helping a child with assignment

15 tips for helping your child with writing assignments

by: The GreatSchools Editorial Team | Updated: June 23, 2023

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Completing a piece of writing requires your child to use many different skills at once — organizing ideas, holding a pencil correctly, forming letters, spelling words, using correct grammar, punctuating sentences, using vocabulary — and they have to do all of this while accessing information in their working memory and staying on topic. If your child struggles with one or more of these processes, writing can quickly start to feel labored and arduous. Under the Common Core Standards, kids are writing more than ever, across multiple subjects. Kids who struggle with writing may become reluctant to write, so it’s important to take action if you think your child is struggling. Talk about any concerns you have about your child’s writing with the teacher.

By using these tips and exercising a little patience, you can support your child as they learn to write confidently and skillfully.

Ask what your child is writing about.

Be the coach, not the player., check your child’s work., give positive feedback., make sure your child sees you writing at home., encourage your child to write — anything., make an album., involve your child’s passions., create a writing space., check for good form., encourage your child to learn how to type., brainstorm together, revise, revise, revise, teach your child to read drafts aloud., break projects into pieces..

Learning to write well takes lots of practice and patience, so keep your child from getting discouraged by individual assignments and encourage them to find reasons to write every day.

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ADHD in the Classroom: Helping Children Succeed in School

At a glance.

Children with attention-deficit/hyperactivity disorder (ADHD) experience more obstacles in their path to success than the average student. The symptoms of ADHD, such as inability to pay attention, difficulty sitting still, and difficulty controlling impulses, can make it hard for children with this diagnosis to do well in school.

What to know

To meet the needs of children with ADHD, schools may offer

• ADHD treatments, such as behavioral classroom management or organizational training;
• Special education services; or
• Accommodations to lessen the effect of ADHD on their learning.

Explore resources available for parents and teachers to help children with ADHD adjust to changes in school.

CDC funds the National Resource Center on ADHD (NRC), a program of Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD). The NRC provides resources, information, and advice for parents on how to help their child. Learn more about their services.

How schools can help children with ADHD‎

The American Academy of Pediatrics (AAP) recommends that the school environment, program, or placement is a part of any ADHD treatment plan.

AAP also recommends teacher-administered behavior therapy as a treatment for school-aged children with ADHD. You can talk to your child's healthcare provider and teachers about working together to support your child.

Classroom treatment strategies for ADHD students

There are some school-based management strategies shown to be effective for ADHD students: 1

• Behavioral classroom management 1 2

Organizational training

Did you know ‎, behavioral classroom management.

The behavioral classroom management approach encourages a student's positive behaviors in the classroom, through a reward system or a daily report card, and discourages their negative behaviors. This teacher-led approach has been shown to influence student behavior in a constructive manner, increasing academic engagement. Although tested mostly in elementary schools, behavioral classroom management has been shown to work for students of all ages.

Organizational training teaches children time management, planning skills, and ways to keep school materials organized in order to optimize student learning and reduce distractions. This management strategy has been tested with children and adolescents.

Teaching and supporting positive behavior‎

Special education services and accommodations.

Most children with ADHD receive some school services, such as special education services and accommodations. There are two laws that govern special services and accommodations for children with disabilities:

• The Individuals with Disabilities Education Act (IDEA)
• Section 504 of the Rehabilitation Act of 1973

Learn more about IDEA vs Section 504

The support a child with ADHD receives at school will depend on if they meet the eligibility requirements for one of two federal plans funded by IDEA and Section 504:

• An Individualized Education Program (IEP) , or a

What are the main differences between an IEP and a 504 Plan?‎

• 504 Plan: Provides services and changes to the learning environment to meet the needs of the child as adequately as other students and is part of Section 504 of the Rehabilitation Act.

Accommodations

IEPs and 504 Plans can offer accommodations for students to help them manage their ADHD, including the following:

• Extra time on tests
• Instruction and assignments tailored to the child
• Positive reinforcement and feedback
• Using technology to assist with tasks
• Allowing breaks or time to move around
• Changes to the environment to limit distraction
• Extra help with staying organized

Did you know?‎

There is limited information about which types of accommodations are effective for children with ADHD. 3 However, there is evidence that setting clear expectations, providing immediate positive feedback, and communicating daily with parents through a daily report card can help. 4

What teachers can do to help

For teachers, helping children manage their ADHD symptoms can present a challenge. Most children with ADHD are not enrolled in special education classes but do need extra assistance on a daily basis.

Helping students with ADHD‎

CHADD's National Resource Center on ADHD provides information for teachers from experts on how to help students with ADHD.

Close collaboration between the school, parents, and healthcare providers will help ensure the child gets the right support. Here are some tips for classroom success:

Communication

• Give frequent feedback and attention to positive behavior.
• Be sensitive to the influence of ADHD on emotions, such as self-esteem issues or difficulty regulating feelings.
• Provide extra warnings before transitions and changes in routines.
• Understand that children with ADHD may become deeply absorbed in activities that interest them (hyper-focus) and may need extra assistance shifting their attention.

Assignments and tasks

• Make assignments clear—check with the student to see if they understand what they need to do.
• Provide choices to show mastery (for example, let the student choose among written essay, oral report, online quiz, or hands-on project.
• Make sure assignments are not long and repetitive. Shorter assignments that provide a little challenge without being too hard may work well.
• Allow breaks—for children with ADHD, paying attention takes extra effort and can be very tiring.
• Allow time to move and exercise.
• Minimize distractions in the classroom.
• Use organizational tools, such as a homework folder, to limit the number of things the child has to track.

Develop a plan that fits the child

• Observe and talk with the student about what helps or distracts them (for example, fidget tools, limiting eye contact when listening, background music, or moving while learning can be beneficial or distracting, depending on the child).
• Communicate with parents on a regular basis.
• Involve the school counselor or psychologist.

Parent education and support

How to best advocate for your child‎.

What every parent should know

• School support and services are regulated by laws. The U.S. Department of Education has developed a "Know your rights" letter for parents and a resource guide for educators to help educators, families, students, and other interested groups better understand how these laws apply to students with ADHD so that they can get the services and education they need to be successful.
• Healthcare providers also play an important part in collaborating with schools to help children get the special services they need. 5

More information

• CHADD's ADHD Toolkits for Parents and Educators
• Health and Supportive School Environments | CDC
• Society of Clinical Child & Adolescent Psychology - Effective child therapy: ADHD
• Evans SW, Owens JS, Wymbs BT, Ray AR. Evidence-Based Psychosocial Treatments for Children and Adolescents With Attention Deficit/Hyperactivity Disorder. J Clin Child Adolesc Psychol. 2018 Mar-Apr;47(2):157-198.
• DuPaul GJ, Chronis-Tuscano A, Danielson ML, Visser SN. Predictors of Receipt of School Services in a National Sample of Youth With ADHD. J Atten Disord. 2019 Sep;23(11):1303-1319.
• Harrison JR, Bunford N, Evans SW, Owens JS. Educational accommodations for students with behavioral challenges: A systematic review of the literature. Review of Educational Research. 2013 Dec;83(4):551-97.
• Moore DA, Russell AE, Matthews J, Ford TJ, Rogers M, Ukoumunne OC, Kneale D, Thompson-Coon J, Sutcliffe K, Nunns M, Shaw L. School-based interventions for attention-deficit/hyperactivity disorder: a systematic review with multiple synthesis methods. Review of Education. 2018 Oct;6(3):209-63.
• Lipkin PH, Okamoto J; Council on Children with Disabilities; Council on School Health. The Individuals With Disabilities Education Act (IDEA) for Children With Special Educational Needs. Pediatrics. 2015 Dec;136(6):e1650-62.
• The American Academy of Pediatrics. How Schools Can Help Children with ADHD. Available at: https://www.healthychildren.org/English/health-issues/conditions/adhd/pages/Your-Child-At-School.aspx . Accessed on November 17, 2023
• CHADD. Education. Available at: https://chadd.org/for-parents/education/ . Accessed on November 17, 2023
• CHADD. Overview. Available at: https://chadd.org/for-educators/overview/ . Accessed on November 17, 2023
• CHADD. About the National Resource Center. Available at: https://chadd.org/about/about-nrc/ . Accessed on November 17, 2023
• CHADD. Individuals with Disabilities Education Act. Available at: https://chadd.org/for-parents/individuals-with-disabilities-education-act/#:~:text=What%20are%20my%20responsibilities%20as%20a%20parent%3F . Accessed on November 17, 2023
• U.S. Department of Education. Know Your Rights: Students with ADHD. Available at: https://www2.ed.gov/about/offices/list/ocr/docs/dcl-know-rights-201607-504.pdf . Accessed on November 17, 2023
• U.S. Department of Education. Dear Colleague Letter and Resource Guide on Students with ADHD. Available at: https://www2.ed.gov/about/offices/list/ocr/letters/colleague-201607-504-adhd.pdf . Accessed on November 17, 2023

Attention-Deficit / Hyperactivity Disorder (ADHD)

CDC's Attention-Deficit / Hyperactivity Disorder (ADHD) site includes information on symptoms, diagnosis, treatment, data, research, and free resources.

