TUNBOSUN OGUNDARE in this report feels the pulse of parents, education experts and psychologist on the impact of children being overloaded with too homework by their teachers.

TO see parents taking to their social media handles to rant and accuse teachers of giving their children excess homework is not new. The practice indeed, has become a norm, especially among the city dwellers.

Some of these parents complain that some of the homework is beyond the age of their children and as a result becoming a big burden for them to handle.

Recently, a parent took to her Tik Tok handle, saying it is not only her five- year- old child that is tired and bored by too much assignment given by her teacher, but she is tired as well.

According to the woman in the viral video her five-year-old child usually comes home with between six and seven assignments each day after staying for more than eight hours in school.

She also generalized that not only the children who come home itch many assignments get tired, but their parents also do.

She pointed out that most parents have already exhausted at work and also faced traffic gridlock on the way home and to now face voluminous homework awaiting them at home from their children will leave them psychologically traumatic.

She added that even parents who don’t have paid jobs and always at home still have many things to do including cooking and washing that take their time.

The woman, therefore, appealed to the Lagos State government to do something and addresses the concern.

However, divergent views trailed the video. While some parents shared the sentiment, affirming that some teachers, especially in private schools truly like to push their workload over to parents via their children, some others do not agree to that position. Those in the latter category believe that parents are actually the real cause of the situation and not their children’s teachers.

According to them, most school assignments are giving to students based on their class and not the age,

They argued that the woman in the viral video only talked about the age of her child without revealing the actual class the child is and that such information may be misleading.

Speaking to Sunday Tribune in an interview, the Chairman of Nigeria Union of Teachers (NUT), Lagos State wing, Mr. Hassan Akintoye, noted that quality learning is not about overloading students with homework.

He explained that students in public schools spend eight hours in schools and not all the hours are for academic activities.

“So, adding another three hours at maximum to to do independent studies at home should be enough for them per day,” he argued.

He said children need to be giving enough time to do independent studies and also play especially with peers, noting that doing so will make them to develop critical thinking mindset.

“So, it is unlikely you find teachers in public schools overloading their students with homework,” he concluded.

On his part, Mr. Babagana Mohammed, beaten down daily hours a child is expected to learn according to global best practices.

Babagana is an education expert with UNICEF Nigeria. He observed that the current government in its Widom has already reduced the number of subjects each student should offer at basic education level and there is no basis to overload any students with excess academic work again.

Babagana put the number of hours a child ought to learn at either in class or at home per day at six hours according to global best practices.

According to him, the six hours is distributed in this format- three hours for cognitive, one hour for psychomotor and the last two hours for learning through planning where creativity and critical thinking mindset is developed.

He noted that most problem in the low income and middle-income countries including Nigeria is the absence of enough playing materials for the children

He said as regards homework, parental engagement is important as parents supposed to know what their children are being taught in schools and if learning is actually taking place.

But upon the whole and irrespective of volume of curricula, he pointed out, children need enough time to play and to sleep at least for eight hours per day.

“That is what will make them to perform well not only in academic but in every other aspect of life as they are growing up,” he said. “So, overloading them with workload won’t do them any good.”

Also speaking to Sunday Tribune in an interview, the National President of League of Muslim School Proprietors (LEAMSP), Mr. Abdulwahid Obalakun, on his part, blamed the practice in schools it happens mostly on parents as they are the ones pushing education of their underaged children beyond their limit.

According to him, most parents especially the elites want their children to start school at the age they suppose not to while at the same time want them to finish school when they supposed to still be in school.

“And what do we expect when a teacher gives students homework based on the class they are and not their ages,” he queried.

Those parents will still term such a situation overloading whereas they are the ones putting unnecessary pressure on their children and the teachers, who on their part also want to show they are capable.

He acknowledged that the schools where such act is being practiced are mostly those that end their primary education at basic five and not the official six and that the parents that push their children in classes beyond their ages should be asked “why rushing them’.

Obalakun however, pointed out that assignment given to students ought to be moderate as they need to play, rest and sleep well for effective learning and development to take place.

He also urged parents to play their role by contributing actively to their children learning, especially as regards homework and not shift the entire work on teachers.

He argued that the extra hours students spend beyond the official school hours have mostly been arranged for by parents especially those working in offices.

“So, most of the problems are not actually from school or teachers but parents,” he insisted.

While acknowledged that some private schools could sharing her own view on the matter, Professor Mopelola Olusakin of the Psychology Education and Counselling at the University of Lagos (UNILAG), said official curricula of students at the basic level are too much and demanding for many students.

She noted that while teachers may not be totally blamed for overloading students with homework, many parents on their part worsen the situation.

She explained how, saying “After school hours, some parents will still make their children, those who can afford it, to go for lessons, or for a lesson teacher to come to their home and come and teach them.

“So, there is just no time for the children to rest.

This at times, she said, could cause “information constipation’ which is a situation whereby children have not digested or thought about what they have learned.

“That means they have not had enough time to process what they have learned, and you are feeding them with more work again “

The consequences of these according to her is that “at times, by the time they have their freedom, they don’t want to go to school.

“They don’t want to read. Some of them, when you see them on their laptops, are playing with some other things.

“Instead of researching into the work, the subjects, the courses that they are doing at higher levels, that’s because, while growing up, they never had time to do those things.

