The Schoolwork and Homework Dilemma

How Much Should Parents Get Involved?

Aldenham Prep School Riyadh: A Brief History

Aldenham Prep Riyadh opened its doors in September 2021 as the first international branch of Aldenham School in the United Kingdom which itself has a history spanning over 480 years. As a co-educational British preparatory school, Aldenham Prep School Riyadh combines the traditions and values of its historic sister school with a forward-looking approach to learning in the Kingdom of Saudi Arabia. Now in its fourth year of operation, the school continues to grow, welcoming pupils from diverse backgrounds and providing a rigorous, caring and inspiring environment for learning.

Parental Involvement in Homework

As the new academic year commences, many parents wonder just what kind of involvement, and how much, truly helps children with their schoolwork and homework.

Research consistently shows that the most effective parental involvement is supportive but not intrusive. Parents should aim to help their children develop the skills, discipline and independence needed to manage their own homework. The emphasis needs to be on enabling pupils to do the work themselves rather than completing it for them (Epstein & Van Voorhis, 2019).

Studies indicate that pupils who spend more time on homework generally perform better academically, with the benefits becoming more significant in the upper years of schooling (Cooper, 2019). Moreover, family support plays a vital role in pupil success, often outweighing socio-economic status or parental educational background (Henderson & Mapp, 2022).

Why Do Teachers Assign Homework?

Teachers assign homework for a variety of reasons:

• To review and practise what pupils have learned in class
• To prepare for the next lesson
• To develop resourcefulness and independent research skills
• To explore subjects more fully than classroom time permits

Beyond academic benefits, homework helps pupils develop good habits and attitudes. It fosters independence, responsibility and time management while also strengthening home–school connections. When parents are positively engaged, they gain insight into their child’s education and progress.

Importantly, homework should be a positive learning experience and not used as punishment.

Ways Parents Can Support Homework

Parents can help children succeed with homework by:

• Establishing a regular study time
• Choosing a quiet and suitable workspace
• Minimising distractions
• Providing resources and materials
• Monitoring assignments without interfering
• Offering encouragement and guidance
• Talking through tasks to aid comprehension

It is important to avoid doing the homework for the child. Instead, parents should discuss tasks, ask questions and review work once it is completed. Younger pupils may need more direct support, while older pupils benefit more from encouragement and discussion that promotes independence.

Building Core Study Skills

Classroom teachers often emphasise three key study skills that parents can reinforce at home:

1. Organisational skills – Helping pupils keep track of materials, assignments and deadlines builds confidence and control. Parents can encourage the use of a dedicated “study spot.”
2. Time-management skills – Regular study routines reduce stress and create balance. Parents can guide their child in setting realistic schedules and prioritising tasks.
3. Active study strategies – Asking pupils to predict possible test questions, summarise information or explain concepts aloud improves retention and understanding.

The Importance of Family Role Models

Children are more likely to study when they see adults around them engaged in reading, writing or problem-solving. Even small actions, like making a shopping list or talking about work tasks, model important behaviours. Parents can also support learning through shared activities such as reading together, playing educational games or visiting cultural places like museums or zoos. Everyday routines including household chores also reinforce responsibility and perseverance.

References

• Cooper, H. (2019). Homework: What the Research Says. National PTA.
• Epstein, J. L. & Van Voorhis, F. L. (2019). The changing debate: From assigning homework to designing homework. Educational Psychologist, 54(3), 219–232.
• Henderson, A. T. & Mapp, K. L. (2022). A new wave of evidence: The impact of school, family and community connections on pupil achievement. Annual SEDL Report.

About the Author

Mr Mark S. Bedford is Headmaster of Aldenham Prep School Riyadh. He has nearly 30 years of experience in education and has led schools in the UK, Cyprus, Thailand, China and Saudi Arabia. With a background in English Literature, Educational Psychology and School Counselling, Mr Bedford holds a BA (Hons), PGCE, MSc, MPhil, NPQH and is a Fellow of the Royal Society of Arts (FRSA). He is also fluent in several languages and passionate about innovation, pupil wellbeing and building international partnerships in education.

• For comments or queries please contact:
• Aldenham Prep School Riyadh
• Email: [email protected]