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Homework Help for Reluctant Children

• Posted October 15, 2018
• By Heather Miller

It’s hard to fault the child who resists doing homework. After all, she has already put in a long day at school, probably been involved in afterschool activities, and, as the late afternoon spills into evening, now faces a pile of assignments. Parents feel it, too — it’s no one’s favorite time of day.

But despite its bad rap, homework plays an important role in ensuring that students can execute tasks independently. When it’s thoughtfully assigned, homework provides deeper engagement with material introduced in class. And even when it’s “just” worksheets, homework can build the automatic habits and the basic skills required to tackle more interesting endeavors. Finally, homework is a nightly test of grit. Adult life brings its share of tasks that are both compulsory and unenjoyable. Developing the discipline to fulfill our responsibilities, regardless of whether they thrill us, begins in middle childhood.

So how to help the avoidant child embrace the challenge, rather than resist it?

The first step, especially with kids 13 and under, is to have them do their homework at a communal space, like a dining room or kitchen table. If other children are in the home, they can all do their homework at the same table, and the parent can sit nearby to support the work effort. This alleviates some of the loneliness a reluctant child might associate with assignments. The alternative — doing homework at a bedroom desk — can result in the child guiltily avoiding the work for as long as possible. Like all forms of procrastination, this has the effect of making the entire process take much longer than it needs to.  

When parents turn the homework ritual into a series of conversations about what needs to be done, how, and for how long, children feel less “alone” with their nightly work, they relish the company and support of their parent, and they work better and more efficiently.

Many parents are under the impression that they shouldn’t have anything to do with their children's homework. This comes from schools emphasizing that homework is a child's responsibility, not the parents'. While it is absolutely true that parents should not do their children's homework, there is a role for parents — one that's perhaps best described as “homework project manager.” Parents can be monitoring, organizing, motivating, and praising the homework effort as it gets done. And yes, that means sitting with your child to help them stay focused and on task. Your presence sends the message that homework is important business, not to be taken lightly.

Once you’re sitting down with your child, ask him to unload his school bag and talk you through his various assignments. Maybe he has a school planner with all his homework listed, or a printout from school, or perhaps his work is listed on the classroom website. Many children attend an afterschool program where, in theory, they are doing homework. They’ll often claim that they’ve done all their homework, even though they’ve only done some. Together, make a quick and easy “Done/To Do” list. Writing down what she has finished will give her a sense of satisfaction. Identifying what she still needs to do will help her to focus on the remaining assignments. Over time, this practice will help your child build an understanding that large tasks are completed incrementally.

Next, ask your child to put the assignments in the order he’d like to do them. Encourage him to explain his thinking. Doing this helps a child feel in control of the evening’s tasks and prompts him to reflect on his work style. Discuss the first task of the night together. Ask your child to think about the supplies he is likely to need, and ensure they’re at the ready. This “pre-work” work helps a child think through a task, understand it, and prepare to execute it with gusto.

Last but not least, introduce a timer to the evening’s proceedings. Challenge your child to estimate how long the first assignment will take. Then ask, “Do you want me to set the timer for the full amount of time you think you’ll need, or a smaller amount?” Then, set the timer with the understanding that the child must work without interruption until the timer goes off. Even questions are verboten while the timer runs. The goal here is to enable the child to solve problems independently, through concentration. This not only builds concentration powers, it builds creativity, critical thinking, resilience, and resourcefulness. In my experience, the theatricality of being timed helps relax children who would otherwise feel daunted by a mountain of homework.

As each piece of work gets done, parents can add meaningful positive reinforcement. Exclaiming, “Another assignment done! And done well!” helps your child feel like what they are doing matters.

By turning the homework ritual into a series of conversations about what needs to be done, how, and for how long, children feel less “alone” with their nightly work, they relish the company and support of their parent, and they complete the work much more efficiently and at a higher standard than they might otherwise.

Helping the Homework Resisters

• Have children do their work at a communal table. Stay nearby, to alleviate the loneliness that some kids feel — and to prevent procrastination.
• Ask your child to unload her backpack and talk through assignments.
• Help your child make a "Done/To Do" list.
• Ask your child to put the assignments in the order he’d like to do them. Encourage him to explain his thinking — fostering a sense of control.
• Use a timer. Challenge your child to estimate how long an assignment will take, and ask if she wants to set the timer for that full amount of time, or less. 
• Your role: To monitor, organize, motivate, and praise the homework effort as each piece is done. 

Additional Resource

• More about Heather Miller's work to help parents create healthy routines on weeknights

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6 Ways a Child With ADHD Can Study Better

 No kid likes homework. But for a child with ADHD, homework time can be extra hard. Assignments that might take other kids an hour can take yours 2 or 3 -- or more.

Homework doesn't have to ruin your kid's day. And it doesn't have to turn you into a stressed out, nagging parent. A structured routine can help your son or daughter stay focused and on track.

1. Set up a homework station.

Choose one spot where your child can do their homework every day. Make sure it's away from distractions like noisy siblings, a phone, and the TV. (The kitchen table works well for some kids, since you can easily check in on them.)

The seat should face a wall, not a window. White noise, from an MP3 player or a fan, can help drown out sounds to keep their mind on the work.

Try to give siblings their own space, though this may be hard if you have to monitor more than one. Remember that different kids may have different needs.

2. Break up study time.

Does your child start strong, then sputter out? Split up assignments so they don’t have to do it all at once.

Instead of a solid hour, have them tackle three 20-minute sessions with playtime or a snack in between.

Or switch subjects: math for 20 minutes, then English for another 20, then back to math. They'll struggle less, and their work may improve.

3. Stay on schedule.

Kids with ADHD have trouble managing time. They also get off track easily. A schedule can help with both problems.

Ask your child to break down their homework into mini-assignments that take only a few minutes each. Then use an egg timer or alarm app to keep them on task for each section. Not only will it help them, but you won't have to nag as much.

Like the daily assignments, break down big, long-term projects (like a diorama or a book report) into simple steps. Set up a schedule with a due date for each step. These small deadlines will help them get the project done on time.

4. Plan studying around medication.

A child who takes ADHD medication may study better earlier in the afternoon, when the drugs are still in effect. They may have a hard time later in the evening, after they wear off.

5. Motivate with rewards.

They're not bribes. It's OK to reward your child when they do a good job. A little encouragement can go a long way.

Some parents set up a currency -- poker chips, for example -- in return for getting homework done. Your kid can turn the chips in later for rewards they like, such as time to watch TV or play a video game.

6. Make sure homework is handed in.

Your child might spend hours on their homework, then lose it or forget to hand it in. An organized binder or folder system, with pockets for new assignments and finished homework, can help get the papers across the finish line.

Keep on top of assignments.

This last one is a bonus for you. It's not uncommon for a kid with ADHD to miss a due date or misunderstand instructions. Create a backup plan. Talk to your child's teacher -- weekly or even daily -- about upcoming assignments.

Some teachers post homework on the Internet. Others may email copies of assignments directly to you. Ask the teacher to let you know about any late or missing homework.

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An Age-By-Age Guide to Helping Kids Manage Homework

Do you ever wonder whether homework is gauging the child’s ability to complete assignments or the parent’s? On one end of the spectrum, a parent might never mention homework and assume it gets done independently; on the other end are the parents who micromanage to be sure every worksheet is absolutely perfect.

Being too laissez faire about homework might deny a child the support they need to develop executive functioning skills, but being too involved could stifle their independence. So how much parent participation in homework is actually appropriate throughout a child’s education?

Basic homework tips

According to Scholastic , you should follow these rules of thumb to support your child during homework (without going overboard):

Stay nearby and available for questions without getting right in the middle of homework.

Avoid the urge to correct mistakes unless your child asks for help.

Instead of nagging, set up a homework routine with a dedicated time and place.

Teach time management for a larger project by helping them break it into chunks.

Child psychologist Dr. Emily W. King recently wrote about rethinking homework in her newsletter. King explains at what ages kids are typically able to do homework independently, but she writes that each child’s ability to concentrate at the end of the day and use executive functioning skills for completing tasks is very individual. I talked to her for more information on how much parental involvement in homework completion is needed, according to a child’s age and grade level.

