense of panic and paralysis, Alvord says. The child feels stuck, which only adds to the feeling of stress.

Parents can help put the child's distress in perspective, particularly when they get into what Alvord calls catastrophic "what if" thinking: "What if I get a bad grade, then what if that means I fail the course, then I'll never get into college."

Then move beyond talking and do something about it.

Colleen pets her horse, Bishop. They had been missing out on rides together because of homework. Toni Greaves for NPR hide caption

Colleen pets her horse, Bishop. They had been missing out on rides together because of homework.

That's what 16-year-old Colleen Frainey of Tualatin, Ore., did. As a sophomore last year, she was taking all advanced courses. The pressure was making her sick. "I didn't feel good, and when I didn't feel good I felt like I couldn't do my work, which would stress me out more," she says.

Mom Abigail Frainey says, "It was more than we could handle as a family."

With encouragement from her parents, Colleen dropped one of her advanced courses. The family's decision generated disbelief from other parents. "Why would I let her take the easy way out?" Abigail Frainey heard.

But she says dialing down on academics was absolutely the right decision for her child. Colleen no longer suffers headaches or stomachaches. She's still in honors courses, but the workload this year is manageable.

Even better, Colleen now has time to do things she never would have considered last year, like going out to dinner with the family on a weeknight, or going to the barn to ride her horse, Bishop.

Psychologist Alvord says a balanced life should be the goal for all families. If a child is having trouble getting things done, parents can help plan the week, deciding what's important and what's optional. "Just basic time management — that will help reduce the stress."

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The Truth About Homework Stress: What Parents & Students Need to Know

• Fact Checked

Written by:

published on:

• December 21, 2023

Updated on:

• June 21, 2024

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Homework is generally given out to ensure that students take time to review and remember the days lessons. It can help improve on a student’s general performance and enhance traits like self-discipline and independent problem solving.

Parents are able to see what their children are doing in school, while also helping teachers determine how well the lesson material is being learned. Homework is quite beneficial when used the right way and can improve student  performance.

This well intentioned practice can turn sour if it’s not handled the right way. Studies show that if a student is inundated with too much homework, not only do they get lower scores, but they are more likely to get stressed.

The age at which homework stress is affecting students is getting lower, some even as low as kindergarten. Makes you wonder what could a five year old possibly need to review as homework?

One of the speculated reasons for this stress is that the complexity of what a student is expected to learn is increasing, while the breaks for working out excess energy are reduced. Students are getting significantly more homework than recommended by the education leaders, some even nearly three times more.

To make matters worse, teachers may give homework that is both time consuming and will keep students busy while being totally non-productive.

Remedial work like telling students to copy notes word for word from their text books will  do nothing to improve their grades or help them progress. It just adds unnecessary stress.

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Effects of homework stress at home

Both parents and students tend to get stressed out at the beginning of a new school year due to the impending arrival of homework.

Nightly battles centered on finishing assignments are a household routine in houses with students.

Research has found that too much homework can negatively affect children. In creating a lack of balance between play time and time spent doing homework, a child can get headaches, sleep deprivation or even ulcers.

And homework stress doesn’t just impact grade schoolers. College students are also affected, and the stress is affecting their academic performance.

Even the parent’s confidence in their abilities to help their children with homework suffers due increasing stress levels in the household.

Fights and conflict over homework are more likely in families where parents do not have at least a college degree. When the child needs assistance, they have to turn to their older siblings who might already be bombarded with their own homework.

Parents who have a college degree feel more confident in approaching the school and discussing the appropriate amount of school work.

“It seems that homework being assigned discriminates against parents who don’t have college degree, parents who have English as their second language and against parents who are poor.” Said Stephanie Donaldson Pressman, the contributing editor of the study and clinical director of the New England Center for Pediatric Psychology.

With all the stress associated with homework, it’s not surprising that some parents have opted not to let their children do homework. Parents that have instituted a no-homework policy have stated that it has taken a lot of the stress out of their evenings.

The recommended amount homework

The standard endorsed by the National Education Association is called the “10 minute rule”; 10 minutes per grade level per night. This recommendation was made after a number of studies were done on the effects of too much homework on families.

The 10 minute rule basically means 10 minutes of homework in the first grade, 20 minute for the second grade all the way up to 120 minutes for senior year in high school. Note that no homework is endorsed in classes under the first grade.

Parents reported first graders were spending around half an hour on homework each night, and kindergarteners spent 25 minutes a night on assignments according to a study carried out by Brown University.

Making a five year old sit still for half an hour is very difficult as they are at the age where they just want to move around and play.

A child who is exposed to 4-5 hours of homework after school is less likely to find the time to go out and play with their friends, which leads to accumulation of stress energy in the body.

Their social life also suffers because between the time spent at school and doing homework, a child will hardly have the time to pursue hobbies. They may also develop a negative attitude towards learning.

The research highlighted that 56% of students consider homework a primary source of stress.

And if you’re curious how the U.S stacks up against other countries in regards to how much time children spend on homework, it’s pretty high on the list .

Signs to look out for on a student that has homework stress

Since not every student is affected by homework stress in the same way, it’s important to be aware of some of the signs your child might be mentally drained from too much homework.

Here are some common signs of homework stress:

• Sleep disturbances
• Frequent stomachaches and headaches
• Decreased appetite or changed eating habits
• New or recurring fears
• Not able to relax
• Regressing to behavior they had when younger
• Bursts of anger crying or whining
• Becoming withdrawn while others may become clingy
• Drastic changes in academic performance
• Having trouble concentrating or completing homework
• Constantly complains about their ability to do homework

If you’re a parent and notice any of these signs in your child, step in to find out what’s going on and if homework is the source of their stress.

If you’re a student, pay attention if you start experiencing any of these symptoms as a result of your homework load. Don’t be afraid to ask your teacher or parents for help if the stress of homework becomes too much for you.

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What parents do wrong when it comes to homework stress

Most parents push their children to do more and be more, without considering the damage being done by this kind of pressure.

Some think that homework brought home is always something the children can deal with on their own. If the child cannot handle their homework then these parents get angry and make the child feel stupid.

This may lead to more arguing and increased dislike of homework in the household. Ultimately the child develops an even worse attitude towards homework.

Another common mistake parents make is never questioning the amount of homework their children get, or how much time they spend on it. It’s easy to just assume whatever the teacher assigned is adequate, but as we mentioned earlier, that’s not always the case.

Be proactive and involved with your child’s homework. If you notice they’re spending hours every night on homework, ask them about it. Just because they don’t complain doesn’t mean there isn’t a problem.

How can parents help?

• While every parent wants their child to become successful and achieve the very best, it’s important to pull back on the mounting pressure and remember that they’re still just kids. They need time out to release their stress and connect with other children.
• Many children may be afraid to admit that they’re overwhelmed by homework because they might be misconstrued as failures. The best thing a parent can do is make home a safe place for children to express themselves freely. You can do this by lending a listening ear and not judging your kids.
• Parents can also take the initiative to let the school know that they’re unhappy with the amount of homework being given. Even if you don’t feel comfortable complaining, you can approach the school through the parent-teacher association available and request your representative to plead your case.
• It may not be all the subjects that are causing your child to get stressed. Parents should find out if there is a specific subject of homework that is causing stress. You could also consult with other parents to see what they can do to fix the situation. It may be the amount or the content that causes stress, so the first step is identifying the problem.
• Work with your child to create a schedule for getting homework done on time. You can set a specific period of time for homework, and schedule time for other activities too. Strike a balance between work and play.
• Understanding that your child is stressed about homework doesn’t mean you have to allow them not to try. Let them sit down and work on it as much as they’re able to, and recruit help from the older siblings or a neighbor if possible.
• Check out these resources to help your child with their homework .

The main idea here is to not abolish homework completely, but to review the amount and quality of homework being given out. Stress, depression and lower grades are the last things parents want for their children.

The schools and parents need to work together to find a solution to this obvious problem.

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NYU Study Examines Top High School Students’ Stress and Coping Mechanisms

The study shows that there is growing awareness many subgroups of youth experience high levels of chronic stress, to the extent it impedes their abilities to succeed academically, compromises their mental health functioning, and fosters risk behavior. Furthermore, this chronic stress appears to persist into the college years, and researchers warns it may contribute to academic disengagement and mental health problems among emerging adults.

• Over time selective high schools have oriented themselves to address a context of increasingly competitive college admissions
• School work, college applications, extracurricular activities, and parental expectations all contribute to teenagers’ stress
• Youth, schools, and experts identified substance use as a common strategy for coping with stress

“School, homework, extracurricular activities, sleep, repeat—that’s what it can be for some of these students,” says Noelle Leonard, PhD, a senior research scientist at the New York University College of Nursing (NYUCN).

According to Leonard academic, athletic, social, and personal challenges have been regarded as domains of “good stress” for high school aged youth. However, there is growing awareness that many subgroups of youth experience high levels of chronic stress, to the extent that it impedes their abilities to succeed academically, compromises their mental health functioning, and fosters risk behavior. Furthermore, this chronic stress appears to persist into the college years, and Leonard warns it may contribute to academic disengagement and mental health problems among emerging adults.

“We are concerned that students in these selective, high pressure high schools can get burned out even before they reach college,” noted Leonard. “The Charles Engelhard Foundation is interested in the issue of college engagement, and funded us to explore whether the roots of disengagement reach back as far as high school. We found that indeed they do.”

In a four-phase quantitative and qualitative study published in Frontiers in Psychol ogy in July 2015, a team of NYUCN researchers led by Leonard assessed the coping skills, academic engagement, family involvement and expectations, mental health symptoms, and substance use among juniors enrolled in two highly selective private secondary schools in the Northeast: one an urban day school; the other a boarding school.

“While there is no doubt students in selective public high schools also experience high rates of chronic stress, we decided to study the private school setting, which has been under-studied compared to public institutions,” said Marya Gwadz, PhD, the study’s Principal Investigator.

Among the differences, families pay substantial tuition rates for a private education and most students are affluent, and “such factors result in a unique set of pressures, expectations, norms, and resources,” noted Leonard. The study focuses on students in the eleventh grade. Chronic stress tends to be particularly high for this cohort, as it is generally the point at which students consolidate their portfolios in preparation for college applications.

“We sought to describe the experiences of the students, but also uncover the larger cultural and societal factors that drive the problem of chronic stress, since schools, families, and youth don’t operate in a vacuum,” said Amanda Ritchie, MAA, a study collaborator. “We know schools and families are embedded in society and are responding to its changing requirements and demands, with respect to the competitiveness of the college admissions process, the kinds of skills needed to succeed in the workforce, and even uncertainties in the global economy.”

In the first phase of the study, researchers conducted semi-structured qualitative interviews with nineteen private school teachers, counselors, and administrators to elicit their perspectives on student stress and coping. These responses were in turn used to inform the second phase of the study, a quantitative anonymous internet-based survey, administered to a total of 128 juniors between the two private schools.

About half (48%) of those surveyed reported completing at least three hours of homework a night, with girls 40 percent more likely to report three or more hours of homework a night than boys. Participants demonstrated a relatively strong academic performance, with girls reporting an average GPA of 3.57, higher than boys’ average of 3.34. Students showed high levels of motivation for academic achievement, with an average valuation of 2.35 on a scale of 0 (least) to 3 (most). On average, girls were found to be more motivated in this regard than boys (2.48 vs. 2.22). Students reported high rates of feelings of “closeness” to their parents, with an average valuation of 3.15 on a 0-4 scale.

Nearly half (49%) of all students reported feeling a great deal of stress on a daily basis and 31 percent reported feeling somewhat stressed. Females reported significantly higher levels of stress than males (60% vs. 41%). Grades, homework, and preparing for college were the greatest sources of stress for both genders. A substantial minority, 26 percent of participants, reported symptoms of depression at a clinically significant level.

