Should We Still Be Setting Homework?

Homework has long been a feature of secondary education, but as schools continue to navigate changing pupil needs, attendance challenges and the rise of AI, it's worth asking an important question: is homework still serving its intended purpose?

The evidence presents a mixed picture.

According to a recent survey, UK pupils report spending around five hours a week on homework on average, with many describing it as moderately stressful. At the same time, UK parents tend to spend less time helping with homework than parents in many other countries and are more likely to prioritise their child's wellbeing and happiness.

This raises an important challenge for educators. If homework is adding pressure without consistently improving outcomes, is it always the best use of pupils' time?

The Changing Reality of Homework

The issue becomes even more complex when we consider equity. The Education Endowment Foundation highlights that disadvantaged pupils are often less likely to have access to quiet study spaces, reliable internet connections or support from family members. As a result, homework can unintentionally widen existing attainment gaps rather than close them.

There are practical considerations too. With attendance rates remaining below pre-pandemic levels in many schools, teachers are already working hard to help pupils catch up on missed learning. Setting, monitoring and marking homework requires significant staff time, while many pupils balance school commitments with part-time jobs, caring responsibilities and extracurricular activities.

Then there is AI. Tools such as ChatGPT have fundamentally changed what pupils can complete independently at home. While AI can support learning when used responsibly, it also makes traditional homework tasks harder to assess and raises questions about what work genuinely demonstrates a pupil's understanding.

Making Homework More Purposeful

For school leaders, this presents an opportunity to reconsider how homework fits into the wider teaching and learning strategy. Rather than relying on longstanding expectations around how much homework pupils should receive, schools could benefit from examining which activities genuinely support progress and how consistently those benefits are experienced across different pupil groups.

Pupil and parent feedback can play an important role here. Understanding how long assignments actually take, whether pupils can complete them independently and what barriers they encounter at home can help schools develop more realistic and inclusive expectations.

There is also a case for greater consistency across subjects. When homework expectations vary significantly between departments, pupils can face competing deadlines and uneven workloads. A more coordinated approach could help schools balance academic ambition with manageable demands on pupils and staff.

Crucially, teachers need to be clear about what happens after homework is completed. Whether through classroom discussion, targeted feedback or identifying misconceptions, the value of an assignment often depends on how it informs subsequent learning. Without that connection, even well-intentioned homework risks becoming an exercise in compliance rather than meaningful progress. 

Homework Isn't Dead, But It May Need a Rethink

None of this means homework should disappear altogether. Research suggests that well-planned homework can have a positive impact on attainment, particularly in secondary schools. However, the focus may need to shift away from quantity and towards quality. Short retrieval practice activities, independent reading, revision tasks and preparation for future lessons may offer greater value than lengthy assignments that demand significant teacher marking.

Perhaps the question is no longer whether we should set homework, but what homework is for. In a world where time is limited, wellbeing matters and AI is reshaping learning, the most effective homework may be work that reinforces learning, builds independence and can be completed fairly by all pupils.

What do you think? Has the role of homework changed in today's secondary schools, or is it still an essential part of learning?

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