Kindergarten to second grade

Whether children even need homework this early is a hot debate. Little ones are still developing fine motor skills and their ability to sit still and pay attention at this age.

“If a child is given homework before their brain and body are able to sit and focus independently, then we are relying on the parent or other caregivers to sit with the child to help them focus,” King said. “ Think about when the child is able to sit and focus on non-academic tasks like dinner, art, or music lessons. This will help you tease out executive functioning skills from academic understanding.”

Elementary-age children need time for unstructured play and structured play like music, arts, and sports. They need outside time, free time, and quiet time, King said. For children who are not ready for independent work, nightly reading with another family member is enough “homework,” she said.

Third to fifth grades

Many children will be able to do homework independently in grades 3-5. Even then, their ability to focus and follow through may vary from day to day.

“Most children are ready for practicing independent work between third and fifth grade, but maybe not yet in the after-school hours when they are tired and want to rest or play. We need to begin exposing children to organization and structure independently in late elementary school to prepare them for more independence in middle school,” King said.

Neurodivergent kids may need more parental support for several years before they work independently.

“Neurodivergent children, many of whom have executive functioning weaknesses, are not ready to work independently in elementary school. Children without executive functioning weaknesses (e.g., the ability to remain seated and attend to a task independently) are able to do this somewhere between third and fifth grade, but it’s very possible they can work independently at school but be too tired to do it later in the afternoon,” King said. “We need to follow the child’s skills and give them practice to work independently when they seem ready. Of course, if a child wants to do extra work after school due to an interest, go for it.”

For students who are not ready to work independently in middle school, it is better to reduce the amount of homework they are expected to complete so they can practice independence and feel successful.

Middle school

In sixth grade and later, kids are really developing executive functioning skills like planning, organizing, paying attention, initiating, shifting focus, and execution. They will still need your encouragement to keep track of assignments, plan their time, and stick to a homework routine.

“Middle school students need lots of organization support and putting systems in place to help them keep track of assignments, due dates, and materials,” King said.

High school

By this point, congratulations: You can probably be pretty hands-off with homework. Remain open and available if your teen needs help negotiating a problem, but executing plans should be up to them now.

“In high school, parents are working to put themselves out of a job and begin stepping back as children take the lead on homework. Parents of high schoolers are ‘homework consultants,’” King said. “We are there to help solve problems, talk through what to say in an email to a teacher, but we are not writing the emails or talking to the teachers for our kids.”

What if homework is not working for them (or you)

There are a number of reasons a child might not be managing homework at the same level as their peers, including academic anxiety and learning disabilities.

If your child is showing emotional distress at homework time, it might be a sign that they have run out of gas from the structure, socialization, and stimulation they have already been through at school that day. One way to support kids is to teach them how to have a healthy balance of work and play time.

“When we ask students to keep working after school when their tank is on empty, we likely damage their love of learning and fill them with dread for tomorrow,” King wrote in her newsletter.

King said in her experience as a child psychologist, the amount of homework support a child needs is determined by their individual abilities and skills more than their age or grade level.

“All of these steps vary for a neurodivergent child and we are not following these guidelines by age or grade but rather by their level of skills development to become more independent,” she said. “In order to independently complete homework, a child must be able to have attended to the directions in class, brought the materials home, remember to get the materials out at home, remember to begin the task, understand the task, remain seated and attention long enough to complete the task, be able to complete the task, return the work to their backpack, and return the work to the teacher. If any of these skills are weak or the child is not able to do these independently, there will be a breakdown in the system of homework. You can see why young students and neurodivergent students would struggle with this process.”

If you and your child have trouble meeting homework expectations, talk to their teacher about what could be contributing to the problem and how to modify expectations for them.

“Get curious about your child’s skill level at that time of day,” King said. “Are they able to work independently at school but not at home? Are they not able to work independently any time of day? Are they struggling with this concept at school, too? When are they successful?”

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10 Tips for Helping Students With ADHD Get Organized

Ann-Louise T. Lockhart, PsyD, ABPP, is a board-certified pediatric psychologist, parent coach, author, speaker, and owner of A New Day Pediatric Psychology, PLLC.

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If your child has Attention Deficit Hyperactivity Disorder ( ADHD ) you may be very familiar with their tendency to lose assignments somewhere between school and home, to forget to bring books home, to turn in school work late, and to have a chaotically stuffed backpack. And somehow, even after providing boxes of them, there is no pencil to be found when needed.

Kids with ADHD sometimes get labeled as irresponsible, careless, or lazy. This criticism is not only inaccurate and unhelpful but hurtful.

Chronic disorganization can be debilitating to people with ADHD. Disorganization and forgetfulness are actually both included among the criteria for diagnosing ADHD . Impairments in these areas are often related to executive function deficits that make it harder to plan ahead, remember, prioritize, get started, self-monitor, and complete tasks.

Kids with ADHD often need a lot of structure and support to help with organization , but they can develop good organizational habits early on with your assistance. The first and most important step in helping your child with the organization at school is to work closely and collaboratively with your child's teacher. Good communication between home and school is essential.

Organizational Strategies for School-Aged Kids With ADHD

Here are some tips for helping students with ADHD develop good organizational habits:

• Work with your child to set up a specially designated study area at home that is free of distractions. This workspace should be kept well-organized. Help your child do this by leading them through the steps necessary to keep the area neat and clear of unnecessary items. Know that you will need to supervise your child and help them through this process on a regular basis. Make this a part of your daily routine.
• Provide useful supplies , such as pencils, pens, paper, ruler, paper clips, pencil sharpener, dictionary, calculator, etc. Label drawers in the study area desk or table and help your child place supplies in the designated drawer.
• Work with your child's teacher to set up a system for getting assignments down in a notebook . This documentation will travel back and forth from school to home with your child. This assignment notebook/folder should include a calendar or planner that can be used to keep track of longer-term projects due dates and test dates. Review this calendar regularly with your child. Use the calendar to help your child break down longer projects into smaller segments. Keep in mind that you may need to be creative with your child to help them find a system that works.
• Ask the teacher to offer support by gently reminding your child when it is time to write assignments in a notebook. This step ensures that they understand the assignments and checking to see that the assignments are written down correctly in a notebook. At the end of the school day, it is also helpful for the teacher to check to see that appropriate books, papers, and the homework notebook make it into your child's book bag.
• If your child has difficulty with handwriting, ask the teacher about giving your child a printed handout of daily assignments that can be included in the homework notebook. Even better if the teacher can provide handouts that have already had three holes punched out in advance and the handouts can be placed directly into the homework notebook.
• At the end of homework time before the next school day, review homework papers and books that need to go back into their book bag for school. Supervise your child as they get these items zipped inside the book bag and placed in a designated spot near the door to the house. This way the book bag can easily be found in the morning.
• Ask the teacher about scheduling regular times for your child to organize and clean out their desk and locker at school. Be sure to schedule regular times for your child to clean out school backpack and notebooks at home, as well. Understand that your child will need supervision and help with these chores. Guiding your child through these steps and practicing these skills, again and again, is necessary in order for good habits to form.
• Designate areas of the desk or locker for specific items. You can even "draw out" these areas with tape to indicate where items should go—for example, notebooks, books, folders, writing utensils, etc. This will make it easier to place items back in the right spot so they can be found when needed.
• Purchase a set of color-coded book covers, notebooks, and folders for each subject area . Your child can organize their work by colors. For example, they may choose red for math, yellow for language arts, green for science, etc. Share with the teacher so they can support your child in using this system as well. The teacher can even highlight handouts for each subject by using the corresponding color somewhere on the page.
• Set up a motivating reward system to positively reinforce your child as they show improvements in developing more and more organizational skills in their daily life.

Magnus W, Nazir S, Anilkumar AC, et al. Attention Deficit Hyperactivity Disorder (ADHD) In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing,

Iseman J, Jeweler S, Silverman S. 101 School Success Tools for Students with ADHD . Sourcebooks, Inc.; 2010.

By Keath Low  Keath Low, MA, is a therapist and clinical scientist with the Carolina Institute for Developmental Disabilities at the University of North Carolina. She specializes in treatment of ADD/ADHD.

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Winning the Homework Battle: 10 Tips for Helping Children with Homework

1) gauge your involvement based on what your child’s academic behavior is showing you and not just what your child is telling you., leave your successful student alone.

As a parent, you have to determine when your help is both necessary and useful and when it simply complicates an already stressful situation for your child. If your child says that he is doing the work and/or studying well for tests and the grades and teacher comments support that, believe him and go do something else (in another room)! Your child has proven that he can be an effective student on his own and you can leave him alone. While this can hurt your feelings as a parent, you want your child to be independent. You can always remind him that you are there if he needs you.