In the third phase of the study, the NYUCN researchers conducted qualitative (semi-structured, open-ended) interviews with eighteen of the students surveyed to provide an interpretation of the results from the students’ perspective.

For the fourth and final phase of the research, a panel of eight private school experts was convened— that included clinical social workers, psychologists, a private school guidance counselor, a teacher with both private and public school experience, a parent of two recent private school graduates, and a student who recently graduated from a private school. The Expert Panel members were presented with the results from the study’s three previous phases in individual meetings and the responses from these interviews were used to further interpret and expand upon the data from prior phases.

“I think that parental pressure (on schools and students) is real,” said a teacher with over twenty years of experience in the private school sector interviewed in the study’s fourth stage. “Parents are coming in and thinking, I’m (spending a lot of money) and I need to get something, a very tangible something. A great education is not a tangible something; a diploma from Harvard, Princeton or Yale …that’s tangible.”

Yet it has never been more difficult to enter one of these top-tier institutions, which may accept only 5 or 6 percent of their applicants, although in general a strong student will be able to gain access to any number of good colleges or universities. These highly selective schools and parents are responding to this competitive climate. Private schools have reacted by providing more difficult classes (which may require longer hours of challenging homework), college-level classes, and requiring extracurricular activities, as well as other opportunities for students to stand out, such as entrepreneurial or community service opportunities. Parents, in turn, may demand their children take Advanced Placement courses, even in cases where they are told their child is not a good fit for the course and may not be able to handle the work. Thus schools, parents, and students may feel caught in a cycle of escalating demands and expectations, largely out of their control and driven by greater societal factors.

Importantly, in a theme echoed by schools and experts, students noted that these demands did not always feel appropriate to their developmental levels. Instead, they felt they were asked to work as hard as adults, or even harder, with little time left for relaxation or creativity.

When exploring how students managed the various sources of stress described in the study, researchers found they used a variety of coping strategies ranging from healthy, problem-focused coping, to less adaptive, emotion focused, internal and external avoidance coping strategies.  Active or problem-solving strategies for coping with stress included listening to or playing music, playing video/computer games, meditating, or getting away from school.

“Three main themes emerged as the most dominant adaptive coping strategies, notably, sports and exercise, preventive activities such as good planning skills, and maintaining a balanced perspective on school and grades,” said Leonard.

“On the opposite end of the spectrum, our interviews yielded few descriptions of less adaptive strategies, in contrast to the many adaptive strategies articulated by students, with two exceptions, emotional exhaustion and substance use,” said Michelle Grethel, Ph.D., an expert and independent consultant. Students described emotional exhaustion as a feeling of lethargy or immobilization in response to feeling overwhelmed and stressed. “I just don't do anything”, “I won't do any of it” or “ I lose the ability to function” were some of the ways students described this sense of paralysis. One student recounts: “You get tired. You don't really want to be around people. You just get in this kind of… funk where, like, you just kind of want to be alone in your room and just sleep. Or just like not dealing with anything…”

“Substance use for stress relief was a predominant theme in our interviews with students, over two-thirds of whom described substance use as both endemic to their social experience and as a method for managing stress,” says Dr. Charles Cleland, a study investigator. Alcohol and marijuana were described as the primary substances students used for relaxation. As a male student noted: “most of the things that people do, here, when they're stressed is they go get drunk or they get high.” However, for the most part students reported that substance use, while very common, did not usually rise to the level of problem or hazardous use.

Substance use for this purpose was not gender specific. One female student recounts, “Marijuana probably was a big anti-stress thing for me last year…just being relaxed for like an hour or two.” In fact, the quantitative data indicates no gender differences for general substance use. Over the thirty-day period preceding the survey, 38 percent of students reported getting drunk and 34 percent of students reported getting high on an illegal substance, rates one to two times greater than reported in national normative samples.

“While students didn’t discuss prescription drug use, members of the expert panel indicated its widespread use among students for whom it was prescribed as well as those for whom it was not prescribed,” said Gwadz. One member of the panel, who counsels students noted “Using Ritalin (a stimulant commonly prescribed for ADHD) is seen only as a benefit and [the students are] incredulous that any faculty or counselor would challenge that taking Ritalin to get an edge in your academic performance, that there could be anything wrong with that … that’s what you have to do in this world.”

Stress commonly leads to mental health problems such as depression and anxiety. Results of the study also indicated that parents, more so than their students, experienced a stigma associated with receiving mental health services. Members of the expert panel noted that parents will go to great lengths to avoid taking their children to an outside physician or counselor, as they believe their child will be labeled and such treatment will inhibit their child from getting into the college of their choice.

The researchers note that private schools take a multi-faceted approach to reducing the level of perceived stress and improving adaptive coping among students. High-performing schools mindful of the need to manage chronic stress among students have implemented strategies such as changing school schedules, staggering exams and assignments among different classes, and providing stress reduction opportunities such as yoga and meditation.

“Schools have an opportunity to engage and train families on ways to increase their capacities to serve as resources for their children; to educate families on the deleterious effects of chronic stress and the role of substances in coping with stress; and engage families and students in a dialogue about expectations for achievement and a wider definition of success, all of which may allow students to fully participate in the richness of the private school environment,” said Leonard

Both Leonard and Gwadz note a number of promising avenues for future study. Given the exploratory nature of this study, they were unable to interview parents, who play a vital role in how students view and manage stress. While many students, teachers, and expert panel members in the current study discussed the role of parents in some detail, future research should explore parents’ hopes and expectations for their children as well as how parents communicate these expectations. The researchers also hope to expand the study to include a more nationally representative sampling of private schools.

Researcher Affiliations: Noelle R. Leonard1, 2, Marya Viorst Gwadz1, Amanda Ritchie1, Jessica L. Linick1, 2, Charles M. Cleland1, Luther Elliott3, Michelle Grethel4.

1. Center for Drug Use and HIV Research (CDUHR), College of Nursing, New York University, New York, NY, USA

2. Teachers College, Columbia University, New York, NY, USA

3. National Development and Research Institutes, Inc., New York, NY, USA

4. Independent Consultant, New York, NY, USA

Acknowledgements: This work was supported by a grant from the Charles Engelhard Foundation and the Center for Drug Use and HIV Research (CDUHR; P30 DA011041). The study’s authors wish to thank the participating schools, teachers, administrators, staff, students, and Experts.

About New York University College of Nursing

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Is Homework a Waste of Students' Time? Study Finds It's the Biggest Cause of Teen Stress

As the debate over the need for homework continues, a new study found that it's the biggest cause of teen stress, leading to sleepless nights and poor academic performance

Julie Mazziotta is the Senior Sports Editor at PEOPLE, covering everything from the NFL to tennis to Simone Biles and Tom Brady. She was previously an Associate Editor for the Health vertical for six years, and prior to joining PEOPLE worked at Health Magazine. When not covering professional athletes, Julie spends her time as a (very) amateur athlete, training for marathons, long bike trips and hikes.

It’s the bane of every teen’s existence. After sitting through hours at school, they leave only to get started on mountains of homework. And educators are mixed on its effectiveness . Some say the practice reinforces what students learned during the day, while others argue that it put unnecessary stress on kids and parents , who are often stuck nagging or helping.

According to a new study, conducted by the Better Sleep Council , that homework stress is the biggest source of frustration for teens, with 74 percent of those surveyed ranking it the highest, above self-esteem (51 percent) parental expectations (45 percent) and bullying (15 percent).

Homework is taking up a large chunk of their time , too — around 15-plus hours a week, with about one-third of teens reporting that it’s closer to 20-plus hours.

The stress and excessive homework adds up to lost sleep, the BSC says. According to the survey, 57 percent of teenagers said that they don’t get enough sleep, with 67 reporting that they get just five to seven hours a night — a far cry from the recommended eight to ten hours. The BSC says that their research shows that when teens feel more stressed, their sleep suffers. They go to sleep later, wake up earlier and have more trouble falling and staying asleep than less-stressed teens.

“We’re finding that teenagers are experiencing this cycle where they sacrifice their sleep to spend extra time on homework, which gives them more stress — but they don’t get better grades,” said Mary Helen Rogers, the vice president of marketing and communications for the BSC.

RELATED VIDEO: To Help Or Not To Help: Moms Talk About Whether Or Not They Help Their Children With Homework

Another interesting finding from this study: students who go to bed earlier and wake up earlier do better academically than those who stay up late, even if those night owls are spending that time doing homework.

To end this cycle of sleep deprivation and stress, the BSC recommends that students try setting a consistent time to go to sleep each night, regardless of leftover homework. And their other sleep tips are good for anyone, regardless of age — keep the temperature between 65 and 67 degrees, turn off the electronic devices before bed, make sure the mattress is comfy and reduce noise with earplugs or sound machines.

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I’m So Stressed Out! Fact Sheet

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Feeling overwhelmed? Read this fact sheet to learn whether it’s stress or anxiety, and what you can do to cope.

Is it stress or anxiety?

Life can be stressful—you may feel stressed about performance at school, traumatic events (such as a pandemic, a natural disaster, or an act of violence), or a life change. Everyone feels stress from time to time.

What is stress? Stress is the physical or mental response to an external cause, such as having a lot of homework or having an illness. A stressor may be a one-time or short-term occurrence, or it can happen repeatedly over a long time.

What is anxiety? Anxiety is your body's reaction to stress and can occur even if there is no current threat.

If that anxiety doesn’t go away and begins to interfere with your life, it could affect your health. You could experience problems with sleeping, or with your immune, digestive, cardiovascular, and reproductive systems. You also may be at higher risk for developing a mental illness such as an anxiety disorder or depression. Read more about anxiety disorders .

So, how do you know when to seek help?

Stress vs. Anxiety

It’s important to manage your stress.

Everyone experiences stress, and sometimes that stress can feel overwhelming. You may be at risk for an anxiety disorder if it feels like you can’t manage the stress and if the symptoms of your stress:

• Interfere with your everyday life.
• Cause you to avoid doing things.
• Seem to be always present.

Coping With Stress and Anxiety

Learning what causes or triggers your stress and what coping techniques work for you can help reduce your anxiety and improve your daily life. It may take trial and error to discover what works best for you. Here are some activities you can try when you start to feel overwhelmed:

• Keep a journal.
• Download an app that provides relaxation exercises (such as deep breathing or visualization) or tips for practicing mindfulness, which is a psychological process of actively paying attention to the present moment.
• Exercise, and make sure you are eating healthy, regular meals.
• Stick to a sleep routine, and make sure you are getting enough sleep.
• Avoid drinking excess caffeine such as soft drinks or coffee.
• Identify and challenge your negative and unhelpful thoughts.
• Reach out to your friends or family members who help you cope in a positive way.

Recognize When You Need More Help

If you are struggling to cope, or the symptoms of your stress or anxiety won’t go away, it may be time to talk to a professional. Psychotherapy (also called talk therapy) and medication are the two main treatments for anxiety, and many people benefit from a combination of the two.

If you are in immediate distress or are thinking about hurting yourself, call or text the 988 Suicide & Crisis Lifeline   at 988 or chat at 988lifeline.org   .

If you or someone you know has a mental illness, is struggling emotionally, or has concerns about their mental health, there are ways to get help. Read more about getting help .

More Resources

• NIMH: Anxiety Disorders
• NIMH: Caring for Your Mental Health
• NIMH: Child and Adolescent Mental Health
• NIMH: Tips for Talking With a Health Care Provider About Your Mental Health
• Centers for Disease Control and Prevention: Anxiety and Depression in Children 

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health NIH Publication No. 20-MH-8125

The information in this publication is in the public domain and may be reused or copied without permission. However, you may not reuse or copy images. Please cite the National Institute of Mental Health as the source. Read our copyright policy to learn more about our guidelines for reusing NIMH content.

