Homework overload: A strain on Sri Lankan school children’s development
By Ama H. Vanniarachchy
The Sri Lankan school system is rooted in tradition and high academic expectations, with homework considered a fundamental part of student life. Yet, this practice has come under scrutiny as more research and comparisons with successful global education models reveal its limitations. In Sri Lanka, homework contributes significantly to academic stress, stifles creativity, and promotes a competitive rather than cooperative mindset among students.
The current reality in Sri Lankan schools
In Sri Lanka, students often come home after long school hours only to face several more hours of homework. The majority of these assignments involve rote memorisation, copying notes, or solving repetitive problems. This focus on quantity over quality exhausts students and inhibits deeper learning. Children become accustomed to memorising content for tests, focussing on grades over understanding. The outcome is students who excel at exams but must gain the broader skills required for problem-solving, creative thinking, and real-life applications.
The emphasis on high marks cultivates an environment of relentless competition. Students strive for better grades at the expense of cooperative learning and personal growth, turning education into a rat race. This approach can foster self-centred behaviour, with students focussing solely on their achievements.
Global education systems: Lessons to learn
Countries like Finland offer a stark contrast to the Sri Lankan system. Finnish schools, often considered among the best in the world, assign minimal homework. This decision is based on research suggesting that children benefit more from shorter school hours, with the remaining time spent on activities that stimulate curiosity and creativity. Finnish educators believe that real learning occurs during school hours through interactive and engaging methods, while free time after school is for rest and exploration. The result is students who are academically proficient but also balanced, happy, and capable of independent thinking.
Singapore, another country known for its rigorous academic standards, has reformed its approach to education in recent years. Recognising the drawbacks of excessive homework and high-stakes testing, Singapore has shifted towards a more balanced system that values critical thinking and innovation. This shift supports the idea that less pressure can lead to more meaningful and lasting educational outcomes.
The impact of homework on young minds
The pressure to complete large amounts of homework can have significant psychological effects. Stress, anxiety, and even depression are not uncommon among students in highly competitive educational settings. This is especially worrying for Sri Lanka, where mental health awareness is still growing but far from widespread. Homework can turn evenings and weekends into extended school hours, robbing children of time to engage in sports, arts, and other creative pursuits.
Moreover, this overemphasis on academic achievement can result in students using pre-prepared notes, commonly known as “heart notes,” which offer shortcuts to memorisation but not proper understanding. When students are drilled to value results over the learning process, they become less inclined to question or explore subjects beyond the curriculum. This practice not only hinders critical thinking but also discourages the joy of learning.
The need for a balanced approach
To address these issues, Sri Lanka can learn from educational systems prioritising well-rounded learning over test scores. Reducing homework and integrating more project-based learning and collaborative activities can help foster creativity, problem-solving skills, and empathy. Such changes would prepare students not just for exams but for life itself, creating individuals who can think independently and work well with others.
A balanced approach can also encourage children to engage with their communities, learn practical skills, and develop hobbies—all of which contribute to a richer, more fulfilling life experience. Schools should consider moving away from a curriculum that prioritises memorisation and instead cultivating environments where questions, discussions, and experimentation are encouraged.
With its homework-heavy approach, Sri Lanka’s education system prioritises grades over genuine learning and development. The negative impacts are clear: Stressed students, limited creativity, and a competitive environment that stifles collaboration. By looking at the practices of countries like Finland and Singapore, Sri Lanka can adopt strategies that shift the focus from quantity to quality, nurturing students who are academically competent but also innovative and empathetic. It is time for Sri Lanka to reconsider the true purpose of education — to shape well-rounded individuals who are prepared for academic success and life beyond the classroom.
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