Trust what your child’s teachers have to say.

If, however, your child’s grades and the teacher comments do not support her story that she has done everything on time and accurately, believe the teachers. Teachers are not going to make up situations where your child is not meeting expectations. Avoid the urge to make excuses for your child. If a teacher talks to you or your child’s grades are slipping, you need to let her know that you will be increasing your involvement in the homework process until you see marked improvement. You, as the parent, get to determine what that means. However, be realistic or he will lose all motivation. Reasonable expectations include completing work in a more public place, or showing a parent completed homework in that subject area every night for a specific period of time.

Offer additional support if your child is putting in the effort and not seeing results.

If your son says that he studied for hours for the math test but failed it, you, as a parent, need to step in. You can say that while you believe that he studied, it is clear that he needs additional help. Giving him some ownership of this review process will make him more open to it. Let him know that if he does not want that person to be you (and don’t be surprised if he doesn’t) tell him that is fine, as long as he identifies a person he would like to work with. It can be a teacher, tutor, or advisor, as long as that person is an expert in that subject area. Do not fall for him naming another student who is going to “help him study.” It is unlikely that he will receive the help he needs from a peer, mainly because most kids are unlikely to admit to others that they are falling behind.

2) Make sure your advice on studying and your approach to learning is based on how your child learns and NOT on how you learn.

You might have a fantastic working memory that you have relied on your entire life. If you insist that your child remember things the way that you do, and she did not inherit that particular memory gene, you are setting her up to feel inadequate in that regard. You might be visual, where your child is verbal. She might need to “talk out a problem” while you need to write it out. Whatever it is that you are helping your child with, always ask her, “What kind of help would be the most useful for you? Would you rather I make a chart, talk it through with you, or show you examples?” You might be surprised at what she needs. It also helps when you point out your child’s strengths, especially if it is not one of yours. It will make your child more apt to utilize that strength in the future.

Take a quick quiz to find out what learning style you are at http://vark-learn.com/the-vark-questionnaire /

Let your children choose their supplies and set up their workspaces.

Insisting that your children study the way you did is not always in their best interest. For example, if you go to an office supply store and buy all of the supplies you think they need and set up their workspaces in the way you feel would be the most useful, it might be marginally appealing to them. If, however, you take them to the store with you and give them a budget, letting them both pick out and organize their supplies, chances are they will be significantly more attached to the workspace. Parents might need to practice restraint on this one. Yes, you might write neater, but if they write on their binders, they own them. If you have an idea for their workspace, they have the right to veto it. Just think to yourself, would you like someone (anyone) to come into your office or home and furnish and decorate it for you without your input? If they did, would you be as proud of it as you would be if you did it yourself?

Base your help on how a concept was presented in class.

Read your child’s textbooks or the class notes to see how he was taught to do the problem before helping. Yes, things are taught differently than when we were in school and if you insist your child try solving problems or completing things your way, he will most likely have to “unlearn” that method and learn the teacher’s way in order to build on that skill in the way the class will ask them to.

3) Keep your hands off the project, keyboard, pencil, or pen!  

Resist the urge to contribute complete ideas or help to the actual production of your child’s work. Advising is very different than editing, which is different than ghost writing. The quality of the homework your child is turning in is NOT a reflection of you as a parent. By editing it until it is perfect, or interjecting your “spin” on it until it reads like a graduate level dissertation puts your child at a big disadvantage.

Let your child make mistakes on homework and assignments.

Teachers use homework and drafts as gauges of each child’s level of understanding of material. When parents edit or contribute to it, teachers can no longer use that assignment as a formative assessment of what a child does or does not understand. Teachers might look at the paper and see that everything is spelled correctly, for example, and therefore, not focus on spelling frequently used words with that student. In reality, the parent changed all of those words, so the child is left not knowing how to spell them, or even worse, left without the ability to see that the words were misspelled in the first place. More often than not, teachers know when the work is done by a parent, and are then forced to disregard its content for formative purposes. That child is then left with one less piece of data informing the teacher of what he or she really needs to focus on.

Do not type your child’s assignment for her.

Yes, this means you can’t “just type what she says out loud.” As an adult, we edit as we type and inevitably make corrections. This sort of help enables children to not have to learn to think while producing work, which is something they will absolutely have to learn. Just ask yourself, “Is my help going to serve my child well when I am not around?” If the answer is no, don’t do it.

Allow your child to learn kinesthetically—let him do the work.

Lastly, when your child asks for help, do not grab the pencil or keyboard!!! Children are innately kinesthetic and many of them gain understanding by trying things as they are listening to or watching them being explained. If you take over the writing instrument or computer keyboard, you take away this opportunity for kinesthetic practice. Get your own pencil and let them work with you.

4) Don’t ask a preteen or teenager yes or no questions if you want more than a yes or no answer.

If you give children the chance to get out of a conversation with a one-word answer, they will take it. Rather than asking, “Did you do your homework,” consider asking, “What was the easiest part of the math homework tonight?” When they respond with two words, force them to elaborate by asking them, “Why?” Children often fail to recognize that homework has a purpose and it’s not there simply to make their lives difficult. This is why one of my favorite questions to ask a child is, “Why do you think your teacher assigned this as homework?” Keep pressing them to give you an honest answer after they initially reply with, “Because they don’t like us.”

5) Discuss and establish definitions for the terms “studying” and “homework” in your house before the school year begins.

Think about the last time you asked your child to clean her room. Upon inspection, the room was far from your definition of clean. She probably wasn’t trying to pull a fast one on you, but her definition of clean is different from yours. This is why you need to define what clean means to both of you ahead of time. It might involve a short list like this:

• Bed made and clothes either folded in drawers or in the hamper
• Nothing on the furniture
• Nothing under the bed
• Nothing in the room that could potentially spoil, rot, smell or mildew

A list of what completed homework means might look like this:

• Meets all expectations (answer all questions asked and or meet all criteria presented in assignment description)
• Is in the desired format specified by the teacher (hard copy, email, shared on Google Drive, etc.)
• In the "turn in" folder in backpack (not on desk where it might be left)

Once rules and expectations have been established and mutually agreed upon, the process will be more peaceful. This is also true with homework. If children know the guidelines and expectations in advance, the daily battles will subside.

6) Set minimum time limits for homework completion.

If your child always has an excuse as to why he can’t do his homework, establish a minimum amount of time he must spend in his workspace each night, regardless of whether or not he is prepared. Kids occasionally forget things or have valid reasons for why they cannot get things done on time, but if there is a pattern of homework avoidance that is supported by low homework grades or teacher concern, establish a time minimum. Ask your child’s teachers how much time your child needs to spend on homework each night. If it is 40 minutes, for example, make it clear that he needs to sit there for that amount of time every day, regardless of whether or not he brought the correct books home or if he left his binder at school. It is amazing how much more responsible students become about their belongings when they realize that “forgetting” them doesn't mean not having to do the work . This also works well for children who tend to do the bare minimum. If they know they have to sit there, chances are that they will pull out their work and elaborate on it. This is one of those strategies that does not go over well initially with the child, so sometimes you might need to let him know that the 40 minutes begins when he stops complaining.

This is also a great opportunity for you to apply his behavior to a real-life situation that you would encounter as an adult. Ask your child what would happen if you went to work on a day that a proposal was due and said, “I forgot it at home.” That’s an adult reality and we know how badly these children want to be treated like adults.

7) Set realistic expectations for success and failure by letting your child make mistakes.

School is preparation for life. If we provide support and guidance at the right levels, we teach children how to be independent learners, strong self-advocates and creative problem solvers. If we hover over them, make excuses for their failures, and enable them by taking away natural consequences for their behaviors, we set them up for disappointment. They do not learn perseverance.

Children who rarely experience failure or disappointment often grow up with a false sense of invincibility combined with a unrealistic belief that things will always work out for them in the long run without increased effort on their part because that is how the world has always worked for them. We do not want to teach children to always externalize their failures as the fault of someone or something else (i.e. I failed because that test was so hard) and internalize their successes (i.e. I aced that test because I am awesome). We also do not want to encourage the opposite, which involves internalizing failures (I failed because I am stupid) and externalizing successes (i.e. I did well because the test was easy). We need a combination of both. We need students to realize that there are things in life in our control and things in life that are not. There are things that people are inherently good at and things that take practice.

8) Work with your child to discover her learning style.

Talk to you child. Ask her what she needs to help her learn. Teach children about learning styles and have them research how they learn. Make them proud of how they learn and encourage them to use that as a filter through which they make all of their educational decisions.

9) Don’t give unsolicited help.

The “too involved parent” often, if not always, insists on helping even though the child has not asked for help. This unsolicited advice inevitably leaves the child feeling as though the parent does not have faith in his ability to produce quality work on his own, which ultimately leads to low academic self-confidence.