Stress in America™ 2020

Each year, the American Psychological Association (APA) surveys people across the United States about stress: its sources; its intensity; and how people are responding to stressors, both mentally and physically. Since 2007, when the Stress in America TM survey was first conducted by the Harris Poll on behalf of APA, we have seen various external factors negatively affect stress levels, from economic downturns to the impact of racism to political conflict.

Our 2020 survey is different. It reveals that Americans have been profoundly affected by the COVID-19 pandemic, and that the external factors Americans have listed in previous years as significant sources of stress remain present and problematic. These compounding stressors are having real consequences on our minds and bodies.

It is the unusual combination of these factors and the persistent drumbeat of a crisis that shows no sign of abating that is leading APA to sound the alarm: We are facing a national mental health crisis that could yield serious health and social consequences for years to come.

There is no question: The COVID-19 pandemic has had a substantial impact on the lives of all Americans, and it will continue to do so. It has disrupted work, education, health care, the economy, and relationships, with some groups more negatively impacted than others.

The sheer magnitude of the COVID-19 crisis is hard to fathom. As of the published date of this report, the death toll from the COVID-19 pandemic has topped 215,000 in the United States, according to Johns Hopkins University. This is more Americans than died in World War I (116,516 deaths 1 ), the Vietnam War (58,209 2 ), and the Korean War (36,516 3 ) – combined.

Behind this devastating loss of life is immense stress and trauma for friends and families of those who died; for those infected; for those who face long recoveries; and for all Americans whose lives have been thrown into chaos in countless ways, including job loss, financial distress, and uncertain futures for themselves and their nation.

The potential long-term consequences of the persistent stress and trauma created by the pandemic are particularly serious for our country’s youngest individuals, known as Generation Z (Gen Z). Our 2020 survey shows that Gen Z teens (ages 13-17) and Gen Z adults (ages 18-23) are facing unprecedented uncertainty, are experiencing elevated stress and are already reporting symptoms of depression.

We need to act right now to help those who need it, and to prevent a much more serious and widespread mental health crisis.

Faced with troubling and escalating stress levels across the country, APA reached out to psychologists specializing in child development, parenting, racial disparities, education, and employment to gather actionable advice. These experts include Emma Adam, PhD; Mary Alvord, PhD; Leslie Hammer, PhD; Byron McClure, EdD; Mia Smith-Bynum, PhD; and Erlanger “Earl” Turner, PhD. APA thanks them all for their thoughtful, supportive counsel.

The 2020 Stress in America TM report summarizes findings on national stress levels and proposes strategies to help us recover from this crisis. APA is committed to helping people emerge from this time in our history poised to embrace and shape a brighter future together.

Multiple Sources of Stress and Associated Symptoms Overwhelming Americans

Despite several months of acclimating to a new reality and societal upheaval spurred by the COVID-19 pandemic, Americans are struggling to cope with the disruptions it has caused. Nearly 8 in 10 adults (78%) say the coronavirus pandemic is a significant source of stress in their life . And, 2 in 3 adults (67%) say they have experienced increased stress over the course of the pandemic.

When considering the physical and emotional toll of increased stress, nearly half of adults (49%) report their behavior has been negatively affected. Most commonly, they report increased tension in their bodies (21%), “snapping” or getting angry very quickly (20%), unexpected mood swings (20%), or screaming or yelling at a loved one (17%).

These symptoms may stem from stress caused by the pandemic, which is compounded by societal stressors that have been pervasive in previous years. Compared with 2019, the majority of adults still say health care (66%), mass shootings (62%) or climate change/global warming (55%) is a significant source of stress. Around half say the same about the rise in suicide rates (51%), immigration (47%), widespread sexual harassment/assault reports in the news (47%) or the opioid/heroin epidemic (45%). Only reports of mass shootings as a significant source of stress have declined significantly since 2019 (71% in 2019).

Nearly 2 in 3 adults (65%) say the current amount of uncertainty in our nation causes them stress. Further, 3 in 5 (60%) say the number of issues America faces currently is overwhelming to them. This finding speaks to the hardships many Americans may be confronting at this moment. Issues they are stressed about are not going away, they are piling up.

Along with the personal and national issues that are causing them significant stress, Americans now also are more commonly worried about the long-term well-being of the country. More than 3 in 4 adults (77%) say the future of our nation is a significant source of stress, up significantly from 2019 when 66% of adults said the same . And more than 7 in 10 Americans (71%) say this is the lowest point in our nation’s history that they can remember. In 2019, only 56% of Americans shared this sentiment.

Gen Z Stress Amplified as They Face an Uncertain Future

While older Americans may be able to embrace the feeling of “this, too, shall pass,” Gen Z adults (ages 18-23) are at a pivotal moment in their lives, and are experiencing adulthood at a time when the future looks uncertain. This may be driving key differences in reported stress as Gen Z adults report the highest stress level during the prior month, on average, at 6.1 out of 10 . 4 This is significantly higher than all other generations: 5.6 for millennials (ages 24-41), 5.2 for Gen X (ages 42-55), 4.0 for boomers (56-74) and 3.3 for older adults (75+).

For comparison, the reported stress level, on average, across all adults is 5.0; this is on par with the level reported in 2019 (4.9) and 2018 (4.9). Despite this consistency, reported stress levels among Gen Z adults have been increasing slightly over the past two years, from 5.6 in 2018 and 5.8 in 2019 to the high of 6.1 recorded in 2020.

When looking at current events, it’s no surprise that Gen Z adults report key issues as a significant source of stress in their life, given that they have largely grown up during times of disruption and unrest. Specifically, many say the rise in suicide rates (62%), widespread sexual harassment/assault reports in the news (i.e., the #metoo movement) (58%) or the change in abortion laws (50%) is a source of stress, more so than Gen X, boomers and older adults. Gen Z adult women seem particularly afflicted as they are considerably more likely than their male counterparts to cite widespread sexual harassment/assault reports in the news (67% vs. 47%) or the change in abortion laws (64% vs. 35%) as a source of stress.

Further, nearly 8 in 10 Gen Z adults (79%) say the future of our nation is a significant source of stress in their life. And while 2 in 3 Gen Z adults (67%) say the 2020 U.S. presidential election is a source of stress, only 64% say they intend to vote in the election (compared with 71% of millennials, 79% of Gen X, 86% of boomers and 90% of older adults who intend to vote).

How to Support Gen Z

• Create meaningful opportunities for connections with family, culture and community. Although many have left home physically, these connections remain fundamental to youth well-being.
• Create traditions for Gen Z that celebrate milestones in new ways. They can be the generation that reinvents society by creating new celebrations and traditions that are meaningful.
• Facilitate access to mental health services during and after the pandemic. This can include telehealth services, interstate psychological services and increasing funding to better support mental health services provided within schools when this is over.
• Provide educational, work, training and employment opportunities specifically targeted at supporting this generation of young adults. They need to see a possible path forward for themselves.
• Thank our youngest generation for the sacrifices they’ve made for the greater good. This includes social involvement that is critical to their development, milestones such as graduations and proms, and even their education. We should acknowledge what they and many others are doing to keep us safe.

Sources Emma Adam, PhD, Northwestern University; Earl Turner, PhD, Pepperdine University

Facing constantly changing circumstances around issues important to them, Gen Z teens (ages 13-17) are struggling with the uncertainty of their own futures, as well. Half (50%) say the pandemic has severely disrupted their plans for the future. A similar proportion (51%) report that the coronavirus pandemic makes planning for their future feel impossible.

Challenges in education may contribute to these feelings of disruption and an inability to make plans. The majority of Gen Z teens who are in school (81%) report they have been negatively impacted due to school closures as a result of the pandemic, such as having less motivation to do schoolwork (52%); having less involvement in sports, clubs or other extracurricular activities (49%); feeling that they didn’t learn as much as in previous years (47%); or having a hard time concentrating on schoolwork (45%). Given these disruptions, it’s no surprise that more than 2 in 5 Gen Z teens (43%) say the level of stress in their life has increased over the past year.

As with teens, college students are also grappling with changes to education. The vast majority of Gen Z adults in college (87%) report their education is a significant source of stress . Going into this academic year, more than 8 in 10 (82%) said uncertainty about what the 2020-21 school year will be like was causing them stress. Now looking ahead, more than 2 in 3 Gen Z adults in college (67%) say the coronavirus pandemic makes planning for their future feel impossible.

How to Support Students

• Create space for students to talk about the things that are bothering them, even if those things are not related to school or schoolwork.
• Practice the rule of “Three Good Things” and ask your students to do the same. That is, at the end of each day, reflect on three good things that happened, large or small. This helps decrease anxiety, counter depression and build emotional resiliency.
• Take your foot off the gas and remind yourself that we are in a global pandemic. Encourage young people to do their best but give them space when they don’t have the energy or motivation. Providing young people this flexibility can keep them from feeling overwhelmed.
• Find creative and safe ways for young people to socialize. Maintaining social contact is important for young people and their development, but it should be done in a way that mitigates the spread of COVID-19. Schools can help by organizing safe social interactions for students to participate in so they feel they are still part of a community.

Sources Byron McClure, EdD, school psychologist, Washington DC; Earl Turner, PhD, Pepperdine University

While More Intense for Gen Z, Stress and Declining Mental Health Affect Americans Broadly

As disruptions from the pandemic continue, more Americans are reporting symptoms of prolonged and acute stress. This is particularly true for Gen Z adults, who are the most likely to report certain struggles.

Nearly 1 in 5 adults (19%) say their mental health is worse than it was at this time last year . By generation, 34% of Gen Z adults report worse mental health, followed by Gen X (21%), millennials (19%), boomers (12%) and older adults (8%). More than half of all adults report they were very restless (53%) or they felt so tired they just sat around and did nothing (52%) in the past two weeks. Further, Gen Z adults are the most likely to report experiencing common symptoms of depression, with more than 7 in 10 noting that in the past two weeks they felt so tired they sat around and did nothing (75%), felt very restless (74%), found it hard to think properly or concentrate (73%), felt lonely (73%) or felt miserable or unhappy (71%).

Beyond the toll on their mental health, more than 3 in 4 Gen Z adults (76%) report negative health impacts due to the coronavirus pandemic (along with 71% of millennials, 59% of Gen X, 53% of boomers and 28% of older adults). The most commonly reported impacts among Gen Z adults include disrupted sleep patterns (31%), eating more unhealthy foods than usual (28%) or weight changes (28%).

A decline in social interaction due to the pandemic may be a contributing factor. Despite being considered the most connected generation, Gen Z adults are the most likely to say they have felt very lonely during the pandemic. More than 6 in 10 Gen Z adults (63%) agree with this sentiment, compared with 53% of millennials, 43% of Gen X, 35% of boomers and 17% of older adults. Gen Z adults report these feelings even though more than 8 in 10 (86%) report living in a household with at least one other adults.

Further, Gen Z adults and millennials are the most likely to report negative impacts on their relationships due to the coronavirus pandemic (63% of Gen Z adults and 61% of millennials compared with 42% of Gen X, 36% of boomers and 22% of older adults). The negative effects on relationships most commonly reported by Gen Z adults include decreased closeness with friends (26%), decreased closeness with family (23%) or decreased closeness with community (20%).

Although the effects on the mental health of younger adults are more likely to be reported, nearly half of all adults (47%) report negative effects on their relationships due to the coronavirus pandemic. The most reported effects are similar to those felt among Gen Z adults, such as decreased closeness with family (20%), friends (20%) or community (13%).

Further, the majority of adults (61%) say they could have used more emotional support than they received over the past 12 months, but this proportion swells to more than 8 in 10 Gen Z adults (82%) who say they could have used more support. By comparison, 75% of millennials, 61% of Gen X, 43% of boomers and 30% of older adults say the same. Looking more closely, nearly 1 in 4 adults (23%) note they could have used  a lot  more emotional support in the past 12 months. This is a significant increase compared with the 17% of adults who said the same in 2019.

