Why Homework is an Executive Function Fiasco
by Lisa Miller
We know more about the human brain than ever before--which is simultaneously exciting, empowering, and at times, a little daunting.
For example, we now know that the human brain doesn't fully develop until our mid- to late-twenties. The prefrontal cortex, or frontal lobe, is the last part of our brains to develop. This part of the brain is also the hub of executive function. Executive function is how we get things done. In other words, subjects like math and science are the what of learning, and executive function is the how.
Executive function helps us organize, plan, prioritize, get started, manage our time, self-regulate, shift, persist, and think about what we might need to do better next time.
An epiphany: if you're under 25, it's developmentally appropriate to have executive function deficits (our brains are still under construction). For tweens and teens (and even young adults), it's unrealistic to expect they will naturally be skilled at all of the above. On the contrary, their brains are wired to flounder at it.
We also know that other factors interrupt and negatively impact executive function:
Learning disabilities such as dyslexia, dysgraphia, dyscalculia, or being on the autism spectrum
Other learning challenges like ADD, ADHD
Emotional challenges such as depression, anxiety, and/or trauma
Poor nutrition
Poor sleep hygiene (lack of sleep)
Drugs and alcohol
The exciting news: neuroscientists have discovered executive skills can be trained--with practice--just like any skill. Students who play a sport, a musical instrument, video games, or do any other activity with regularity, will relate to the idea of practice makes better.
That said, although homework is a recurring thing, it can be an executive function fiasco. Many of us (parents) expect our children to be able to manage homework on their own; we may feel frustrated when they don't, or when we have to intervene. However, doing homework is not as easy as it may seem; it's a full frontal-lobe activity!
Ask yourself: Which executive skills is your child relying on when they are required to do homework?
If your answer is all of them, you are correct! Take a look...
Metacognition: Many students don't know how to create a productive study environment; they are easily distracted and don't know how they learn best.
Organization: Keeping track of things is a big challenge. Students may not be able to locate items they need to complete their homework:
Calculator
Homework page
Math folder
Math book
Planning & prioritizing: Students lack "future glasses" and don't plan their time well. They don't know when to do things and what order to do them in. They might think, My math homework won't take long; I'll do it later. Plus, I'd rather play Minecraft right now.
Task initiation: Students may struggle to get started on things they find challenging and/or uninteresting. They might think, I can't remember what to do for math class, I don't know what I need, and I'm not sure what to do first. Maybe I'll just play with the dog for awhile.
Working memory: Students may not be able to hold and manipulate information due to working memory deficits (i.e. How do I use that formula my teacher showed me today?).
Time management: Students struggle to estimate how long things take. They may feel a sense of panic or stress when they realise their homework is taking way longer than they thought it would. They may think, I'll never get done. I am not going to have any time to chill. I better hurry, or stop soon.
Sustained attention: Because homework isn't necessarily engaging, students may struggle to maintain their focus. They may be easily distracted. Additionally, many students divide their attention, which degrades attention and productivity. Check out this funny video and do this eye-opening activity on divided attention.
Flexibility and problem solving: Students may encounter things in their homework they don't remember, nor understand. They may get stuck and not know how to overcome these obstacles (by consulting their text, a classmate, the internet (Khan Academy), etc.).
Emotional regulation: Students may dislike school, homework, or the subject at hand. They may struggle to control their negative feelings, which can inhibit productivity. They may think, I hate math. It's stupid and I will never use it real life. I just don't see the point.
Stick-to-it-ivesess: Students may decide the work is too hard/boring/unimportant and give up (i.e. This is too hard. And it's stupid to keep trying when I can't do it. I'm going to do something less impossible).
What can you do?
First, knowledge is power. Share all of this information on brain development and executive function with your spawn. If they are in middle or high school, show them this video from The Harvard Center on Child Development on executive function. Give them this executive function self-assessment to help raise their awareness of their strengths and growing edges.
Next, if your child is in grades K-5, lobby their teacher/school to reduce or eliminate homework (other than reading); studies show there are limited measurable benefits and many downsides (family disharmony and low academic self-esteem, to name two). Check out this recent article in The Atlantic on the pros and cons of homework.
If your child is in middle school, provide the support and scaffolding they need to complete homework. This might include a distraction-free study environment (sans cell phone), using timers, using planners and/or checklists, friendly monitoring, etc. Check out this video from Edutopia on the impact of cell phones on student attention.
If your child is in high school, ask them what they need to complete homework successfully on their own. Determine which of the middle school strategies they'd like to try (or continue using). Many 9th graders and some 10th graders will still need support and guidance around homework. By 11th grade, most (not all) students become more self-aware and self-directed. They are capable of managing homework, long-term projects, and test preparation mostly on their own.
To sum up, be aware of your child's developmentally appropriate challenges. Be empathetic and try not to make them feel bad about something they can't control. Be realistic about what they are capable of. Provide support and scaffolding. Buy our amazing student workbook.
#NeuroscienceIsCool