This blog post focuses on school-based homework, but the strategies shared here are equally relevant to home education. Home-educated children may not have traditional “homework”, but learning how to pace tasks, manage expectations, and reduce overwhelm is still important, especially for those who experience anxiety.
Parents’ questions answered
Question: My son has always found maths very challenging, but we’re hopeful that he will pass his GCSE next year. Recently, the school has been giving him higher-tier homework, which seems to be pushing his abilities. While he understands some concepts and feels good about his abilities, overall, it’s a huge challenge. Some topics are completely unfamiliar.
I’m concerned about whether the school is assessing him correctly and recognising his specific needs. He is strong in certain areas but has gaps in the basics. He scored a Level 3 in his last assessment. Would it be better to focus solely on foundation-level topics to give him the best chance of passing the exam?
Answer: It’s great to hear that your son is keen to challenge himself with more advanced concepts – this determination is a valuable trait that will benefit him in the long run. However, since he achieved Level 3 in his last assessment and still has some foundational gaps, it’s essential to be strategic when considering the best approach to help him secure a Level 4 pass.
The foundation tier has a maximum grade of Level 5. Focusing on foundation-level topics could increase his chances of success while building essential maths skills. Choosing the foundation tier also removes the risk of receiving a ‘U’ (ungraded) for scoring below Grade 4, which would happen on the higher tier.
The school’s decision to assign him higher-tier homework might temporarily boost his confidence by challenging him. However, it could also lead to overlooking the basic skills essential for long-term understanding and progress. If your son has any specific learning needs or formal assessments, these should be factored into decisions about his homework. Your honest and informed feedback to the school can help maintain work that matches his current abilities while encouraging growth.
Question: Our daughter, who is in primary school, has struggled academically since the start, likely due to early adverse experiences. Although she has made some progress, she remains significantly behind her peers, and we’re currently applying for additional support. At home, we try to help, but she struggles to retain information and often avoids tasks she finds difficult. For example, she finds fractions particularly challenging. How can we best support her?
Answer: It’s not uncommon for children who face difficulties early in childhood to struggle with retaining and applying knowledge. Building her confidence through patient, low-pressure strategies will help.
Here are some suggestions:
1. Low-pressure learning: Use games or hands-on activities to make learning fractions more engaging. For example, you could use pizza slices or blocks to represent fractions visually and physically.
2. Tactile approaches: Create opportunities for her to physically interact with concepts. This might include cutting paper shapes into halves, quarters, and thirds to build an intuitive understanding of fractions.
3. Validation and encouragement: Acknowledge her frustrations and celebrate small wins. Confidence can grow when successes – no matter how small – are noticed and valued.
4. Break it down: Divide tasks into manageable steps, focusing on one small goal at a time. For fractions, this could mean mastering one concept, such as recognising halves and quarters confidently, before moving on.
Providing a calm, structured learning environment at home, while advocating for additional support at school, will help her feel more secure and capable. It’s also worth exploring whether any targeted interventions – such as one-on-one tutoring or specialist resources – can be made available through her school or local services.
Question: My son has just started secondary school and has additional learning needs. He is working at a much lower academic level than his peers, particularly in maths and English, and has diagnoses of anxiety and sensory sensitivities. Homework has become a significant source of stress. How can I address this with the school?
Answer: If homework is causing significant stress, it’s important to talk openly with the school about possible adjustments.
Here are some approaches to consider:
1. Modified homework: Suggest tasks tailored to your son’s current ability level, focusing on skills he can realistically achieve. This can help build his confidence without adding undue pressure.
2. Exemption from homework: If modified homework is still counterproductive, you could request that it be adapted or removed altogether. Share specific examples of how it is affecting your son’s mental health and confidence.
3. Flexible workbook: Propose a self-paced activity book with no strict deadlines. This approach allows him to engage with learning when he feels ready, reducing stress and giving him a sense of control.
These strategies have proven effective in similar situations at schools that were open to them. Open communication and collaboration are key. If necessary, educational advocacy organisations can provide further guidance and support.