Parents Report Significant Stress Related to Their Children’s School, Future

Parents are bearing an enormous burden during the pandemic. Daily lives and routines seem to change in an instant. Many schools remain closed. Child care was discontinued abruptly and in some areas remains largely unavailable. Work situations changed rapidly: Jobs were lost, essential workers continued employment with the health and safety of their family in the balance, and for many, work was shifted into the home. This all occurred at a time when social contact was largely lost due to the recommended physical distancing guidelines.

Given the wide-reaching disruption for this part of the population, it may not be surprising to see that parents 5 , on average, report a higher level of stress during the past month than those who are not parents (5.4 vs. 4.7). This significant gap persists when asked specifically about their stress level related to the coronavirus pandemic (5.9 parents vs. 5.3 non-parents, on average).

Reflecting the strain on family and the disruption of education during the pandemic, 7 in 10 parents (70%) say family responsibilities are a significant source of stress in their life. And when it comes to their children’s school, the majority (63%) say the coronavirus pandemic made the 2019-20 school year extremely stressful for them.

Parents report significant stress about the months ahead. Two in 3 parents of older teens ages 15–17 (67%) say the coronavirus pandemic made the 2019-20 school year extremely stressful for them personally, and a similar proportion (67%) say it has severely disrupted their child(ren)’s plans for the future . More than 3 in 4 parents of children ages 8-12 (76%) agree the coronavirus pandemic made the 2019-20 school year extremely stressful for them, and a similar proportion (77%) say uncertainty about what the 2020-21 school year will be like causes them stress.

How Parents Can Support Their Children

• Acknowledge that this is a completely new situation that no one was prepared for, and as a result, there is a lot of uncertainty.
• Practice self-care in 15- or 30-minute increments throughout the day and help your kids to do the same. This can include a short walk, calling a friend or watching a funny show.
• Stay connected with each other, your friends and family. This will help you build emotional resiliency so you can support the needs of your children.
• Keep things in perspective and focus on the things that are going well. Remember, everyone is going through something right now as a result of the pandemic.
• It’s critical that young people do not work in the same place where they sleep. Creating separation in spaces between where young people should learn and where they can relax is useful. Encourage young people not to do their schoolwork on their beds and if possible find a dedicated space for school.
• Use this as an opportunity to help young people and teens think through their life plan and if it will actually make them happy. Parents and caring adults should remind young people that they should not be afraid to step away from their prior plans to try something new or different.

Sources Mary Alvord, PhD, private practice, Rockville MD; Byron McClure, EdD, school psychologist, Washington DC; Mia Smith-Bynum, PhD, University of Maryland

Stress from Work, Financial Disruptions Disproportionately Impacting Lower-Income Americans

The impacts of the pandemic have left few unscathed. One important underpinning of this is stress related to the economy. More than 6 in 10 adults (63%) say it is a significant source of stress. This is significantly higher than the proportion who said the same in 2019 (46%) and is nearing levels reported during the 2008 recession (69%).

Looking at employed adults specifically, while they are just as likely to say work is a source of stress as they were in 2019 (64% of employed adults reported it as a source of stress in both years), more than half (56%) say that job stability is a source of stress, which is significantly higher than the proportion noting the same in 2019 (50%).

Among adults who were employed at some point during the pandemic, 68% report their job or employment has been negatively impacted by the coronavirus pandemic. The most commonly reported impacts are having their hours cut (19%), having to balance household responsibilities during work time (14%), being laid off (14%) or experiencing decreased productivity (14%). Adults who were employed during the pandemic with a household income of less than $50K are more likely than those with a household income of $50K+ to say they have been laid off (21% vs. 11%).

Nearly 2 in 3 adults (64%) say that money is a significant source of stress in their life, and around half of adults (52%) say they have experience negative financial impacts due to the pandemic.

Among those with a household income of less than $50K, 73% report that money is a significant source of stress, while 59% of those with a household income of $50K+ say the same. When looking at households that are at or below the federal poverty level 6 , this disparity widens (79% vs. 57% of those above the poverty level). Further, nearly 3 in 5 of those with a household income of less than $50K (58%) cite housing costs (e.g., mortgage or rent) as a significant source of stress in their life, compared with 44% of those with higher incomes. Without progress on the restoration of jobs and industries that were lost due to the pandemic, it is likely the trajectory of these disparities will not improve, but very well may decline.

How Employers Can Support Workers

• Provide flexibility to employees, whether it’s what they work on, when they work or how they work (how they work is particularly important for employers of frontline workers). Every single person has been impacted by the pandemic; providing flexibility at work will allow people to do their jobs while still being able to handle new stressors and responsibilities in their lives, such as a child’s education.
• Provide support. This can be emotional support through one-on-one check-ins or by reducing someone’s workload to just essential tasks. This also applies to co-workers, who can support each other by checking in and approaching each other with empathy.
• Provide clear communication to employees and supervisors about expectations, support resources and new policies that respond directly to impacts created by the pandemic. This reduces uncertainty at work, which is a major contributor to employee stress.
• Supervisors should not expect work to continue at the same level as before. Creating this expectation can lead to employee burn-out. Instead, help employees prioritize what work is critical and what can wait.

Source Leslie Hammer, PhD, Oregon Healthy Workforce Center

Discrimination Rises as Source of Stress, Particularly for People of Color

When talking about stress in 2020, we cannot ignore the topics of discrimination and racism. The murders of George Floyd, Breonna Taylor and many others have caused fear, anger and an increased awareness of the systemic racism that plagues our nation, and led to massive protests across the country. The majority of adults (59%), regardless of race, report police violence toward minorities is a significant source of stress in their life. This is significantly higher than the 36% of adults who said the same in 2016 when this question was first asked.

On a personal level, one-third of adults (33%) cite discrimination as a significant source of stress in their life, a significant increase from 25% in 2019. Among people of color 7 , more than 2 in 5 (44%) report discrimination is a significant source of stress in their life, compared with 38% of people of color who said the same in 2019. Looking at races individually, Black Americans are the most likely to report discrimination as a stressor (48% vs. 43% Hispanic, 42% Native American, 41% Asian and 25% white).

How People of Color Can Build Resilience

• It’s to be expected that people feel stressed, angry, outraged, frustrated or a host of other feelings because of systemic problems. Acknowledge those feelings and do what you can to take care of yourself as you continue to cope and manage in today’s reality.
• Participate in culturally affirming activities and continue to share experiences even if in-person gatherings are not possible. These activities will help you stay connected to your community.
• Limit exposure to news media and video of people being assaulted, harassed, or killed by law enforcement or other groups. For many people of color, watching these videos can cause trauma or trigger other negative emotions. This is particularly true for young people of color.

Sources Mia Smith-Bynum, PhD, University of Maryland; Earl Turner, PhD, Pepperdine University

Presidential Election Increasingly a Significant Source of Stress for Americans

A presidential election looms, and though the political climate is often described as divisive, stress about the election exists on both sides of the aisle. Around two-thirds of adults say that the current political climate (68%) or 2020 U.S. presidential election (68%) is a significant source of stress. Regardless of political party, majorities say that the election is a significant source of stress (76% of Democrats, 67% of Republicans and 64% of Independents).

While tensions were also high during the last presidential election, the proportion of Americans who say they are stressed about the presidential election has increased dramatically since 2016, when 52% reported this stressor.

Despite Numerous Stressors, Americans Remain Hopeful

One of the key ways to maintain strong mental health in times of adversity is by remaining hopeful – something that a majority of Americans report, despite the compounding stress and negative impacts from the pandemic and other issues. Around 7 in 10 (71%) say they feel hopeful about their future. By generation, millennials (76%) are the most likely to agree with this sentiment, followed by boomers (72%), Gen X (71%), older adults (69%), and Gen Z adults (64%). Further, more than half of Americans (54%) say they feel they can use their voice to make a difference in the world.

1 Chambers, J. The Oxford Companion to American Military History . (Oxford University Press, 1999, ISBN 0-19-507198-0), 849.

4 On a scale of 1 to 10 where 1 means “little to no stress” and 10 means “a great deal of stress.”

5 Defined as adults ages 18+ with at least one person under the age of 18 living in their household at least 50% of the time for whom they are the parent or guardian.

6 Based on the 2019 U.S. Federal Poverty Guidelines.

7 Adults who identify as a race or ethnicity other than white.

Methodology

The 2020 Stress in America™ survey was conducted online within the United States by The Harris Poll on behalf of the American Psychological Association between Aug. 4 and Aug. 26, 2020, among 3,409 adults age 18+ who reside in the U.S. Interviews were conducted in English and Spanish. Data were weighted to reflect their proportions in the population based on the March 2019 Current Population Survey by the U.S. Census Bureau. Weighting variables included age by gender, race/ethnicity, education, region, household income and time spent online. Hispanic adults also were weighted for acculturation, taking into account respondents’ household language as well as their ability to read and speak in English and Spanish. Country of origin (U.S./non-U.S.) also was included for Hispanic and Asian subgroups. Weighting variables for Gen Z adults (ages 18-23) included education, age by gender, race/ethnicity, region, household income and size of household. Propensity score weighting was used to adjust for respondents’ propensity to be online. A propensity score allows researchers to adjust for attitudinal and behavioral differences between those who are online versus those who are not, those who join online panels versus those who do not, and those who responded to this survey versus those who did not. The survey also included a sample of 1,026 teens age 13-17 who reside in the U.S. Weighting variables included age by gender, race/ethnicity, parents’ highest level of education, region and size of household. The design and collection of teen data was supported by funding from the School of Education and Social Policy and the Institute for Policy Research at Northwestern University. Because the sample is based on those who were invited and agreed to participate in research panels, no estimates of theoretical sampling error can be calculated.

Download reports

• Stress in America 2020: A National Mental Health Crisis (PDF, 4MB)
• Stress in America 2020, Volume Three (PDF, 257KB)
• Stress in America 2020, Volume Two (PDF, 273KB)
• Stress in America 2020, Volume One (PDF, 124KB)

Survey questionnaire

• APA Stress in America 2020 Survey Screening Questions (PDF, 259KB)

Stress in America 2020

• Stress in America

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Knight Life

A source of stress: why homework needs to go away.

Hank Perkins , Staff Writer December 17, 2021

When Owen Davis goes home after a long day of school at Loy Norrix and KAMSC, all he wants to do is relax and spend time with friends and family, but he realizes he has loads of homework to complete for the next day. Davis is in difficult classes, including Geology, AP Statistics, and Advanced Computer Science, which all give him a lot of homework. 

Homework is a burden for students, as they usually have substantial amounts of homework every day after school where they do not have a sufficient amount of time to complete it due to other priorities they have, such as extracurriculars and family obligations. Homework is supposed to be beneficial for students, yet it is the complete opposite as all it does is increase student’s levels of stress dramatically and makes their life harder. 

According to When Homework Causes Stress , “In 2013, research conducted by Stanford University demonstrated that students from high-achieving communities experience stress, physical health problems, an imbalance in their lives, and alienation from society as a result of spending too much time on homework. According to the survey data, 56 percent of the students considered homework a primary source of stress. The remaining students viewed tests and the pressure to get good grades as the primary stressors. Notably, less than 1 percent of the students said homework was not a stressor.”

Many students at Loy Norrix feel tremendous stress due to the large amount of homework they get every night as they would like to relax after a long day at school, yet they need to continue their diligent studies at home. 

From a survey of 124 students, about 100 agreed that homework is unnecessary and students feel overwhelmed from it due to their extracurriculars outside of school. 

A majority of students claim to spend 2+ hours on doing homework every night.

One third of students surveyed are in AP classes or are in KAMSC and claim these types of classes assign them a lot of homework, causing them stress. 