10) Ask yourself:   Is my involvement in this process helping my child to be more successful when I am not around?

If parents use this as their mantra and are honest with themselves when the answer is no, they are likely to be successful in maintaining balance. Remember, your child’s college dorm room will be too small for the both of you! She will have to know how to survive and be her best academic self all by herself some day.

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About the author.

Annie Griffin is the Middle School Academic Dean and Learning Coordinator at The Shipley School in Bryn Mawr, PA.

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Am I Supposed to Be More Involved in My Child’s Education?

Care and Feeding is Slate’s parenting advice column. In addition to our traditional advice, every Thursday we feature an assortment of teachers from across the country answering your education questions. Have a question for our teachers? Email [email protected] or post it in the  Slate Parenting Facebook group .

I have been wondering this since the early days of Zoom kindergarten (when our oldest started school). How much involvement do teachers want from parents at home? We’re not delinquent parents, but we are pretty hands-off when it comes to school. We engage our kid in activities, he excels in math, we read to all the kids daily (and have since infancy), but we don’t make sure he’s doing assignments or sit down by his side to walk him through a homework sheet. (Obviously if has a question we help him!)

I just remember my parents being very hands-off throughout my entire education, like they looked at my report card and that was the extent of it (granted I usually brought home A’s and didn’t give them trouble) but they never asked me what my homework was and sat me down to do it. I guess my question is, how hands-off is too hands-off?

Obviously no one likes a helicopter parent, but there’s probably a big gray area and I don’t know where I should fall in there. I don’t want to neglect their schooling but also isn’t the point of school to learn to do things yourself? When I see how friends help their kids with schoolwork and organization it makes me feel like I’m neglecting my kids. One time this year the teacher sent a message saying our son wasn’t completing phonics worksheets in school and she was sending them home with him, and we made sure he completed them, but that’s been about it. Thanks!!

—Too Hands-Off?

I don’t think there is any right or wrong answer here. I believe if your involvement is working for your child and your family then I wouldn’t change a thing. To say parental involvement is a grey area is an understatement. As a second-grade teacher, I’ve had parents request to basically serve as a teaching assistant, and parents with whom I interact 2-3 times a year. Every family’s philosophy here is different and most teachers are usually happy to meet you where you are.

If your child is happy, performing well academically, and has no behavioral issues, I see no point in fixing what isn’t broken. That is, unless the teacher requests some additional help with special projects like classroom parties or events. The truth is that managing parental expectations can become almost as difficult as managing student needs. Personally, I have always appreciated parents who are supportive but distant. Meaning, they’re available to help when needed, but also give their children the space needed to develop a strong sense of academic independence.

—Mr. Hersey (elementary school teacher, Washington)

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Our son is 15 and a high school freshman. He is very quiet (always has been), a good but reluctant student, and a nice kid with a good sense of humor. He also sees a therapist and is on medication for anxiety. Sometimes I think one of his goals is to get through each day with no attention being drawn to him.

He had a tough time schooling from home for the end of seventh grade and about half of eighth grade. He went back into school in March 2021 as soon as in-person was an option. I think he missed some key elements of middle school—learning to juggle different classes and teachers, for example. His transition to high school has been a bit bumpy but for the most part he is handling things well. However, he is very reluctant to speak up for himself. Every week or so, I sit down with him to look at the electronic gradebook which shows all of the tests, quizzes, assignments, etc. that have been graded for each of his classes. We started doing this with him in middle school because he had difficulty handing things in electronically and had many assignments marked as missing that he thought he had completed and handed in.

This year missing assignments have been less of an issue but haven’t completely disappeared. Last night, we discovered a missing biology assignment that he said he handed in. (Unlike most of his work, this was an assignment that was actually done on paper so there was no way for us to resubmit it electronically). He didn’t want to talk to his teacher about it—he hates having to assert himself in this way. So we suggested that he write the teacher an email, which he also was reluctant to do. He can’t articulate why he dreads this. Eventually, we helped him come up with the language for the email and he sent it.

My question: How do we help him feel more comfortable speaking up for himself? We are trying to let him handle more on his own but I’m wondering if there are any ways we can help him build up his confidence. When I went to parent-teacher conferences in the fall, most of his teachers seemed to have a good grasp of who he is and appreciated his quiet manner and attentiveness in class. Do most high school teachers try to track down missing assignments? Our son seems completely shocked whenever we find one listed.

—Soft Spoken

Dear Soft Spoken,

I think the only way for your son to become more comfortable asserting himself is to have more experience doing so. I’m glad that you had him send the email himself, with your support. I think that is a step in the right direction. You might also try role-playing with him, where he practices what he will say to his teacher. I suspect that his fear of speaking to his teacher is related to his anxiety, so it would be good for him to discuss this with his therapist as well.

I will also say that some of this trepidation may improve as he matures. Many students who lack the confidence to advocate for themselves in ninth grade are able to speak with a teacher independently by senior year.

In my experience, most teachers make a good faith effort to collect missing assignments from students. However, that depends on how busy and stressed out they are. Give how difficult things have been for the past two years, our stress levels are through the roof. And while I certainly hope that your son’s teachers will follow up with him when he’s missing something, advocating for himself is an important life skill that will serve him beyond high school.

I wish your son good luck!

—Ms. Holbrook (high school teacher, Texas)

I’m looking for book suggestions for my 13-year-old son—a VERY reluctant reader with some reading comprehension issues. The last book we read together (it works best for us if we take turns reading) was Ender’s Game , and before that Adventures of Zorro . He can handle fairly adult subject matter and doesn’t like things “dumbed down.” The only caveat is that it cannot be an advanced reading level. Some things he likes are fantasy like Lord of the Rings and The Hobbit and military history—ancient Romans, Ottoman Empire, Samurai, etc., as well as Star Wars , but we are open to all suggestions!

—Raising a Reluctant Reader

If he liked Ender’s Game, Orson Scott Card has of course published a bunch of other books. I don’t buy them new because I like to vote with my feet , but I’ll occasionally pick them up in thrift stores.

How about Isaac Asimov’s books? They’re generally interesting to high school kids but written at a reasonable level for middle school. His whole Foundation series might catch your son’s attention. Same goes for many Ursula K. Le Guin novels, such as Wizard of Earthsea or the Annals of the Western Shore trilogy. He’d probably enjoy Starship Troopers by Robert A. Heinlein. It has a pro-military tone typical of the publication era, which could catalyze some interesting discussions. Or what about Shogun by James Clavell? Ken Liu has a series called the Dandelion Dynasty and a book of short stories titled The Paper Menagerie . Come to think of it, short stories are often less intimidating to reluctant readers.

The other thing you might consider is classics like The Count of Monte Cristo —wait, hear me out. That book is enormous and can be cumbersome for even enthusiastic readers, but what if you read the graphic novel or watched the movie first? I’ve found that when I give a synopsis or show a movie version to my students (which I do with Romeo and Juliet , for example), they are much more able to digest the text.

Lastly, I don’t know if you guys have abandoned any books, but I’m a big proponent of doing that. It’s good practice in general but especially for reluctant readers. Avoid slogging. Give a book 40-50 pages, and then if he’s not on board, ask him if he wants to ditch it and try something else.

Regardless, you’re doing a great thing for your son by being invested in his reading—keep it up.

—Ms. Scott (high school teacher, North Carolina)

I have a son who is 11 (so theoretically sixth grade), who is accelerated a minimum of two years in each subject and therefore is counted as an eighth grader. However, he has missed…a lot of school due to illness. A minimum of 7 days in quarters 1-3, and now four weeks into Q4 he’s not attended 13 days of school. These are clearly defined illnesses (active Omicron and associated quarantine counted for 9 days for instance, local stomach bug for two or three days, allergies so bad to need a day off), and the school has been great about sending work home and he’s generally been great about doing it. His grades have suffered a little, but on the level of an A to a B+ in most cases.

Given all of this, how much would you worry? The school is very flexible and has no concerns so far, and is assuming he will be in a ninth grade curriculum for most subjects next year, but 30 days is a lot of school to miss, even if about half of that has been made up with some form of virtual instruction.

A secondary question: He tends to fly through his makeup work and gets far lower marks (C+) compared to anything he’s in class for (A). Any advice on getting him to slow down on his makeup work? We don’t care about the grades. We do care about him learning the material and not missing instruction if possible.

—Slow Down?

