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Statistics for homework5/22/2023 Preliminary findings from teacher, parent, and student surveys suggest the presence of modest impact of homework in the area of emotional health (namely, student report of boredom and frustration), parent–child relationships (with over 25% of the parent and child samples reporting homework always or often interferes with family time and creates a power struggle), and sleep (36.8% of the children surveyed reported they sometimes get less sleep) in grades 3–6. Survey research was conducted in the schools examining student ( n = 397), parent ( n = 442), and teacher ( n = 28) perception of homework, including purpose, existing policy, and the childrens’ social and emotional well-being. The objective of this study was to understand rater perception of the purpose of homework, the existence of homework policy, and the relationship, if any, between homework and the emotional health, sleep habits, and parent–child relationships for children in grades 3–6. While homework stress in middle and high school has been studied, research evidence is scant concerning the effects of homework on elementary-aged children. Increasing academic demands, including larger amounts of assigned homework, is correlated with various challenges for children.
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