Students in regular classes claim to have less homework than those in honors and AP classes, yet these students in regular classes still believe their homework is unnecessary. 

Senior Ari’el Abbott who is taking AP classes at Loy Norrix mentioned her disapproval of homework’s effects on her mental strength.

“ Sometimes homework goes to the point where you are doing so much it’s harder to retain what you are learning compared to what is needed to know,” Abbott said. “I can be working for 4 hours in a class, and by the time I finish with the one class, I am too tired to even attempt to do another class which could cause one of two things: me working hard overdoing myself and possibly getting a bad grade on the assignments or mentally exhausting myself and then becoming behind in multiple classes. Either way the assignments are taking too long to complete which causes me to overwork myself.”

According to Kalamazoo Public Schools sets districtwide homework policy , the KPS District suggests that teachers give 10 minutes of homework per night for students in kindergarten and first grade and increase the amount by 10 minutes per night as grade levels go up. This means that seniors in high school are recommended to have roughly two hours of homework per night. 

Students in high school get way too much homework every night as they also have extracurricular activities and other duties to do, and the last thing they want to do after a hard day of school is to continue learning what they have already covered in school. 

Many students feel the amount of homework they receive influences their lives in a way where they cannot do the things they love. Senior Matthew Gray said how homework has affected his life during virtual learning.

“Online, I’d be getting huge projects and essays to do, so I would just be on my computer all day and miss out on other things I could be doing, such as hanging out with friends and family, since I have things to get done,” Gray said.

Another person that doesn’t see the positives of homework is AP Spanish teacher Christina Holmes.

“I try to keep homework to a minimum,” Holmes said. “I feel like homework should only continue something that has been worked on in class. I would never assign new material as homework. Homework, if given, is one of two things, an opportunity to complete an assignment that was worked on in class or an opportunity to use the language in a real life setting, such as watching a TV show in Spanish or talking to someone in Spanish,” Holmes said. 

While some students and teachers do not admire and agree with homework, other students and teachers do see the necessity of homework. AP Calculus teacher Adam Hosler is a proponent in favor of homework. 

“Homework is especially important for math as you have to practice the skills on your own to internalize it, to know what you’re doing,” Hosler said, “I think the amount of homework students should do is dependent on the student’s level, so AP kids would have more homework than kids in Algebra II, so I think there’s a feel on how much homework students should do. I base homework on quality over quantity: as long as you understand the topics, instead of how much homework you do. Students do need more practice based on their levels on certain topics though.”

According to Is Homework Beneficial? – Top 3 Pros and Cons , students who do homework for 30 to 90 minutes a day score 40 points higher on the SAT Math portion than students who do no homework a day. 

Additionally, in relation to standardized tests and grades, students who do homework perform better than 69% of students who do not have homework. 

Statistical research from the High School Journal on the impact of homework showed that 64% of students in one study and 72% of students in another study, improved academic achievement due to having homework.

Homework’s so-called purpose is to be beneficial to students, yet it appears to be the direct opposite, as homework usually causes negative effects for students. 

If teachers are to give students homework, it should be homework that is relevant to the real world. It should contain skills that are realistic to the skills you would use in real life. Homework should not be worksheets that are irrelevant to the world outside of their classes. 

Teachers should be more mindful of students’ lives outside of school as teachers often load students with immense amounts of homework that students are not capable of completing, which makes their lives even more difficult on top of other obligations outside of school. 

A change needs to be made on the homework policy. Homework should be relevant to the real world and not just monotonous daily worksheets that don’t seem to serve a purpose to the real world. 

Less amounts of homework need to be given to allow students to relax outside of school and enjoy their lives, instead of constantly being stressed due to their homework duties. 

• adam hosler
• Ari'el Abbott
• Christina Holmes
• hank perkins
• Matthew Gray

Sahriah Casey , Staff Writer

May 22, 2024

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39 Homework Statistics to Know

Fact checked August, 2024 | 👨‍🎓Cite this article.

Hey there, fellow knowledge seekers and homework enthusiasts! As we dive into the homework scene of 2023, it’s time to unleash some mind-boggling, eyebrow-raising, and, dare I say, jaw-dropping statistics.

Homework, that age-old companion of every student, has its quirks, surprises, and even a few eyebrow-raising moments that might make you go, “Wait, what?”

So, grab your favorite study snack, cozy up in your comfiest spot, and get ready to discover 39 Homework Statistics To Know in 2023 that is about to turn your life.

Homework Difficulty Statistics

This section will delve into the overarching theme of parental perceptions regarding homework difficulty.

It’s crucial to highlight that many parents believe their children’s homework is too easy. This sets the tone for the entire article, showcasing the prevalent sentiment among parents.

Math Homework: A Cakewalk for Many

This subsection focuses on the specific findings related to math homework. Nearly half of parents feel that math assignments are not challenging enough for their kids. By highlighting the 46% statistic, you’re emphasizing just how common this perception is.

Additionally, the 25% figure reveals that a quarter of parents do find math homework suitable in terms of difficulty, adding some balance to the discussion.

Lastly, the 29% neutral stance indicates that a significant portion of parents might not be entirely sure about the difficulty level, which could be explored further.

Fact checked 2024 | 👨‍🎓Cite this stat. This image is copyright free.

Language Arts: Another “Too Easy” Contender

Similarly, this subsection addresses parental perceptions of language arts homework. Here, you reiterate the overall trend of parents thinking that their children’s assignments in this subject are also too easy, with 44% holding this view.

Again, you introduce a counterpoint with the 28% figure, showing that some parents feel the homework strikes the right balance. The 28% of parents offering no strong opinion reflects a significant portion that may be uncertain or indifferent about the difficulty level, which could be discussed in more depth.

Homework Perception over Time

This section takes a broader look at the data by considering the surveys conducted in 2018, which serve as the foundation for these findings. It’s essential to provide context and historical perspective.

Discuss how these perceptions have remained consistent over time, indicating that parental views on homework difficulty have not shifted significantly between 2018 and 2023. This part of the article reinforces the idea that this is an ongoing concern among parents.

Global Homework Assignments Statistics

In this section, we’ll explore the global perspective on homework assignments for fourth-grade students, as unveiled by the Trends in International Maths and Science Study (TIMSS).

The Worldwide Scope: TIMSS Homework Survey

In this subsection, we introduce the source of the statistics, the TIMSS survey, and emphasize its international significance in assessing homework trends. Highlight that this survey provides a snapshot of homework practices on a global scale.

A Whopping 93%: Regular Homework Assignments

Here, we delve into the standout statistic: 93% of fourth-grade children worldwide regularly receive homework. Explain the significance of this high percentage and how it underscores the global prevalence of assigning homework as part of elementary education.

The Minority: Students without Homework

This subsection focuses on the 7% of fourth-grade students who reported never or rarely receiving homework assignments.

Discuss the implications of this minority and how their educational experiences might differ from the majority. Highlight the importance of understanding these differences in the context of global education.

Homework Digital Challenges Statistics

Now, let’s address a critical aspect of homework challenges in the digital age, particularly concerning internet access. A Pew Research poll, which surveyed 743 U.S. teenagers, unveils some eye-opening statistics about how internet access, or the lack thereof, impacts their ability to complete homework.

The Digital Homework Landscape: Insights from Pew Research

In this subsection, introduce the Pew Research poll as a reputable source of data, emphasizing its relevance in understanding the homework landscape for American teenagers.

Highlight that this survey sheds light on the digital disparities affecting homework completion.

17% Struggle Due to Internet Access

This part zooms in on the standout statistic: 17% of U.S. teens regularly face difficulties in completing their homework because they lack reliable access to the internet.

Discuss the significance of this percentage and how it reflects the digital divide that affects a considerable portion of American students.

Disparities across Demographics: A Closer Look

Here, you dive into the disparities among specific demographic groups. Mention that the digital divide isn’t uniform and affects some communities more than others.

Highlight the 25% figure, which represents Black American teens, and the 24% figure, which pertains to teens from families with an annual income below $30,000.

Discuss the implications of these disparities and how they compound the challenges already marginalized groups face.

Parent’s Participation in Homework Statistics

Now, let’s explore parents’ pivotal role in their children’s homework. A study conducted with 27,500 parents from around the world uncovers some intriguing statistics regarding the time and effort parents invest in their children’s homework.

A Global Snapshot: Examining Parental Involvement

This subsection introduces the study as a comprehensive look at parental involvement in homework and its worldwide significance. Emphasize that this study offers a global snapshot of how parents are engaging with their children’s academic work.

The Average: 6.7 Hours per Week

Here, focus on the central statistic: parents spend an average of 6.7 hours per week assisting their children with homework. Explain how this figure reflects parents’ substantial commitment to support their child’s education.

Going the Extra Mile: 25% Dedicate Over 7 Hours

Highlight the 25% of parents who go above and beyond, dedicating more than 7 hours per week to their child’s homework. Discuss the potential reasons for this higher level of involvement and the impact it may have on a child’s academic performance.

International Contrasts: A Closer Look

This subsection delves into the international disparities in parental involvement. Compare the 6.2 hours spent by American parents to the 12 hours committed by Indian parents and the 2.6 hours invested by Japanese parents.

Explore the cultural and educational factors that might contribute to these variations in parental engagement.

Homework Time Statistics

Now, let’s delve into the correlation between homework hours and academic performance, focusing on high-performing high schools.

A study conducted by Galloway, Conner & Pope provides valuable insights into this relationship, drawing from a sample of 4,317 students across ten high-performing high schools in upper-middle-class California.

Investigating High-Performing Schools: The Study

In this subsection, introduce the study by Galloway, Conner & Pope as a significant research endeavor. Highlight the sample size and the specific context of the high-performing schools in California.

The Homework Load: 3.1 Hours per Night

Students in these high-performing schools reported spending an average of 3.1 hours per night on homework. Discuss the implications of this workload and how it might contribute to the academic success of these students.

A Path to Higher Education: 93% College Enrollment

Shift the focus to the long-term outcomes. Mention that 93% of graduates from these high-performing schools went on to enroll in college.

Explore the potential link between the rigorous homework expectations in these schools and the high college enrollment rate, emphasizing the importance of effective homework practices in preparing students for higher education.

Homework Stress among Teens Statistics

In this section, we’ll uncover the less-discussed aspect of homework—the stress it can generate among teenagers. Two studies shed light on the prevalence of homework-related stress, highlighting its significant impact on the well-being of students.

Homework Stress in Focus: Insights from the Better Sleep Council

Introduce the source of the statistics, the Better Sleep Council’s study, as a valuable contributor to understanding the stress levels associated with homework. Emphasize that this study reveals a concerning trend among students.

The Overwhelming Majority: 74% Stress Over Homework

74% of students consider homework a source of stress. Discuss how this percentage ranks second only to school grades, underlining the profound influence of homework on students’ emotional well-being.

Gender Disparities: Girls Bear the Brunt

Highlight the gender-based differences in stress levels, with 80% of girls citing homework as a source of stress. Discuss potential reasons for this gender disparity and its implications for girls’ mental health.

Homework as a Primary Stressor: Findings from Galloway, Conner & Pope (2013)

Incorporate findings from the 2013 study by Galloway, Conner & Pope, which also delves into the stress factor associated with homework.

The Burden on Teens: 56% Cite Homework as a Primary Stressor

Discuss the study’s conclusion that 56% of students consider homework a “primary stressor” in their lives. Elaborate on the implications of homework-related stress on overall student well-being and academic performance.

U.S. Homework Overload Statistic

In this section, we’ll delve into the staggering amount of time that U.S. teenagers dedicate to homework and its implications on their daily lives.

Homework Hours in the U.S.: Insights from the Better Sleep Council

Introduce the Better Sleep Council’s study as a source of critical data on the homework habits of American teenagers, emphasizing the study’s relevance in understanding the extent of homework hours.

