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ലഹരി മരുന്നുകളില്‍ നിന്ന് മോചനം സാധ്യമാണോ?; പുതുതലമുറ നേരിടുന്ന ആശങ്കയും ഭീതിയും

ഡോ. അരുണ്‍ ഉമ്മന്‍, ന്യൂറോസര്‍ജന്‍

07 november 2022, 05:45 pm ist, ഒരു വ്യക്തിയുടെ മാനസികമോ ശാരീരികമോ ആയ അവസ്ഥയെ മാറ്റുന്ന പദാര്‍ത്ഥങ്ങളാണ് മയക്കുമരുന്ന്. അവ ആ വ്യക്തിയുടെ മസ്തിഷ്‌കം പ്രവര്‍ത്തിക്കുന്ന രീതി, വികാരങ്ങള്‍, പെരുമാറ്റം, ധാരണ, ഇന്ദ്രിയങ്ങള്‍ എന്നിവയെ ഒക്കെ  ബാധിക്കും. ഇത് അവരെ പ്രവചനാതീതവും അപകടകാരികളുമാക്കുന്നു, പ്രത്യേകിച്ച് യുവതലമുറയെ. .

പ്രതീകാത്മ ചിത്രം | ഫോട്ടോ : ബി.എസ്. പ്രദീപ്കുമാർ

'തി ളക്കം' സിനിമയില്‍ നടന്‍ ദിലീപ് തന്റെ അളിയനായ സലിം കുമാര്‍ കൊടുത്ത കഞ്ചാവ് വലിച്ചു അനായാസമായി ഇംഗ്ലീഷ് സംസാരിക്കുന്നതു എല്ലാവരെയും ഒത്തിരിയേറെ ചിരിപ്പിച്ച ഒരു രംഗമായിരുന്നു. എന്നാല്‍ യഥാര്‍ത്ഥത്തില്‍ കഞ്ചാവ് എന്ന ഈ ലഹരിവസ്തുവിന്റെ മുഖം അത്ര തന്നെ രസകരമല്ല. സോഷ്യല്‍ മീഡിയയിലും മറ്റു മാധ്യമങ്ങളിലും എല്ലാം ഇതിെന്റ ഭീകര വശങ്ങളെ കുറിച്ചുള്ള വാര്‍ത്തകള്‍ ആണ് നാം നിരന്തരം കേട്ടുകൊണ്ടിരിക്കുന്നത്. മയക്കുമരുന്നിന്റെ ഉപയോഗം മൂലം മോഷണം, പീഡനം, കൊലപാതകം പോലുള്ള ഭീകരമായ കുറ്റകൃത്യങ്ങളിലേക്കാണ് ഇന്നത്തെ യുവ തലമുറ നടന്നു നീങ്ങുന്നത്.

എന്താണ് ഈ ലഹരി മരുന്നുകള്‍ ഒരു വ്യക്തിയില്‍ സൃഷ്ടിക്കുന്ന മാറ്റങ്ങള്‍? എങ്ങിനെയാണ് അവ ഒരു വ്യക്തിയെ അതിനു അടിമയാക്കുന്നത്? ഇതില്‍ നിന്നും പൂര്‍ണമായ മോചനം സാധ്യമാണോ? ഇവയെക്കുറിച്ച് നമുക്കൊന്ന് വിശകലനം ചെയ്യാം.

എന്താണ് മയക്കുമരുന്നുകള്‍?

ഒരു വ്യക്തിയുടെ മാനസികമോ ശാരീരികമോ ആയ അവസ്ഥയെ മാറ്റുന്ന പദാര്‍ത്ഥങ്ങളാണ് മയക്കുമരുന്ന്. അവ ആ വ്യക്തിയുടെ മസ്തിഷ്‌കം പ്രവര്‍ത്തിക്കുന്ന രീതി, വികാരങ്ങള്‍, പെരുമാറ്റം, ധാരണ, ഇന്ദ്രിയങ്ങള്‍ എന്നിവയെ ഒക്കെ ബാധിക്കും. ഇത് അവരെ പ്രവചനാതീതവും അപകടകാരികളുമാക്കുന്നു, പ്രത്യേകിച്ച് യുവതലമുറയെ.