Even during the holidays, we put them in summer school, which is still schooling. But there is a need for them to have time to inculcate what they have learned, try and practicalize what they have experienced and what they have found out in their learning.

“So, they should be allowed to discover things themselves, to invent. That is what Montessori type of education does for small children. While they are playing, they are constructing things, they are building things, they are putting things together, and they are doing innovation.

Teachers and parents speak on assignment overload

Every week, students across Nigeria return home not just with books, but often with stacks of assignments. While homework is meant to reinforce learning, some parents and teachers worry that the sheer volume may be tipping into overload. To understand why this happens, we spoke with teachers and a parent to explore what drives assignment policies, how they affect students, and what changes could make schoolwork more productive and balanced.

Teachers’ Perspective: Purpose and Planning

For teachers like Mrs. Ogunrinola Adeola of Victory Christian College, assignments are more than just extra work. “Assignments given to students must be related to the topic being taught,” she says. “If the objective can be achieved with five well-structured questions, giving twenty becomes excessive.” She adds that while there is no single homework policy, the class level usually determines the workload.

Mrs. Adeola explains that assignments serve multiple purposes: reinforcing learning, assessing knowledge, and preparing students for school and external examinations. Teachers work hand-in-hand to ensure that assignments are meaningful, coordinated, and not just a matter of quantity. “If the volume of work prevents you from doing your core job, like teaching effectively or marking scripts, then it has become excessive,” she adds, emphasizing that large class sizes, frequent meetings, and excessive marking can make homework less productive.

Another teacher, Mrs. Jegede Adebimpe of Gold Merit School in Oluyole, Ibadan, reinforces this view. She explains that the quantity of assignments is usually determined by learning objectives for the week, the age and level of students, and the time required to complete tasks. She notes that even in schools without strict homework policies, teachers rely on professional judgment to ensure assignments are reasonable and purposeful.

“Assignments serve multiple purposes,” Mrs. Adebimpe adds. “Primarily, they reinforce what has been taught in class and help students practice newly acquired skills. They also allow teachers to assess understanding and identify areas that need improvement. Close to examination periods, assignments may also serve as preparation for exams.”

Mrs. Adebimpe also addresses the challenge of multiple subjects. “Responsible teachers are mindful that students handle multiple subjects. We try to coordinate informally or through departmental planning to avoid overloading students. Improved communication among staff can further help balance the overall workload students receive each day,” she explains.

Balancing Academic Engagement and Student Wellbeing

Both teachers agree that the line between productive academic engagement and excessive workload is delicate. “Productive academic engagement challenges students appropriately and supports learning without causing stress, fatigue, or loss of interest,” Mrs. Adebimpe notes. “The line is crossed when assignments consistently interfere with rest, family time, extracurricular activities, or emotional well-being. The goal should always be meaningful learning, not simply the volume of work given.”

Mrs. Adeola echoes this sentiment. Teachers must listen carefully when parents raise concerns about overwhelming assignments. “Sometimes the issue may be time management, while other times the quantity or difficulty level may need to be reconsidered. Open communication between parents and teachers is key to finding a balanced solution,” she says.

Parents’ Perspective: The pressure at home

Parents, however, often feel the strain of assignment overload more acutely. Mrs. Rukayat Udoh, a parent we spoke to, describes the impact on her child: “Excess assignments cause stress and physical health issues, like sleep deprivation and less time to rest after school. It also restricts family time and limits extracurricular activities.”

Mrs. Udoh admits that she often ends up assisting her child with tasks. “I sometimes find myself completing or heavily helping with assignments. This shows the workload is intense and can overwhelm both the child and the parent,” she says.

Despite these concerns, Mrs. Udoh believes that not all assignments are harmful. “If the assignments are meaningful and not excessive, they improve learning performance. But repetitive or unnecessary tasks only add pressure,” she explains. She suggests that schools consider projects or practical life skills instead of routine homework, which she believes can be more beneficial for holistic learning.

Finding the right balance

The challenge, according to both teachers and parents, is finding a balance between learning and wellbeing. Assignments are essential for reinforcing lessons, assessing knowledge, and preparing for examinations, but they must also allow students time to rest, engage with family, and pursue extracurricular activities.

Mrs. Adebimpe emphasizes the need for coordination among teachers. “Teachers should plan together and communicate regularly to avoid piling too much work on students on the same day,” she says. Meanwhile, Mrs. Adeola highlights the importance of listening to parental feedback and adjusting workloads as needed.

Both teachers stress that meaningful homework is about quality, not quantity. Assignments should challenge students and support learning without causing stress or burnout. When done right, homework can enhance understanding, improve performance, and instill discipline. When done wrong, it becomes a source of fatigue and frustration.

Homework is an essential tool for learning, assessment, and exam preparation, but excessive assignments can have unintended consequences. Teachers like Mrs. Adeola and Mrs. Adebimpe are mindful of their students’ capacity, coordinating where possible and ensuring tasks remain meaningful. Parents, on the other hand, are calling for a better balance , assignments that support learning without creating stress or fatigue.

As schools continue to develop policies, the key lies in quality over quantity, clear communication, and collaboration between teachers and parents. When balanced effectively, assignments can reinforce lessons, strengthen understanding, and prepare students for future success, all without robbing them of sleep, family time, or opportunities to explore their talents. (Sunday Tribune)

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