The Average Load: Over 2 Hours per School Night

U.S. teenagers spend more than 2 hours per school night on homework, which accumulates to a whopping 15 hours or more per week. Discuss how this level of homework commitment impacts their daily routines and activities.

Beyond the Norm: The 4% Homework Marathon

Delve into the surprising revelation that 4% of U.S. teenagers report doing more than 6 hours of homework per night, nearly equaling the number of hours in a school day. Explore the potential reasons for this extreme workload and its consequences on their well-being.

The Electronics Dilemma: A Shift in Focus

Highlight the study’s finding that the only activity U.S. teens reported spending more time on than homework is electronics-related activities, including using phones, playing video games, and watching TV.

Discuss how this shift in focus towards screen time might impact their overall productivity and well-being.

Homework Guidelines Statistics

In this section, we’ll explore the widely endorsed but somewhat controversial “10-Minute Rule” for homework, as well as its implications and limitations.

The NEA’s Homework Guidelines: A General Rule of Thumb

Introduce the National Education Association’s (NEA) endorsement of the “10-Minute Rule” as a commonly cited guideline for homework. Explain how this rule suggests that students should spend 10 minutes per night per grade level on homework.

The Grade-to-Minutes Ratio: An Example

Provide a clear example to illustrate the rule: for each grade, students are expected to do an additional 10 minutes of homework. For instance, a 3rd grader should do 30 minutes of homework per night, while a 4th grader should dedicate 40 minutes.

Examining the Basis: Lack of Concrete Research

Acknowledge the controversy surrounding this rule by pointing out that it lacks a strong foundation in research. Discuss how educators and researchers have questioned the validity of this guideline and its applicability to all students.

Homework’s Diminishing Returns: The Two-Hour Limit

While the “10-Minute Rule” may not have solid research support, there’s consensus that homework benefits are likely to diminish after 2 hours (120 minutes) per night.

Discuss the practical implications of this limit, particularly for high school students who may be following NEA guidelines.

Parents’ Involvement Challenges in Homework Statistics

In this section, let’s shed light on parents’ challenges when it comes to involvement in their children’s homework, as revealed by an online poll of nearly 300 parents.

The Poll: Insights into Parental Involvement

Introduce the online poll as a valuable source of insights into parental attitudes and challenges related to their children’s homework. Emphasize its relevance in understanding the dynamics between parents and homework.

The Time Crunch: 21.9% Too Busy for Homework

21.9% of parents report being too busy to review their children’s homework. Discuss the implications of this time constraint and how it affects their ability to support their child’s education.

A Different Challenge: 31.6% Due to Children’s Independence

31.6% of parents do not review their children’s homework because their children prefer to handle it independently. Explore the complexities of this situation, where children’s self-sufficiency can be a double-edged sword, leading to parental frustration.

The Parent-Child Dynamic: Frustration and Support

Highlight the emotional dimension of this issue, emphasizing that for some parents, their children’s unwillingness to accept their help with homework is a source of frustration. Discuss the potential impact of this dynamic on parent-child relationships and the learning process.

Parental Challenges with Homework Difficulty Statistics

This section focuses on parents’ difficulties when assisting their children with homework, as revealed by the same online poll.

The Confusion Factor: Parents Find Homework Challenging

Introduce the poll’s findings regarding parental struggles with homework. Emphasize that a significant 46.5% of parents find homework too hard, highlighting the challenge they face in understanding and helping their children with assignments.

Age Ambiguity: Missing Data and the Need for Clarity

Discuss a limitation of the study: the absence of information about the age of the students. Explain that this missing data makes it challenging to fully grasp the extent of the issue, as homework difficulty can vary significantly depending on the grade level and subject matter.

A Complex Challenge: Parental Support and Learning Barriers

Highlight the complexity of the situation, where parents’ own difficulties with homework can hinder their ability to support their children’s learning.

And there you have it, folks – 39 Homework Statistics to Know in 2023 that have given us a peek into the ever-evolving world of academia and late-night study sessions.

From parents’ perceptions to students’ stress levels, from the ideal homework duration to the global homework landscape, we’ve covered it all, sprinkled with a dash of curiosity and a pinch of amazement.

Here’s to the quest for knowledge, the pursuit of excellence, and the occasional “Eureka!” moment amidst the sea of assignments. So, until next time, keep those pencils sharpened, those laptops charged, and those curious minds always engaged. Happy studying!

Frequently Asked Questions

1. what is the optimal amount of time for students to spend on homework.

Research suggests that an ideal range is one to two hours per night for students. However, the quality of homework matters more than quantity, and spending over two hours may lead to diminishing returns.

2. Are parents often stressed about their children’s homework?

Yes, homework can be a significant source of stress for both students and parents. According to surveys, around 74% of teenagers find homework stressful, and this can also impact parents, especially if they struggle to assist their children with their assignments.

3. How do parents balance their busy schedules with helping their children with homework?

It’s a challenge. Around 21.9% of parents report being too busy to review their children’s homework. Additionally, 31.6% of parents don’t look at their children’s homework because their kids prefer to handle it independently, which can be a source of frustration.

4. What’s the recommended guideline for homework duration for students?

The National Education Association (NEA) suggests the “10-Minute Rule,” where students should spend 10 minutes per night per grade level on homework. For instance, a 3rd grader would have 30 minutes of homework. However, this rule lacks robust research support.

5. How much time do U.S. teenagers typically spend on homework?

U.S. teenagers, on average, dedicate over 15 hours per week to homework, with over 2 hours per school night. Some even report doing more than 6 hours of homework per night. This extensive workload can significantly impact their daily routines and activities.

Exploring Student Stress And How To Cope As A Stressed Student

School can be a challenging time for both college and high school students. With coursework, relationships, extracurricular activities, and family pressure, you may face a wide range of stressors at different stages of your academic career. While occasional stress may not be a problem, stress can become an issue when it interferes with your mental or physical well-being. Let’s take a closer look at how stress may manifest in students, as well as some coping strategies for managing stress during school. 

What is stress?

Stress is a physical and mental response to demanding situations. When you’re stressed, you may notice symptoms in your body, such as tense muscles or fluttering in your stomach. You may also notice mental and emotional symptoms, such as irritability and trouble concentrating. These symptoms are your body’s way of preparing you to respond to a threat or challenge. 

There are two types of stress: acute stress and chronic stress. Acute stress is stress that comes on quickly (for example, when you get into an argument or are running late to a meeting) and goes away once the situation passes. Chronic stress is  often due to ongoing challenges like work or relationship concerns. As a student, you may experience both acute stress and chronic stress during your time in school.  

Common causes of stress among high school and college students

Student stress can have a wide range of causes, including schoolwork, social dynamics, and worries about the future. Reasons you might experience stress as a student include:

• Pressure to get good grades
• Overwhelming amounts of homework or classwork
• Trouble balancing schoolwork, your social life, and extracurricular activities 
• Pressure to get into a good college or graduate school 
• Standardized tests like the SAT, ACT, or GRE
• Bullying or hazing
• Challenges in friendships or romantic relationships
• Concerns about tuition or student loans
• The transition to adulthood

From anxiety to depression: Effects of stress on mental health

Occasional stress may not always be a problem. However, too much stress can have negative mental health effects. Some of the most common include: 

Generalized anxiety disorder

Anxiety is a sense of ongoing worry or dread about future events. People with generalized anxiety disorder may experience anxiety about a wide range of concerns, to the extent that it interferes with their daily lives . Generalized anxiety disorder may also cause:

• Restlessness or irritability
• Feelings of worry that are hard to control 
• Unexplained muscle pains, headaches, or stomachaches
• Trouble sleeping 

Panic attacks

Panic attacks are sudden episodes of intense fear. These episodes typically last 5 to 20 minutes, often peaking at about 10 minutes, and may not always have an obvious trigger. When you have a panic attack, you might experience symptoms like:

• A rapid heartbeat
• Trouble breathing
• Nausea or dizziness
• An intense fear of dying
• Feelings of overwhelming dread

Depression can cause ongoing feelings of sadness, hopelessness, or low energy. Episodes of depression typically last at least two weeks and:

• Persistent feelings of sadness or emptiness
• Feelings of anger, guilt, or restlessness
• A loss of interest in hobbies and relationships
• An ongoing lack of energy
• Changes in eating and sleeping habits
• Negative feelings about oneself

Substance use

When you have trouble controlling your urges to consume something and these challenges are interfering with your life, you may have a substance use disorder. Substance use disorders can develop from using alcohol, drugs, or other habit-forming substances. Symptoms of a substance use disorder may include:

• An intense, overwhelming desire to use the substance 
• Unsuccessful attempts to stop using the substance
• Symptoms of withdrawal that can be relieved by using the substance
• Challenges in your life or relationships due to using the substance 

High blood pressure, muscle pain, and more: Effects of stress on physical health

Beyond mental health, stress—especially chronic stress— can also have negative effects on physical health . Some examples include:

Trouble sleeping

Elevated stress levels can sometimes lead to insomnia. People with insomnia may struggle to fall asleep or stay asleep, or they may wake up at improper times. Not getting enough sleep can lead to daytime sleepiness and trouble concentrating, which may make it harder for students to focus during class, negatively affecting academic performance. 

High blood pressure

When you experience stress, your body releases hormones like adrenaline and cortisol. These stress hormones can increase your heartbeat and constrict your blood vessels , leading to a spike in blood pressure. Over time, high blood pressure may contribute to vision loss, heart disease, stroke, and kidney disease . 

Aches and pains

When you’re stressed, you may also experience physical pain in your body. While this symptom usually passes when the source of the stress goes away, ongoing stress may lead to your muscles staying in a state of tension. As a result, you may experience effects like tension headaches, migraines, and back and shoulder pain. 

Signs you might be a stressed student

Understanding what stress can look like may help you take action to manage it before it can negatively affect your mental and physical health. Signs of stress can look different in different people, but you may be a stressed student if: 

• You often feel restless, irritable, or “on edge.” 
• You feel overwhelmed by your responsibilities or assignments.
• You experience unexplained stomachaches, headaches, or pain.
• You’re having trouble sleeping, or you’re sleeping more than usual.
• You’re getting sick more often than usual.
• You often struggle to concentrate, make decisions, or remember information.
• You’re withdrawing from your relationships. 
• Other people have noticed changes in your mood or behavior. 

How to manage stress in school 

Not all stress can be avoided, but by being proactive, you may be able to better manage stress and reduce its effects on your well-being. If you’re a student, the strategies in this section may be helpful, whether you’re currently experiencing stress or you want to protect yourself from stress in the future. 

How to manage stress and support your mental health as a high school student

Stress in high school can be especially challenging due to the added uncertainty students may experience about college, work, and standardized tests like the SAT and ACT. If you’re experiencing stress in high school, consider the following tips: 

• Prioritize your assignments based on their importance, difficulty, and due dates.
• Find study techniques that work for you, such as flashcards, gamification, or mnemonic devices. 
• Turn off your phone before each class to ensure you’re fully present and engaged. 
• Build a block of free time into your schedule each day, even if you have a busy schedule. 
• Consider using a planner or other organization tool to manage your schoolwork. 
• Make time for regular exercise, especially if you aren’t taking any physical education classes.
• Get as much quality sleep as you can by following a consistent bedtime schedule and avoiding screens before bed. 
• Seek support from your friends, family, and teachers if you’re feeling overwhelmed. 

Stress management tips for college students

College students may also face unique stressors, such as the transition to independent living, tuition, and specialized coursework. Coping with these stressors may be easier with the following strategies:

• Take advantage of campus tutoring, your student success center, and other resources offered by your school.
• Build chores like laundry and cooking into your weekly routine. 
• Surround yourself with a social group that can offer advice and emotional support when you’re stressed. 
• Keep your workspace tidy and well-organized.
• Take advantage of your professors’ office hours if you’re having difficulty with class material. 
• Create a simple budget for tuition, living expenses, and entertainment. 
• Break larger assignments into smaller, more manageable chunks and do a little each day. 
• Join a club, study group, or campus organization where you can connect with others and decompress from your schoolwork.
• Avoid overscheduling yourself, especially if you also have an internship or part-time job. 