Dear Slow Down,

I would not worry about the missed days if he is learning the content and mastering the skills required to advance. It’s not ideal to miss school, of course, but at your son’s age, a great deal of learning can be done independently. The real loss is likely in his opportunity to collaborate with peers, negotiate friendships, resolve conflict, and manage his relationships with teachers, coaches, etc. These are the skills that make in-person school so very important, even when a student is capable of mastering much of the content independently. But these skills can also be practiced in activities outside of school, through things like sports, drama, summer camp, arts classes, Scouting, and the like.

If your son’s teachers feel confident about his academic progress, you can, too.

As for the independent vs. in-person learning, it’s likely that not having peers to whom he can compare the quality and quantity of his work is impacting him negatively. When students work in isolation, their understanding of excellence is often entirely dependent upon their own opinion and judgment. In class, however, kids can eyeball the work of others, ask questions of their peers, and compare their efforts to those around them. Maybe your son could find a way on those at-home learning days to connect with a peer in school to compare work, or you could ask teachers to provide examples of excellence to which your son can compare. This may help.

—Mr. Dicks (fifth grade teacher, Connecticut)

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I feel like I am in crisis. I have three wonderful, adorable young children. For years, I have been unsatisfied in my marriage for very typical reasons. My husband and I have no physical and little emotional intimacy, though we do have a low-conflict household. I carry the bulk of the labor in our household concerning all domestic and child care responsibilities, despite the fact that I work full time at a stressful career. My husband is impatient with the kids and does not seem to like being around them. I can’t help but feel I’d be happier divorced.  What should I do?

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Writing Strategies for Students With ADHD

Here are six challenges and solutions, based on task simplicity and clear instruction, for helping students with ADHD develop their essay-writing skills.

Too often, students with ADHD (attention deficit hyperactivity disorder) get labeled as "problem students." They often get shuffled into special education programs even if they show no signs of developmental disability. Though these students' brains do work differently, studies prove that it doesn't preclude them from being highly intelligent. That means teachers should pay special attention to help students with ADHD discover their potential and deal with the challenges they face in their learning process.

As essay writing is both the most common and the most complicated assignment for students, writing instruction for students with ADHD requires special efforts. Each step of writing process may present certain difficulties for these young people. Here are some practical solutions for teachers to encourage, motivate, and focus their students on writing process.

1. Difficulty Concentrating on Assignment

Research proves that ADHD doesn’t result in less intelligence, but rather in difficulties controlling emotions, staying motivated, and organizing the thoughts. So a teacher's first task is teaching students focus enough on a writing assignment.

Solution: Give clear, concise instructions.

When assigning an essay or other writing project, be specific and clear about what you expect. Don't leave a lot of room for interpretation. Instead of the assignment "Write about a joyous moment," include instructions in your writing prompt, such as:

• Think about the last time you felt happy and joyful.
• Describe the reasons for your happiness.
• What exactly made you feel joy?
• What can that feeling be compared to?

Make sure every student knows that he or she should come to you directly with any questions. Plan to take extra time reviewing the instructions with students one to one, writing down short instructions along the way.

2. Difficulty Organizing Thoughts on Paper

Several studies have found that students with ADHD struggle with organizing their thoughts and mental recall. These students can often speak well and explain their thoughts orally, but not in writing.

Solution: Get them organized from the start.

Start each project with a simple note system. Give students the freedom to take their own notes and review them together if possible. Have students pay special attention to filing these notes in a large binder, folder, or other method for making storage and retrieval simple.

To help students understand how to organize their written thoughts, teach them mind mapping . A semantic mind map for an essay may include major nouns, verbs, and adjectives, as well as phrases to use in writing each paragraph. Some introductory and transition sentences will also come in handy. Another step after mind mapping is advanced outlining . Begin and end the initial outline with the words "Intro" and "Conclusion" as placeholders. Then have students expand that outline on their own.

3. Difficulty With Sustained Work on a Single Task

ADHD can make it difficult for students to focus on long-term goals, leading to poor attention and concentration when the task requires work for an extended period of time.

Solution: Create small, manageable milestones.

Since accomplishing a five-page essay takes a lot of time, you can chop it into smaller, easier-to-manage pieces that can be worked on in rotation. Each piece may be checked separately if time allows. Treating every issue and section as an independent task will prevent students from feeling overwhelmed as they work toward a larger goal.

4. Difficulty in Meeting Deadlines

Deadlines are the things that discourage students with ADHD, as they work on assignments more slowly than their classmates, are often distracted, and tend to procrastinate.

Solution: Allow for procrastination.

It may sound ridiculous, but build procrastination into the writing process by breaking up the work and allowing for extra research, brainstorming, and other activities which diversify students' work while still focusing on the end result.

5. Spelling Issues

Students with ADHD often have difficulties with writing, especially in terms of spelling. The most common issues are reversing or omitting letters, words, or phrases. Students may spell the same word differently within the same essay. That's why lots of attention should be paid to spelling.

Solution: Encourage spell checkers, dictionaries, and thesaurus.

There are plenty of writing apps and tools available to check spelling and grammar. As a teacher, you can introduce several apps and let students choose which ones work better for writing essays. When checking the submitted papers and grading the work, highlight the spelling mistakes so that students can pay special attention to the misspelled words and remember the correct variant.

6. Final Editing Issues

Students with ADHD may experience problems during the final editing of their work since, by this time, they will have read and reviewed it several times and may not be paying attention to mistakes.

Solution: Teach them to review their writing step by step.

Take an essay template as an example and show students how to revise it. Go through the editing process slowly, explaining the "why" behind certain changes, especially when it comes to grammatical issues. Assign students the task of revising each other's essays so that when they revise their own final draft, they'll know what to pay attention to and what common mistakes to look for.

Addressing the challenges unique to students with ADHD will help these students find ways to handle their condition effectively and even use it to their advantage. Their unique perspective can be channeled into creative writing, finding new solutions to problems, and most of all, finding, reaching, and even exceeding their goals and fulfilling their full potential.

Because differences are our greatest strength

6 steps for breaking down assignments

By Amanda Morin

Expert reviewed by Ginny Osewalt

When kids have a big project or assignment, it can be hard for them to figure out how to get started and come up with a plan to see it through. That’s especially true if they have trouble with organization or time management.

Preparing and breaking down an assignment takes a bit of time. But it’ll save both you and your child time during the project since your child will be better able to work independently. These step-by-step tips can help you and your child break down projects into manageable chunks.

1. Figure out how much time your child has.

Count backward from the project’s due date to see how many days your child has to complete it.

2. Figure out how long each work session should be.

Estimate how much stamina your child will have for the kinds of work involved. Compare how much time is available with how long your child can work at a stretch. This helps you figure out how to help your child “chunk” the work, or do a bit each day.

3. Write down each task.

Work with your child to write down on index cards every task the assignment involves, from going to the library to designing the report cover. For each task, ask if your child has any questions or concerns. Write them down on the back of the card.

4. Put the task cards in order.

Help your child decide what comes first, second, etc. For instance, doing research comes before proofreading the paper.

5. Assign a deadline for each task.

Work backward to come up with reasonable due dates. Address your child’s questions as you create the schedule.

6. Review your child’s progress.

Check in regularly to see how your child is doing and if the project is on schedule. If not, help your child revise the plan.

For more tips, find out how to break a writing assignment into chunks .

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8 Tips to Help Your Child With Homework

We get it—no matter your child’s age, getting homework done can be a challenge. Even for children in elementary school, their homework takes time, focus, and energy to complete. So here are 8 essential tips to help a child with their homework:

Minimize Distractions

Make it as easy as possible for your child to focus during homework time. Don’t have the television on in the background and make sure phones, tablets, and games are put away. This will also help signal to them that homework is a priority!

Create a Homework Space

Designating one place for homework helps establish a routine for your child. They will know to take their assignment from their backpack, bring it to the homework space, and return it to their backpack when they’re finished.

Recognize Your Child’s Abilities

Some children need to come home and work on their homework right away before they start playing and lose track of time. Others need a break after a long day at school and benefit from a little down time at home before starting their assignments.

Connect It To the Real World

If your child complains of homework being boring, try to emphasize how they will use what they’re learning outside of school. Not only can this help increase motivation, but it also shows how what they are learning this year builds on what they learned last year and already know.

Review, Review, Review

Remind your child that checking their work is part of doing homework. Reviewing after completing problems is not optional, and is actually part of every assignment.

Don’t Get Frustrated

You may need to give your child multiple reminders about the steps involved in doing homework. Especially when starting a new school year or coming back from long breaks, it can take a little time to get back into an after-school routine.

Remember Who the Student Is

Find the line between helping your child with their homework and completing it for them. Remember that sometimes the takeaway from the lesson isn’t the answer to the problem, but your child learning how to problem solve and find the answer.