എങ്ങനെയാണ് മയക്കുമരുന്നുകള്‍ ഒരു വ്യക്തിയുടെ ശരീരത്തില്‍ അതിന്റെ ആധിപത്യം സ്ഥാപിക്കുന്നത്?

ലഹരിമരുന്നുകള്‍ക്ക് ഹ്രസ്വകാലവും ദീര്‍ഘകാലവുമായ ഫലങ്ങള്‍ ഉണ്ടാകും. ഈ ഇഫക്റ്റുകള്‍ ശാരീരികവും മാനസികവുമാകാം. കൂടാതെ ആശ്രിതത്വം ഉള്‍പ്പെടാം. മയക്കുമരുന്ന് കഴിക്കുന്ന വ്യക്തി തികച്ചും വ്യത്യസ്തമായി പ്രവര്‍ത്തിക്കാം, വ്യത്യസ്തമായി ചിന്തിക്കാം. അതോടൊപ്പം തന്നെ സ്വന്തം പ്രവര്‍ത്തനങ്ങളെയും ചിന്തകളെയും നിയന്ത്രിക്കാന്‍ ആ വ്യക്തിക്ക് പാടുപെടേണ്ടി വരുന്നു.

ആദ്യമായി ലഹരിമരുന്ന് എടുക്കുന്ന വ്യക്തി അത് അയാളുടെ ശരീരത്തിന് ദോഷം ചെയ്യുന്നതിനെക്കുറിച്ച് ചിന്തിക്കാതെ, ഉപയോഗിക്കാന്‍ തുടങ്ങുന്നു. ഒരു സാധാരണ ഉപഭോക്താവ് മാത്രമായതിനാല്‍ മയക്കുമരുന്ന് ഒരു പ്രശ്‌നമാകില്ലെന്ന് അയാള്‍ ചിന്തിച്ചേക്കാം. എന്നാല്‍ എത്രത്തോളം ലഹരിമരുന്ന് കഴിക്കുന്നുവോ, അത്രയധികം ആ വ്യക്തി അതിന്റെ ഫലങ്ങളോട് സഹിഷ്ണുത വളര്‍ത്തിയെടുക്കുന്നു. ഇത് കാലക്രമേണ ലഹരി അധികമായി ലഭിക്കുന്നതിന് വലിയ ഡോസുകള്‍ എടുക്കേണ്ടതിന്റെ ആവശ്യകതയിലേക്ക് നയിച്ചേക്കാം. മയക്കുമരുന്ന് ആശ്രിതത്വം ഒരു വ്യക്തിയുടെ മാനസികവും ശാരീരികവുമായ ആരോഗ്യത്തെ വേഗത്തില്‍ ബാധിക്കാന്‍ തുടങ്ങും, അതോടെ ജോലിയെയും സാമൂഹിക ജീവിതത്തെയും കാര്യമായി തന്നെ അതിന്റ വരുതിയിലാക്കുന്നു. മയക്കുമരുന്ന് ഉപയോഗിക്കുന്നതിന് സുരക്ഷിതമായ തലമൊന്നും ഇല്ല എന്നത് ഓര്‍ത്തിരിക്കേണ്ടതാണ്. അതിനാല്‍, ഒരു തവണ ഉപയോഗിക്കുന്നതും ഹാനികരമാണ്.

മയക്കുമരുന്നിന് അടിമയാവുക എന്നത് കൊണ്ട് അര്‍ത്ഥമാക്കുന്നത്

മയക്കുമരുന്ന് ആസക്തി, വിട്ടുമാറാത്ത ഒരു മസ്തിഷ്‌ക രോഗമാണ്. ഇത് ഒരു വ്യക്തിയെ മയക്കുമരുന്ന് ആവര്‍ത്തിച്ച് കഴിക്കാന്‍ പ്രേരിപ്പിക്കുന്നു. അവ ഉണ്ടാക്കുന്ന ദോഷങ്ങള്‍ക്കിടയിലും. ആവര്‍ത്തിച്ചുള്ള മയക്കുമരുന്ന് ഉപയോഗം തലച്ചോറിനെ ബാധിക്കുകയും ആസക്തിയിലേക്ക് നയിക്കുകയും ചെയ്യുന്നു. ആസക്തിയില്‍ നിന്നുള്ള മസ്തിഷ്‌ക മാറ്റങ്ങള്‍ നീണ്ടുനില്‍ക്കും. അതിനാല്‍ മയക്കുമരുന്ന് ആസക്തി 'വീണ്ടും സംഭവിക്കുന്ന' ഒരു രോഗമായി കണക്കാക്കപ്പെടുന്നു. ഇതിനര്‍ഥം, സുഖം പ്രാപിക്കുന്ന ആളുകള്‍ക്ക് വര്‍ഷങ്ങള്‍ക്ക് ശേഷവും വീണ്ടും ലഹരിമരുന്ന് കഴിക്കാനുള്ള പ്രവണത ഉണ്ടെന്നാണ്.

