The Polish Homework Debate: Survey Insights and Policy Proposals

A substantial portion of teachers surveyed by SOS Network of Social Organizations for Education regard homework as an essential component of learning. Eighty-two percent affirm its necessity, while 85 percent report belonging to groups responsible for deciding the amount and type of homework, and 57 percent feel that the overall volume should be reduced.

In late January, a draft amendment to the Ministry of Education’s rules on assessing, classifying, and promoting students and participants in public schools was opened for public consultation. The proposal states that teachers in primary school groups I to III would not assign written or practical homework. For groups IV to VIII, homework could be assigned but would not be mandatory, and it would not carry a grade. When such work is completed, instructors would provide feedback highlighting strengths, areas for improvement, and guidance for continued learning.

The SOS Network conducted the homework survey from February 28 to March 6, 2024, with 4,515 respondents including 1,434 teachers (81% from primary schools, 19% from secondary schools), 2,455 parents (83.5% with children in primary schools, 16.5% in secondary schools), and 625 students (42% at primary and 58% at secondary levels).

Findings show varied homework patterns: 25 percent assign homework after every lesson, another 25 percent do so once weekly, 14 percent once monthly, 12 percent do not assign homework, and 25 percent selected other options. The prevailing rationale is that homework is tailored to the lesson’s needs, with extra repetition or reflection deemed appropriate for certain topics.

The opinion of mathematicians

Fifty-five percent of respondents report doing homework daily, with mathematicians showing the strongest adherence to this pattern. Early childhood education teachers follow at 32 percent, and foreign language teachers at 28 percent. Weekly homework is most common among Polish teachers (33 percent) and foreign language teachers (31 percent). In preschool education, 26 percent report weekly homework. Non-assignment is most frequent among physical education teachers at 47 percent, IT specialists at 30 percent, and vocational subject teachers at 32 percent. Notably, homework is not undertaken in preschool education by only 7 percent of respondents.

Seventy-eight percent of teachers indicate that homework involves brief tasks to review material from the lesson. Twenty-two percent provide materials to read or watch before class, 21 percent assign homework only to willing students, 10 percent bring home tasks because there was insufficient time in class, and 5 percent assign tasks before tests. When asked about other forms of homework, 23 percent cited a range of projects, group tasks, readings, lectures, essays, and other written work.

About 57 percent think the amount of homework should be reduced, though a complete elimination is not desired. Thirty-four percent feel the current approach is appropriate, and seven percent favor eliminating and then increasing other types of assignments by a small margin. The remaining responses show mixed opinions.

Sixteen percent of respondents, across Polish teachers and subject areas, express support for reducing the volume of housework, with higher agreement among certain groups such as art teachers, IT specialists, early childhood education teachers, physics teachers, and history and social studies instructors. Overall, a large share view homework as a necessary activity, with 82 percent affirming its necessity and 12 percent adopting a more negative stance. Among those who respond, 5 percent remain undecided.

There is broad consensus that teachers should determine the amount and type of homework, cited by 85 percent. A minority suggests ministry-level decisions (6 percent), with the remainder offering various collaborative and school-level models, including involvement from parents, students, or education teams at the school or board level.

Parents were asked about the typical time their child spends on homework. Thirty-nine percent reported 2–3 hours, 31 percent about one hour, 15 percent 4–6 hours, 7 percent 6–9 hours, 5 percent more than 9 hours, and 3 percent said their child does not complete homework.

Help Wanted

Sixty-four percent of parents say their child needs help with homework. Among primary school parents, 68 percent indicate they must assist, compared with 42 percent for secondary school parents. Sixty percent of respondents provide such help themselves, with 30 percent mentioning the other parent. Additional helpers include a tutor (13 percent), a sibling (7 percent), grandparents (7 percent), and a combination of parents and teachers (4 percent).

Forty-four percent of parents feel homework should be reduced, though it should not vanish entirely. Twenty-eight percent believe the current approach is appropriate, while 23 percent would favor eliminating homework altogether. A marginal 1 percent anticipate an increase in assignments. Sixty-four percent of parents see homework as necessary, with 38 percent calling it definitely necessary and 26 percent somewhat necessary. Thirty percent view it as unnecessary, while 16 percent find it rather unnecessary and 14 percent absolutely not necessary. A small portion remains undecided.

Sixty-one percent of parents think the decision on how much and what homework is assigned should rest with the parents themselves, 19 percent say the ministry should decide, and 13 percent have no strong opinion. About 7.3 percent chose other options, including shared decision-making with children or school-level governance.

Among students, 30 percent report needing an average of 2–3 hours weekly for homework, 21 percent about one hour, 20 percent 4–6 hours, 11 percent 6–9 hours, 6 percent more than 9 hours, and 12 percent say they do not complete homework. Fifty-three percent feel they do not need help, while 47 percent acknowledge a need for assistance. Opinions on homework range from a desire to eliminate it (43 percent) to a wish to reduce it (41 percent). About 12 percent feel the current approach is fine, and 3 percent want more tasks.

Half of the students consider homework unnecessary, with 24 percent viewing it as quite unnecessary and 26 percent as absolutely not necessary. Thirty-eight percent see it as necessary, of which 16 percent consider it definitely needed and 21 percent rather needed. Twelve percent express no opinion.

Regarding decision-making, 30 percent of students want teachers to decide, another 30 percent want the ministry to decide, 29 percent say it is hard to say, and 10 percent chose other options, including student involvement in decision-making.

Results from the SOS for Education survey were submitted to the Ministry of National Education for consideration. SOS for Education is a network of organizations dedicated to advancing the Polish education system, supporting best practices and introducing innovations. Participating organizations include the Center for Citizen Education, School with Class Foundation, Civis Polonus Foundation, Ruimte voor Onderwijs, and Free Schools Campaign. (Citation: SOS for Education survey, source: wPolityce)