Talk With the Teacher

If your child is working on their homework all night and can’t get it done before bedtime, set up a meeting to talk with their teacher. Many teachers are able to alter assignments to make the amount of homework each night more manageable for your child. It’s better to talk sooner to ensure your child gets the help they need before falling too far behind.

Try these ways to help support your child as they do their homework. Use these ideas to help make homework time easier!

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• Write along.
• Invest in the fun.
• Pay attention to your child’s preferences.
• Read a lot.
• Define the greatest challenges.
• Practice a lot.
• Write in breaks.
• Encourage to write.
• Organize the working space.
• Build up a vocabulary.

• Letter formation;
• Spelling, etc.

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The Value of Parents Helping with Homework

Dr. selena kiser.

• September 2, 2020

The importance of parents helping with homework is invaluable. Helping with homework is an important responsibility as a parent and directly supports the learning process. Parents’ experience and expertise is priceless. One of the best predictors of success in school is learning at home and being involved in children’s education. Parental involvement with homework helps develop self-confidence and motivation in the classroom. Parents helping students with homework has a multitude of benefits including spending individual time with children, enlightening strengths and weaknesses, making learning more meaningful, and having higher aspirations.

How Parental Involvement with Homework Impacts Students

Parental involvement with homework impacts students in a positive way. One of the most important reasons for parental involvement is that it helps alleviate stress and anxiety if the students are facing challenges with specific skills or topics. Parents have experience and expertise with a variety of subject matter and life experiences to help increase relevance. Parents help their children understand content and make it more meaningful, while also helping them understand things more clearly.

Also, their involvement increases skill and subject retention. Parents get into more depth about content and allow students to take skills to a greater level. Many children will always remember the times spent together working on homework or classroom projects. Parental involvement with homework and engagement in their child’s education are related to higher academic performance, better social skills and behavior, and increased self-confidence.

Parents helping with homework allows more time to expand upon subjects or skills since learning can be accelerated in the classroom. This is especially true in today’s classrooms. The curricula in many classrooms is enhanced and requires teaching a lot of content in a small amount of time. Homework is when parents and children can spend extra time on skills and subject matter. Parents provide relatable reasons for learning skills, and children retain information in greater depth.

Parental involvement increases creativity and induces critical-thinking skills in children. This creates a positive learning environment at home and transfers into the classroom setting. Parents have perspective on their children, and this allows them to support their weaknesses while expanding upon their strengths. The time together enlightens parents as to exactly what their child’s strengths and weaknesses are.

Virtual learning is now utilized nationwide, and parents are directly involved with their child’s schoolwork and homework. Their involvement is more vital now than ever. Fostering a positive homework environment is critical in virtual learning and assists children with technological and academic material.

Strategies for Including Parents in Homework

An essential strategy for including parents in homework is sharing a responsibility to help children meet educational goals. Parents’ commitment to prioritizing their child’s educational goals, and participating in homework supports a larger objective. Teachers and parents are specific about the goals and work directly with the child with classwork and homework. Teachers and parents collaboratively working together on children’s goals have larger and more long-lasting success. This also allows parents to be strategic with homework assistance.

A few other great examples of how to involve parents in homework are conducting experiments, assignments, or project-based learning activities that parents play an active role in. Interviewing parents is a fantastic way to be directly involved in homework and allows the project to be enjoyable. Parents are honored to be interviewed, and these activities create a bond between parents and children. Students will remember these assignments for the rest of their lives.

Project-based learning activities examples are family tree projects, leaf collections, research papers, and a myriad of other hands-on learning assignments. Children love working with their parents on these assignments as they are enjoyable and fun. This type of learning and engagement also fosters other interests. Conducting research is another way parents directly impact their child’s homework. This can be a subject the child is interested in or something they are unfamiliar with. Children and parents look forward to these types of homework activities.

Parents helping students with homework has a multitude of benefits. Parental involvement and engagement have lifelong benefits and creates a pathway for success. Parents provide autonomy and support, while modeling successful homework study habits.

• #homework , #ParentalInvolvement

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That question about child care costs at the debate? The thousands who petitioned for it are still waiting for an answer.

It was a moment thousands of parents had petitioned for : a chance to hear how the two main presidential contenders plan to tackle the high cost of child care in America.

Citing a report that found that the price of child care in 2023 averaged more than $11,000 a year per child, debate co-moderator Jake Tapper of CNN asked how the candidates would help American families struggling to pay.

But viewers of Thursday night’s debate barely got a response to the question.

Former President Donald Trump ignored it entirely, instead using his time to defend his decision to fire members of his administration before repeatedly insulting President Joe Biden.

Biden, meanwhile, dedicated less than half a minute to his answer, broadly stating: “We should significantly increase the child care tax credit . We should significantly increase the availability of women and men, of single parents, to be able to go back to work, and we should encourage businesses to have child care.”

Not long after, the two candidates sparred over their golf games , spending far more time discussing their golf handicaps than they had on the price of child care.

Reshma Saujani, founder and CEO of Moms First, a nonprofit organization that advocates for gender equality for mothers, said Friday that she was proud that the question was included in the debate and called it “a demonstration of the power of the movement of moms.” Her group had delivered a petition to CNN with nearly 15,000 signatures that demanded that the debate moderators bring attention to America’s “broken child care system.”

Yet while she felt it was a victory that child care had made it into the debate, the candidates' answers were “deeply frustrating,” Saujani said.

“Families are drowning in debt, going bankrupt, having to choose between their children and going to work. This is a real crisis,” she said in a phone interview. “Instead of offering substantive answers and solutions, they basically fought with one another.”

She said she hoped child care affordability would be brought up again at the next debate.

“Answer the damn question,” she said. “This is one of the issues where the vast majority of Americans agree. It’s not a partisan issue.”

And it’s urgent for millions of families. The advocacy group Child Care Aware of America found that in all 50 states plus the District of Columbia, the price of center-based day care for two children exceeded average annual rent payments by 25% to more than 100%. Its research revealed that the national average price of child care for 2023 was an eye-popping $11,582, and that it would take 10% of married parents’ median income to afford it, or 32% of a single parent’s median household income. 

That far surpasses the recommendation from the U.S. Department of Health and Human Services that child care should not exceed more than 7% of families’ annual income.

Meanwhile, online lender NetCredit has found child care is more expensive than in-state college tuition in 28 out of 50 states. 

Aaron Ameen, a father of three young children, said he wanted concrete answers from the candidates in Thursday night's debate. He and his wife moved from Washington state to Cypress, Texas, when she was pregnant with their twins in large part because of the high cost of child care in their old neighborhood: Ameen said it would have cost them up to $5,000 a month for three kids.

“The math wasn’t adding up,” said Ameen, a consultant. 

In Texas, the couple pays significantly less for day care for their 2-year-old and a nanny for their infant twins than they would have in Washington. But his wife, a project manager, only works part-time, and they are not sure if it would be worth her eventually returning to work full-time because of the added cost of more child care.

“With three kids, it’s quite a financial puzzle to solve,” he said. “Obviously, child care costs are only part of the cost of raising kids.”

In New York, Democratic state Sen. Jabari Brisport, who chairs the Children and Families Committee, has advocated for publicly funded universal child care and state funding to boost the salaries of child care workers . He said that he was “profoundly disappointed” while watching the debate that neither candidate gave a real answer to the affordability question. 

“The costs have just gone out of control,” Brisport said. “This needs to be something that’s part of the national conversation until we fix it.”

He said he was particularly frustrated that Biden, who has pushed for more affordable child care since before he became president, did not take the opportunity to be more specific. 

Mary Ignatius, executive director of Parent Voices, a grassroots organization that focuses on increasing access and affordability to child care, said the issue desperately needs more attention.

“Just like we would talk about bridges and roads, and schools, and basic infrastructure, child care requires significant investment if we are going to meet the needs of the families who need it,” she said. “But the return is so impactful.”

Elizabeth Chuck is a reporter for NBC News who focuses on health and mental health, particularly issues that affect women and children.

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Prioritize & Organize With These Planner Pointers

A homework organizer can help a child with adhd be a star at school..

Want to make sure that your child gets his homework done every night — and learns about planning and how to prioritize?

Teach him to use a homework planner. Whether you call it an “assignment notebook,” a “student planner,” or a “homework organizer,” it serves the same purpose: helping a child keep track of school assignments, materials, and time.

I’ve worked with many well-meaning students who swear they wrote down their assignments only to find that they left out critical details. For instance, Cindy wrote down that she had reading homework, but forgot to note the questions that were to be answered.

As a teacher and a mother, two rules have worked for me: Encourage your child to write down assignments in his planner word for word, and ask his teacher to look over the planner before he leaves class.

