Abstract

This study examines the impact of homework on students’ academic performance and mental health, aiming to provide a balanced perspective on its role in education. Homework has long been considered a fundamental tool for reinforcing classroom learning and improving academic outcomes. However, increasing concerns about its potential to contribute to stress, anxiety, and burnout among students necessitate a closer evaluation. The research explores the relationship between homework quantity, quality, and its influence on academic achievement, as well as the mental well-being of students across various educational levels. Through a combination of literature review, surveys, and interviews with students, parents, and educators the finding reveal a complex dynamic. While moderate and well-structured homework positively correlates with improved performance, excessive or poorly designed assignments are linked to heightened stress and reduced mental health. That paper emphasizes the importance of tailored homework policies that balance academic objectives with students’ emotional and psychological needs, proposing strategies to optimize the benefits of homework while mitigating its negative effects.