Mental health and stress management resources for students

In addition to the coping strategies mentioned above, students facing high levels of stress may benefit from mental health support. Below, you can find a list of resources for getting advice, managing school-related stress, and connecting with mental health professionals in high school and college:

• School psychologists: Many U.S. high schools have at least one psychologist on campus. Your school psychologist may be able to identify mental health concerns and connect you with appropriate mental health resources. 
• Guidance counselors: Guidance counselors don’t typically offer direct mental health support. However, your school counselor may be able to help you balance your schedule and find academic support like tutoring. 
• Campus mental health centers: Colleges often provide mental health counseling through their student health centers. Note that during busy academic seasons, you may want to make an appointment in advance to avoid long wait times. 
• Academic advising: Like high school guidance counselors, academic advisors may be able to help college students build a sustainable course load and manage academic stress.  
• Helplines: Mental health hotlines like the Crisis Text Line and 988 Suicide & Crisis Lifeline can provide students with quick, short-term support. 

Online therapy for stress

You may find it harder to make time to get mental health support if you’re feeling overwhelmed by coursework. Online therapy lets you see a licensed therapist on your own schedule without having to leave the house. You can communicate with a therapist via voice call, video call, or live chat. This flexibility may make it easier to get stress management help when you need it. With online therapy, you can also contact your therapist any time through in-app messaging, and they’ll respond as soon as they can. 

Studies show that online therapy can be effective for reducing stress. In a 2022 paper, researchers reviewed data from 13 studies of internet-based therapy for people with elevated stress levels. They found that online therapy effectively reduced symptoms of stress and stress-related disorders . 

High school and college students may experience stress for a variety of academic, social, and financial reasons. Stress is a natural physical and mental response to challenging situations, but when stress becomes chronic, it can negatively affect mental and physical health. For this reason, students may benefit from becoming aware of common stress symptoms like muscle pain, irritability, and trouble concentrating. If you are a student experiencing stress, you may benefit from strategies like breaking tasks down, getting plenty of exercise, and taking advantage of school resources to get help. Online therapy is another option for additional mental health support. You can take the first step toward getting help with stress by reaching out to a licensed therapist.

• Staying Close With College Friends: How To Maintain Your Friendships After Graduation Medically reviewed by Julie Dodson , MA
• How To Study With ADHD: Tips For College Students Medically reviewed by April Justice , LICSW
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Back to School Stress Is So Real, 60% of Parents Say They're Driven to Tears

Time management, family scheduling, and expenses top the list of stressors.

Parents / Phynart Studio via Getty Images

After a long and (at least partially) relaxing summer, back to school can hit parents like a bucket of ice water.

We trade long afternoons at the pool for teacher meet-and-greets and open houses, waking up early for the bus, enrolling in new clubs, tracking down just the right brand of #2 pencils, and getting our kids whatever $70 water bottle is popular these days.

A new survey from Life360 says the toll of all that stress is even worse than most of us realize. 

The Life360 team surveyed 1,000 U.S. parents of school-aged children about their back-to-school routines and major stressors. The results? Most of us are really struggling.

Time and logistics are a major issue for many of the families surveyed. When you account for transportation, after-school activities , sports leagues, homework time, and more, it’s easy to see how the family calendar can get out of control—which is a big problem for parents who are also trying to juggle household responsibilities and, you know, trying to stay employed.

According to the survey, parents spend a whopping 17 hours per week coordinating family schedules and logistics. That’s the equivalent of an extra part-time job!

By The Numbers

• 57% say fitting in all their activities is a challenge.
• 54% struggle to keep track of every detail of their family's schedule.
• 68% of parents feel burdened by the number of tasks they need to complete.
• 76% say they check their children's schedules several times a day to make sure everyone is on the same page.

Money is an even bigger stressor, though, with the average family spending nearly $458 per child on back-to-school supplies , much of which gets lost during the year ($175 worth!) and must be replaced again and again. Growing kids need new clothes, new shoes , new haircuts, and more. And then of course there are those pesky specialty items parents have to track down like certain types of markers or notebooks, which not only cost money but can be a huge headache to find.

We all know back-to-school is a chaotic time for families, but the survey highlights just how bad the problem really is. Many of the parents agreed that back-to-school is even worse than holiday stress , and a shocking 60% were even driven to tears by the stress of it all.

How To Handle With Back-to-School Chaos

The transition from summer break to the first day of school is always going to be a little bumpy, but there’s got to be a better way to handle it than collapsing in a heap on the kitchen floor, right?

Our experts have some suggestions.

Balancing busy schedules

Jillian Amodio , a licensed therapist (LMSW) and the founder of Moms for Mental Health says you can start by getting a better grip on time management—not through calendar hacks or being a hyper-efficient parenting machine, but by asking for help and putting your mental health first.

“Take stock of who in your life you can lean on for extra support. Grandparents, friends, uncles, aunts, neighbors, etc,” she says. “It is more than ok to ask for help, and many people actually find a lot of joy in being able to assist someone they care about.”

Maybe Grandma could handle transportation to and from after-school activities a few times a week, or you could set up a carpool rotation with friends. Anything to give yourself a tiny bit of time back.

She also recommends saying "No" more often to protect the family calendar and your sanity.

“The sneak-a-peak, classroom visits, PTO meetings, and back-to-school nights are all nice, but if your schedule is overflowing, it is 100% OK to say no! Saying no is an often overlooked aspect of self-care,” Amodio adds.

Erika Katz , a parenting expert and spokesperson for Life360 says using apps can help with the back-to-school stress by helping to keep things organized.

"As far as scheduling, generally, I find that it’s easier for one person to be in charge of creating the schedule and then sharing it with the rest of the family so everyone knows where they need to be," Katz explains.

She says if families add everyone to a location-sharing app, they'll know where the kids are, whether it's at school or somewhere else. On the flip side, it also lets the kiddos know if their parents or caregivers are on their way or running late.

Back-to-school spending

The financial burden of back-to-school is another tricky one to navigate.

When it comes to clothes, the obvious answer is to shop second-hand, reuse, and look for hand-me-downs from friends. But let’s be real; this approach is not bound to make your kids thrilled. Plus, who doesn’t love witnessing the confidence boost your kids get from putting on a fresh new outfit on the first day of school?

Katz says it’s OK to splurge for a few new trending clothing items while avoiding the massive back-to-school wardrobe overhaul, which can make a huge dent in your bank account all at once. Spread out the cost of new clothes and shoes over the course of the year as much as you can.

“Kids grow so fast. They could be a different shoe size by late fall,” she says. “Try to use what you have and fill in as you go.”

Another tip from Katz is to get a few friends to bring over a few outfits they don’t want anymore, and let the kids do a big swap. It reframes the idea of second-hand and makes it a lot more fun and exciting — and dare I say, even cool?

For older kids, Katz even recommends showing them how to use resale apps to sell their old clothes. It teaches them to be enterprising and not wasteful, plus it might help them earn a few bucks and teach them to save money to put toward luxury items they may want.

There’s really no getting around the need for school supplies , but if cost is a major concern, Jillian Amodio says not to be afraid to reach out to the school—they may be able to help.

“If your family is struggling to afford back-to-school essentials, reach out to your guidance counselors as they might have resources to offer as well,” she says. “Asking for help is never a sign of weakness and always a sign of love and resilience!”

Remember that you’ll be experts at your new routine in a matter of weeks, and the overwhelming stress and chaos will fade. What’s important is protecting everyone in the family’s mental health in the meantime. That might mean asking for help from friends, family, or the school, or even saying No to something you’d normally be inclined to do or buy.

You’ll get through it if everyone in the family sticks together, and you’ll be feeling refreshed and ready to take on the stress of the holidays before you know it!

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Work-related stress a clear risk factor for sick leave for women, finds study

by University of Gothenburg

Middle-aged women who experience work-related stress have a significantly increased risk of future sick leave, a University of Gothenburg study shows. Lack of influence and conflicts at work are clear stress factors.

The aim of the current study, published in the Scandinavian Journal of Primary Health Care , was to investigate whether work-related mental stress can be linked to sick leave among middle-aged women in the labor market.

The data used in the study consists of information about 573 women of two different ages, 38 and 50, taken from the comprehensive Population Study of Women in Gothenburg, PSWG, at the University of Gothenburg. This was combined with register data on the women's sick leave from the Swedish Social Insurance Agency.

Job conflicts are a significant risk factor

When the study began, the majority of the participants (504 women) were employed and in work. Three out of four experienced work-related or general mental stress, or both. During the following year, 16% had at least one instance of sick leave lasting for two weeks or more, and the sick leave patterns were clear.

Of 21 specific work-related problems, job conflicts and a lack of influence over decisions at work were most clearly associated with sick leave. In terms of job conflicts, this applied whether or not the women themselves were involved.

Women who had reported job conflicts were more than twice as likely (a factor of 2.31) to take sick leave during the follow-up year. After adjusting for general stress, previous sick leave, age, sleep quality, well-being, and physical activity , the risk remained twice as high (a factor of 1.98). A lack of empowerment was also accompanied by a significantly greater risk of sick leave (a factor of 1.71 after adjustments).

The importance of a better work environment

One of the main authors of the study is Kirsten Mehlig, Associate Professor of Epidemiology and Senior Lecturer in Health Science Statistics at Sahlgrenska Academy at the University of Gothenburg.

"Little scope for decision-making and conflicts in the work environment can predict sick leave, independent of general mental stress and previous periods of sick leave," she explains. "Improving the work environment is therefore important in order to reduce sick leave among women in the labor market."

The research team behind the study was led by Dominique Hange, Associate Professor and Senior Lecturer in General Medicine, and general practitioner at Närhälsan's Tidan primary care center in Skövde.

"Regardless of women's own involvement, the effects of conflicts at work may also suggest a specific vulnerability among women that may be interesting to address in the future," she notes.