The teacher should check to make sure all assignment information has been noted, and that all books and/or materials needed to complete the assignment are in his backpack. When this becomes routine to your child — and it will — teacher supervision will no longer be necessary.

Using a homework planner will increase your child’s chances of getting his assignments done, and it will also help him develop skills — juggling responsibilities, allotting time, planning ahead — he needs to become more independent. The earlier you begin this process, the easier it will become for your child. Here are some teacher-tested tips to maximize a planner’s use.

[ SFree Download: Top 5 Homework Frustrations — and Fixes for Each ]

Take the Long View

In addition to noting homework assignments, you and your child should schedule his extracurricular events. If you enter “Gym day on Monday and Wednesday,” include a reminder for him to pack gym shoes in his book bag the night before.

A notation about Thursday’s piano lesson may include a prompt to practice every day for 15 minutes. This will give your child a view of the week ahead and reveal any conflicts between school and extracurricular activities.

Keep Track of Materials

Create a checklist of books and materials your student needs to bring home each day, and paperclip it to the planner. Make blank copies of the checklist and attach a new one every day.

Learn to Prioritize

After school, have a snack together and open the planner. Look over the list of homework assignments for that day, asking him to estimate how much time it will take to complete each one. Write the estimate next to each assignment. Then help him prioritize his work — math first, reading second, social studies third.

When everything has been completed, check to see whether your estimates were close. The more your child does this, the better he’ll become at allocating time.

[ See It, Learn It: Make Homework Come Alive for Visual Learners ]

Place sticky notes, of various sizes and colors, in the planner to remind your child about special school events or tasks — asking the math teacher for help with last night’s homework, for example.

Break Projects Into Tasks

All kids, especially those with ADHD , have difficulty with long-term planning. When your child has a big test, or is assigned a complicated project, use the homework planner to break it down into manageable mini-tasks. If he’s been assigned a report about an animal of his choice, mark the due date with a colored marker and work backward, allotting a day or so for selecting a topic, another few days for researching the elements of the report, and enough time to write a rough and a final draft.

Cross Things Off

Encourage your child to draw, in pencil, a thin line through each task as he finishes it, and to “X” out the entire list of assignments at the end of the night. He’ll feel a sense of accomplishment, just as an adult does when deleting items from his to-do list.

This simple action reinforces one of my favorite messages to students: Put yesterday behind you. Each day is a new beginning.

[ 13 No-Excuses Homework Rules for Students with ADHD ]

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Woman accused of killing friend's newborn, abusing child's twin in Pittsburgh: Police

Call For Pgh Pickup Ultimate! | Hi all. A member of our pickup community, Ethan, and his wife Savannah experienced a tragic loss | Facebook

A Southern California woman was accused of killing a newborn baby and of abusing the child's twin brother while she visited children's parents in Western Pennsylvania.

Nicole Elizabeth Virzi, 29, is charged with one count of homicide, multiple counts of aggravated assault and additional counts of endangering the welfare of a child in connection to the alleged killing and abuse at an apartment in Shadyside, a Pittsburgh suburb, Allegheny County court records show.

Pittsburgh Police Department officers arrested Virzi on June 16 − after the reported crimes took place at the home where police said the children's parents, Savannah Roberts and Ethan Katz live, about 4.5 miles north east of downtown.

According to her biography on the San Diego State University and UC San Diego website, Virzi is pursuing a Ph.D. in clinical psychology at the schools.

Jail records show Virzi remained jailed without bond Tuesday and is due in court for preliminary hearing in Magisterial District Court in Pittsburgh on July 24.

Fundraiser created to help twins' parents with medical costs

According to a criminal complaint obtained by USA TODAY, on June 15 just after 11:15 p.m., Virzi dialed 911 to report a six-and-a-half week-old baby she was watching suffered a bump to the head after falling from a bassinet and was "becoming unresponsive."

Arriving first responders transported the baby, identified as Leon Katz,to the University of Pittsburgh Medical Center Children's Hospital where a doctor pronounced the baby dead just before 5:50 a.m. the next day.

Throughout the course of this investigation, detectives learned that before Leon was injured, his parents took his twin to the same hospital after Virzi alerted them she noticed the baby suffered injuries to his genitals

While the parents were at the hospital, Leon was left in Virzi's care, the report continues.

According to the criminal complaint, an investigator with the Allegheny County Office of the Medical Examiner Investigator learned Leon suffered injuries as a result of a fall from a bouncer and a scan showed he suffered "a severe skull fracture to the left side of the head, along with multiple brain bleeds."

A doctor who examined both twins told police the injuries they suffered were "sustained as a result of child abuse" and “not accidental."

Allegheny County Office of the Medical Examiner Dr. Arlel Goldschmidt later performed a preliminary autopsy and determined Leon's cause of death was blunt force trauma to the head and ruled his death a homicide.

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'My client denies any intentional actions'

Virzi's lawyer, David Schrager , told USA TODAY his client is friends with the twin's parents, and before her arrest traveled from California to visit them. At the time of the incident police wrote in the complaint, Virzi had been staying in a nearby short-term rental.

"There are allegations my client was involved in harming the child in some way. My client denies any intentional actions," Schrager said Tuesday. "Obviously, these are very shocking and disturbing allegations. My client has no criminal history. She is a Ph.D. student and was a longtime friend of the family. They've know each other for at least five years."

Fundraiser created to help twin's family raises more than $66K

An online fundraiser created five days agao by Isabella Kahhalé and Sam Plateto to help the family referred to Virzi as a “trusted family friend.”

As of Tuesday, it has raised more than $66,000 in donations.

"In addition to coping with the unbearable loss of their beloved son Leon, Savannah and Ethan are facing significant financial burdens," the creators wrote on the page. "Funds raised will cover funeral expenses, medical bills resulting from injuries sustained by both Leon and Ari, essential baby supplies, and relocation costs as they navigate this difficult time."

USA TODAY has reached out to Kahhalé.

Suspect a child is being abused? Call the Childhelp National Child Abuse Hotline at 1-800-4-A-Child or 1-800-422-4453, or visit www.childhelp.org.

Natalie Neysa Alund is a senior reporter for USA TODAY. Reach her at [email protected] and follow her on X @nataliealund.

Former police chief, officer, charged with child endangerment in Uvalde shooting response

Former schools police chief Pete Arredondo faces 10 criminal charges, while former school district officer Adrian Gonzales faces 29 counts.

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A pair of indictments released Friday levied multiple state jail felony charges of child endangerment against former Uvalde schools police Chief Pete Arredondo and one of his former officers for their response to the 2022 Robb Elementary School shooting .

The indictments detail the first criminal charges to be brought against law enforcement who were called to the deadliest school shooting in Texas history. The 10-count indictment against Arredondo, accuses him of placing 10 children who survived the shooting in imminent danger by giving directions that delayed the police response and for failing to heed his training.

Former district officer Adrian Gonzales was also indicted on 29 counts of child endangerment, according to a separate indictment. Gonzales is accused of putting 29 children in imminent danger by failing to act to impede the shooter, suggesting that Gonzales had time to engage the shooter, after hearing shots and being advised of the shooter's location, before the shooter entered the classrooms.

Gonzales, the indictment reads, "failed to otherwise act in a way to impede the shooter until after the shooter entered rooms 111 and 112 of Robb Elementary School and shot at a child or children in Rooms 111 and 112."

The May 22, 2022 shooting, left 19 children and two teachers dead before Border Patrol agents killed the shooter.

The alleged failures by Arredondo include not identifying the situation as an active shooting after hearing shots fired and learning that a teacher and students had been wounded — Arredondo instead called for a SWAT team and ordered officers to evacuate a wing of the school — and not setting up a command center or enacting a response plan, which the indictment said paralyzed the response as law enforcement officers from local to federal agencies arrived at the school with no direction.

Arredondo also failed to determine if the door to one of the classrooms where children remained with the shooter was locked and failed to provide keys and breaching tools to get into the classrooms in a "timely" manner, according to the indictment.

The indictment calls Arredondo the designated incident commander at the scene; shortly after the shooting Arredondo said he did not consider himself the incident commander and that he never gave any orders. The indictment alleges that Arredondo decided to delay a breach until other classrooms were evacuated. Both Arredondo and Gonzales were booked into the Uvalde County Jail and released on bond.

Hundreds of law enforcement waited 77 minutes before the Border Patrol team rushed the room where the shooter was located and ended the standoff.

A grand jury returned the indictments six months after being convened and more than two years after the massacre. District Attorney Christina Mitchell said Friday that she had no comment.

Since the shooting, reviews by the state and federal government identified an assortment of failures in leadership, communication and training that resulted in children becoming trapped with the gunman for more than an hour.

Reporter Kayla Guo contributed to this story.

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