Homework’s Implications for the Well-Being of Primary School Pupils—Perceptions of Children, Parents, and Teachers

Abstract

Teachers and educational researchers explore various approaches to make homework more engaging and enjoyable, intending to improve the well-being and academic performance of primary school students. The study aimed to identify practices with positive and negative effects on students’ well-being when doing homework. The views of those involved in giving, doing, and assessing homework were captured from three perspectives, namely, teachers, students, and parents. In May–June 2022, six online focus groups were conducted with the participation of 13 teachers, 11 parents, and 16 primary school students from a Romanian school. The thematic analysis identified the homework that the children (do not) like; their reactions when they receive, do, and are assessed for such homework; and suggestions on how to improve the homework. The results revealed that homework assignments that make young schoolchildren feel capable, effective, appreciated, and rewarded; homework done in teams in the form of competitions or games; parental involvement in collaborative homework; and homework with creative elements are effective ways that contribute to the well-being of primary school pupils when doing homework. Repetitive, lengthy, tedious, overloaded homework generates frustration, discouragement, and emotional reactions such as crying, abandonment, anxiety, and sleep deprivation.

Keywords

• homework
• pupil well-being
• primary education
• focus group