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Trouble viewing? News March 10, 2014 By Clifton B. Parker , a senior lecturer at the Stanford and a co-author of a published in the .   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:   : 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.   : 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.   : 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.     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 , 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.     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."     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. ___ . Brooke Donald, Communications Manager, Stanford Graduate School of Education: 650-721-1402,   to our monthly newsletter © Stanford Graduate School of Education | 485 Lasuen Mall, Stanford, CA 94305-3096 | (650) 723-2109 Information Author Services Initiatives You are accessing a machine-readable page. In order to be human-readable, please install an RSS reader. All articles published by MDPI are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of the article published by MDPI, including figures and tables. For articles published under an open access Creative Common CC BY license, any part of the article may be reused without permission provided that the original article is clearly cited. For more information, please refer to https://www.mdpi.com/openaccess . Feature papers represent the most advanced research with significant potential for high impact in the field. A Feature Paper should be a substantial original Article that involves several techniques or approaches, provides an outlook for future research directions and describes possible research applications. Feature papers are submitted upon individual invitation or recommendation by the scientific editors and must receive positive feedback from the reviewers. Editor’s Choice articles are based on recommendations by the scientific editors of MDPI journals from around the world. Editors select a small number of articles recently published in the journal that they believe will be particularly interesting to readers, or important in the respective research area. The aim is to provide a snapshot of some of the most exciting work published in the various research areas of the journal. Original Submission Date Received: . 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Vitamins Vitamin C Humans Increases Actinobacteria Boosts immune functions, glucose homeostasis, and cell metabolism DNA methylation alterations of 116 genes (13 hypo and 103 hypermethylated) [ ] Vitamin B12 Stem cells, in vitro Not applicable Boosts cell regeneration Mediates H3K36me3 generation [ ] Vitamin B12 deficiency (4 weeks) Mice with DSS (dextran sodium sulphate) challenge No change in normal mice but altered abundance of 30 genera Reduces DSS-induced epithelial tissue damage Unknown [ ] Vitamin B12, excess amount (1000-fold) Mice Decreases α diversity, Clostridia vadin BB60 and Lachnospiraceae NK4A136 groups, but increases Parasutterella Immune activation, production of IL-17A and the IL-12/23p40 subunit cytokines in colon Unknown [ ] Folic acid and zinc Rats (hyperuricemia, induced by a high-purine diet) Increase the abundance of probiotic bacteria and reduce pathogenic bacteria Improve hyperuricemia Unknown [ ] Postbiotics Butyrate Human primary liver cells Not applicable Increases AhR expression and its target genes Unknown [ ] Butyrate Humans with obesity and diet-induced obese mice Unknown Decreases quinolinic acid- induced BDNF suppression and improves cognition Increases H3K18ac at BDNF promoter [ ] Acetate and butyrate In vitro on microglia Unknown Reduces microglia cytokine production Reduces HDAC activity and NF-κB nuclear translocation [ ] Lactate Human cells and mouse Macrophage exposed to lactate-producing bacteria Enhances Arg1 (a metabolic gene) and wound healing Histone lactylation [ ] p40, a probiotic functional factor In early life of mice Modulate gut microbiota Long-lasting TGFβ production by intestinal epithelial cells, expands Tregs and mitigates gut inflammation Epigenetic increase of TGFβ expression by H3K4me1/3 persisting into adulthood [ ] Prebiotics Fermented brown vs. white rice Patients with metabolic syndrome Increases species belonging to the Clostridia class Reduces inflammation Increases blood SCFAs [ ] Inulin (a soluble fiber) Mice and in vitro studies Unknown Reduces microglia TNF-α secretion Increases gut SCFA production and its blood level [ ] Inulin fiber and multi-strain probiotics High-fat/sucrose diet-induced steatohepatitis in rats. Unknown Improves steatosis, inflammation, liver enzymes, fibrosis, and lipid panel; decreases TGFβ1 (a fibrotic marker) and IL6 Decreases hepatic Yap1 and miR-1205 expression, and upregulated Lats1, Nf2 and lncRNA SRD5A3-AS1 [ ] High fiber diet Humans’ NAFLD Potentially change gut microbiome Reduces liver steatosis Decreases serum SCFAs (unexpectedly) [ ] Probiotics or fecal microbiota transplatation Fecal microbial transplantation Humans Gut microbiome alterations, including Prevotella ASVs Modulates plasma metabolome and the epigenome of immune cells Prevotella ASVs correlated with methylation of AFAP1 involved in mitochondrial function, and insulin sensitivity [ ] Lactobacillus reuteri Pregnant mice Gut microbiome alterations Potential prevention of autism-like symptoms Altered DNA methylation of genes linked to neuro and synaptogenesis, synaptic transmission, reelin signaling, etc. in offspring [ ] Lactobacillus suplementation High fat diet (HFD) induced insulin-resistant rats Altered gut microbiota composition in favor of Lactobacillus Reduces hyper-glycemia, hyper-insulinemia, hyper lipidemia, and hepatic- intestinal damage Mitigates methylation of H3K79me2 and demethylation of H3K27me3 and reduces Foxo1 expression [ ] Periodic fasting 5 days of periodic fasting Humans Increased gut microbiota diversity, Prevotella, Lactobacillus, and Christensenella abundance Improves metabolism Increases mitochondrial DNA, SIRT1, SIRT3, and miRlet7b-p expression in blood cells [ ] Nutritional compounds Sulforaphane Rats Improves gut microbial diversity and functions Reduces uric acid level Epigenetic modification of Nrf2 gene [ ] Saccharomyces boulardii DSS-induced colitis in humanized mice Increase microbial SCFAs production Mitigates colon damage and inflammatory responses Modulates the cytokine profile [ ] Black tee HFD feeding mice Reverses HFD-induced gut dysbiosis Prevents obesity DNA methylation alterations, including imprinted genes in the spermatozoa of HFD mice [ ] Urolithins HFD obese rats and mice Modulated gut microbiota and in mice increase population of Akkermansia spp. Decreases body weight, inflammation, ROS, insulin resistance and restores serum lipid profile Unknown [ , ] Policaptil Gel Retard HFD feeding mice Increases gut Bacteroidetes and decreases Firmicutes Decreases food intake and body weight, improves metabolic state Modulates expression of metabolic genes and rescues Igfbp2 expression [ ] Prescribed drugs Metformin, oral Mice Increases SCFA- producing microbes like Lachnospiraceae, Alistipes, and Ruminococcaceae Decreases colon adenocarcinoma proliferation Increases circulating propionate and butyrate [ ] Metformin ob/ob mice (genetically modified obese mice) Reduces Bifidobacterium and increases Akkermanisia muciniphlia proportion Increases tauroursodeoxycholic acid, which reduces ROS and intestinal inflammation Tauroursodeoxycholic acid blocks KEAP1 binding to Nrf2, leading to Nrf2 nuclear translocation, initiating antioxidant gene expression [ ] The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. Share and Cite Mostafavi Abdolmaleky, H.; Zhou, J.-R. Gut Microbiota Dysbiosis, Oxidative Stress, Inflammation, and Epigenetic Alterations in Metabolic Diseases. Antioxidants 2024 , 13 , 985. https://doi.org/10.3390/antiox13080985 Mostafavi Abdolmaleky H, Zhou J-R. Gut Microbiota Dysbiosis, Oxidative Stress, Inflammation, and Epigenetic Alterations in Metabolic Diseases. Antioxidants . 2024; 13(8):985. https://doi.org/10.3390/antiox13080985 Mostafavi Abdolmaleky, Hamid, and Jin-Rong Zhou. 2024. "Gut Microbiota Dysbiosis, Oxidative Stress, Inflammation, and Epigenetic Alterations in Metabolic Diseases" Antioxidants 13, no. 8: 985. https://doi.org/10.3390/antiox13080985 Article Metrics Article access statistics, further information, mdpi initiatives, follow mdpi. Subscribe to receive issue release notifications and newsletters from MDPI journals 426 COMMENTS Stanford research shows pitfalls of homework A Stanford researcher found that students in high-achieving communities who spend too much time on homework experience more stress, physical health problems, a lack of balance and even alienation ... Why Homework is Bad: Stress and Consequences Is Too Much Homework Bad for Kids' Health? Research shows that some students regularly receive higher amounts of homework than experts recommend, which may cause stress and negative health effects. Is homework a necessary evil? 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. 50 Current Student Stress Statistics: 2024 Data, Analysis & Predictions This article aims to discuss statistics about stress in students in K-12 schools, colleges, and universities, and identify some of the underlying causes and how many students are affected. It also hopes to identify if there are sources of relief from stress available in schools or from a student's immediate social circle. 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 over ... Is it time to get rid of homework? Mental health experts weigh in Kids hate homework. But as students grapple with mental health impacts of the pandemic, is it time schools start listening to pleas over workloads? Student mental health is in crisis. Campuses are rethinking their approach A range of additional resources—including sleep seminars, stress management workshops, wellness coaching, and free subscriptions to Calm, Headspace, and other apps—are also becoming increasingly available to students. 2020 Stress in America Graphs: English Data Charts Charts and graphs in English from the October 2020 report on stress related to the pandemic, uncertainty over the future of the country, and disruptions to education. 11 Surprising Homework Statistics, Facts & Data Even if homework is good for children's test scores, is it worthwhile if the children consequently do less exercise or experience more stress? Thus, this ends up becoming a largely qualitative exercise. Homework Wars: High School Workloads, Student Stress, and How Parents Homework Wars: High School Workloads, Student Stress, and How Parents Can Help Studies of typical homework loads vary: In one, a Stanford researcher found that more than two hours of homework a night may be counterproductive. The research, conducted among students from 10 high-performing high schools in upper-middle-class California communities, found that too much homework resulted in stress ... Does Homework Cause Stress? Exploring the Impact on Students' Mental Uncover the effects of homework-induced stress on students' mental well-being and how to foster a balanced approach to education. School Stress Takes A Toll On Health, Teens And Parents Say Homework was a leading cause of stress, with 24 percent of parents saying it's an issue. Teenagers say they're suffering, too. A survey by the American Psychological Association found that nearly ... The Truth About Homework Stress: What You Need to Know Homework stress has become a significant problem from grade schoolers all the way through college students. Here''s what you can do to address homework stress. NYU Study Examines Top High School Students' Stress and Coping Mechanisms The study shows that there is growing awareness many subgroups of youth experience high levels of chronic stress, to the extent it impedes their abilities to succeed academically, compromises their mental health functioning, and fosters risk behavior. Furthermore, this chronic stress appears to persist into the college years, and researchers warns it may contribute to academic disengagement ... More than two hours of homework may be counterproductive, research More than two hours of homework may be counterproductive, research suggests GSE scholar Denise Pope finds that students in high-achieving schools who spend too much time on homework experience more stress and health problems. Study Finds Homework Is the Biggest Cause of Teen Stress As the debate over the need for homework continues, a new study found that it's the biggest cause of teen stress, leading to sleepless nights and poor academic performance I'm So Stressed Out! Fact Sheet Life can be stressful—you may feel stressed about performance at school, traumatic events (such as a pandemic, a natural disaster, or an act of violence), or a life change. Everyone feels stress from time to time. What is stress? Stress is the physical or mental response to an external cause, such as having a lot of homework or having an illness. Stress in America™ 2020: A National Mental Health Crisis The 2020 Stress in America TM report summarizes findings on national stress levels and proposes strategies to help us recover from this crisis. APA is committed to helping people emerge from this time in our history poised to embrace and shape a brighter future together. A source of stress: why homework needs to go away According to When Homework Causes Stress, "In 2013, research conducted by Stanford University demonstrated that students from high-achieving communities experience stress, physical health problems, an imbalance in their lives, and alienation from society as a result of spending too much time on homework. According to the survey data, 56 ... Working from home: impact on stress U.S. 2020 Share of employees that feel stressed working from home during coronavirus U.S. 2020. In a June 2020 survey, 51.4 percent of participants that worked from home during the coronavirus pandemic said ... 39 Homework Statistics to Know [August 2024 Update] Introduce the source of the statistics, the Better Sleep Council's study, as a valuable contributor to understanding the stress levels associated with homework. Exploring Student Stress And How To Cope As A Stressed Student Learn how chronic stress can affect college students. Understanding these effects and exploring ways to manage stress may help you reduce anxiety. Back to School Stresses For Parents Include Time, Money Back to School Stress Is So Real, 60% of Parents Say They're Driven to Tears. Time management, family scheduling, and expenses top the list of stressors. Work-related stress a clear risk factor for sick leave for women, finds Middle-aged women who experience work-related stress have a significantly increased risk of future sick leave, a University of Gothenburg study shows. Lack of influence and conflicts at work are ... More than two hours of homework may be counterproductive, research suggests 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. • Greater stress: 56 percent of the students considered ... Gut Microbiota Dysbiosis, Oxidative Stress, Inflammation, and ... Gut dysbiosis, resulting from an imbalance in the gut microbiome, can induce excessive production of reactive oxygen species (ROS), leading to inflammation, DNA damage, activation of the immune system, and epigenetic alterations of critical genes involved in the metabolic pathways. Gut dysbiosis-induced inflammation can also disrupt the gut barrier integrity and increase intestinal ... Work-related stress a clear risk factor for sick leave, study finds Middle-aged women who experience work-related stress have a significantly increased risk of future sick leave, a new study shows. Lack of influence and conflicts at work are clear stress factors. essay homework paper phd project resume review study thesis