A recent survey by Aktion Education, part of the Aktion group, reveals how families in Russia balance schoolwork, with nearly half of parents spending three to four hours each day preparing for lessons. A noteworthy portion, about one fifth, reports that homework brings emotional strain to the whole family. The findings offer a clearer view of how daily routines around homework shape family life in several meaningful ways and underscore the real impact of study time on home harmony.
Across the dataset, roughly 40 percent of parents participate in homework every day, while another third step in only when their child asks questions. A further 14 percent review tasks after they are completed, and a small group of about 13 percent do not assist with homework at all. These patterns point to a spectrum of parental involvement that tends to align with worries about workload, student independence, and the evolving roles of parents in the learning process.
Looking at time allocation, almost half of families dedicate three to four hours to homework, with a sizable share spending one to two hours on lesson preparation. A minority allocate under half an hour. The emotional side of homework is highlighted by the fact that a notable portion of parents view the process as stressful for the family, while others manage the situation in a calm, constructive manner that supports a healthier home environment for learning.
When it comes to subject focus, families report that the Russian language and literature account for the largest share of study time, followed closely by mathematics and foreign language study. These priorities reveal where families feel the most pressure and where educators might consider targeted support to ease bottlenecks and foster stronger understanding across core subjects.
One expert notes a common misstep many parents make: stepping into the teacher’s role by policing homework and pushing students to rewrite errors. This approach can double the workload and hinder genuine learning, since it reduces space for students to wrestle with concepts and for teachers to identify each learner’s particular obstacles. A more collaborative approach allows learners to practice and absorb concepts while teachers gain insight into individual challenges and progress.
Survey insights from teachers show a range of opinions about the time needed to prepare a given topic. Roughly one third believe more than thirty minutes are required, about a quarter feel twenty minutes suffices, and a tenth think fifteen minutes is adequate. These views reflect differing expectations that influence both classroom planning and home routines, highlighting the need for alignment between school calendars and family schedules.
The central issue, according to the expert, is volume. A majority of teachers expect students to invest at least thirty minutes in homework, and as workload grows, what seems reasonable can become a lengthy and exhausting task for both children and their parents. The report suggests collaborative strategies among teachers to align homework expectations and reduce duplicated effort, ensuring that assignments reinforce learning without overwhelming students or families.
Data also show variability in preparation across classes. A segment of classes sees only half the students arriving with homework completed, while another portion arrives with tasks ready, and a notable share of classes produces two-thirds readiness. The majority, though, report consistent readiness among most students, underscoring the ongoing need for clear guidelines and steady practices across schools to support consistent academic progress.
Earlier coverage addressed how to properly support a child when illness occurs, noting that parental responses during sickness influence recovery and continuity of learning. This context complements the broader discussion about how families manage educational demands in everyday life, emphasizing the value of stable routines and thoughtful support during health disruptions.