Survey data show a clear divide in Poland regarding the proposal to abolish homework in primary schools. A majority of respondents, 54.2 percent, oppose the ban on compulsory domestic assignments, while less than 41 percent express support for the change. The findings come from United Surveys, conducted for Dziennik Gazeta Prawna and RMF FM. The poll provides a snapshot of public sentiment as the education ministry’s April proposal to overhaul homework policies entered the public discourse.
During the survey, Poles were asked whether they backed the Ministry of National Education’s plan to abolish homework introduced in April. A sizable portion of the population answered negatively. Specifically, 54.2 percent expressed opposition, with 30.9 percent stating they were strongly against the ministry’s decision and 23.3 percent indicating they were probably not in favor. In contrast, 40.9 percent view the changes positively, while 27 percent described themselves as strong supporters, and 13.9 percent said they would probably support the change. A small 4.9 percent of respondents admitted uncertainty, saying they did not know or found it hard to decide. The report from DGP notes a remarkable age-related pattern in opinions: younger respondents are more likely to support the ministry’s position, with more than two-thirds of them in favor.
On the other end of the spectrum, those in their sixties lean toward opposition, with nearly 70 percent holding the opposite view. The newspaper highlighted this generational divide as a notable feature of the survey results, reflecting differing attitudes toward homework and school responsibilities across age cohorts.
Starting from April 1, new regulations will take effect on homework across Poland. In groups I to III of primary schools, homework will no longer be assigned, except for activities designed to improve fine motor skills. For groups 4 to 8, homework will not be mandatory; instead of a grade, students will receive feedback detailing what they did well and what needs improvement. This shift aims to rethink classroom routines and parental expectations, and to emphasize practical learning and skill development over routine tasks performed at home.
The United Surveys poll was conducted on March 22–23, 2024, across a nationwide sample of 1,000 adult Poles using CATI and CAWI methods. The study measured opinions on the ministry’s proposal, capturing variations by age, education level, and regional background to provide a broader view of how policy changes might be received across the country.
Additional context from the interviewees indicates a complex landscape of opinions. Some respondents cited concerns about assessment standards, equity, and the potential impact on family routines, while others emphasized the benefits of reducing after-school workload and creating more time for creative and physical activities. The results suggest that while the policy may be welcomed by a portion of families and educators, there remains a sizable segment of the population that values traditional homework practices as part of a structured learning process.
As the policy unfolds, schools and teachers will adapt how they monitor student progress. The emphasis shifts toward descriptive feedback rather than traditional marks, prioritizing student awareness of strengths and areas for improvement. This approach aspires to foster self-regulated learning and a more personalized educational experience, while acknowledging diverse student needs and domestic circumstances across Poland.