മയക്കുമരുന്ന് കഴിക്കുന്ന എല്ലാവരും അടിമകളാകുമോ?

മയക്കുമരുന്ന് ഉപയോഗിക്കുന്നവരെല്ലാം അടിമകളാകണമെന്നില്ല. എല്ലാവരുടെയും ശരീരവും തലച്ചോറും വ്യത്യസ്തമാണ്, അതിനാല്‍ മരുന്നുകളോടുള്ള അവരുടെ പ്രതികരണങ്ങളും വ്യത്യസ്തമായിരിക്കും. ചില ആളുകള്‍ പെട്ടെന്ന് അടിമകളാകാം, അല്ലെങ്കില്‍ അത് കാലക്രമേണ സംഭവിക്കാം. മറ്റുള്ളവര്‍ പെട്ടെന്ന് അഡിക്റ്റാകില്ല. ഒരാള്‍ ആസക്തനാകുമോ ഇല്ലയോ എന്നത് പല ഘടകങ്ങളെ ആശ്രയിച്ചിരിക്കുന്നു. അവയില്‍ ജനിതക, പാരിസ്ഥിതിക, വികസന ഘടകങ്ങള്‍ ഉള്‍പ്പെടുന്നു.

മയക്കുമരുന്നിന് അടിമപ്പെടാനുള്ള സാധ്യത ആര്‍ക്കാണ്?

ഒരു വ്യക്തി മയക്കുമരുന്നിന് അടിമപ്പെടാനുള്ള സാധ്യത വര്‍ധിപ്പിക്കുന്ന വിവിധ അപകട ഘടകങ്ങള്‍:

ജീവശാസ്ത്രം :- ആളുകള്‍ക്ക് മരുന്നുകളോട് വ്യത്യസ്തമായി പ്രതികരിക്കാന്‍ കഴിയും. ചില ആളുകള്‍ക്ക് അവര്‍ ആദ്യമായി ലഹരിമരുന്ന് പരീക്ഷിക്കുമ്പോള്‍ അതിനോടുള്ള ആഗ്രഹം വര്‍ധിക്കുകയും കൂടുതല്‍ ഉപയോഗിക്കുവാന്‍ ആഗ്രഹം തോന്നുകയും ചെയ്യുന്നു. എന്നാല്‍ മറ്റുചിലര്‍ക്ക് അതിന്റ ഉപയോഗം തീര്‍ത്തും അസഹനീയമാവുകയും പിന്നീട് ഒരിക്കലും അത് ഉപയോഗിക്കാന്‍ തോന്നാതിരിക്കുകയും ചെയ്യുന്നു.

മാനസികാരോഗ്യ പ്രശ്‌നങ്ങള്‍ :- വിഷാദരോഗം, ഉത്കണ്ഠ, അല്ലെങ്കില്‍ ശ്രദ്ധക്കുറവ്/ഹൈപ്പര്‍ ആക്ടിവിറ്റി ഡിസോര്‍ഡര്‍ (ADHD) പോലെയുള്ള ചികിത്സയില്ലാത്ത മാനസികാരോഗ്യ പ്രശ്‌നങ്ങള്‍ ഉള്ളവരില്‍, ആസക്തി ഉണ്ടാകാനുള്ള സാധ്യത കൂടുതലാണ്. മയക്കുമരുന്ന് ഉപയോഗവും മാനസികാരോഗ്യ പ്രശ്‌നങ്ങളും തലച്ചോറിന്റെ ഒരേ ഭാഗങ്ങളെ ബാധിക്കുന്നതിനാല്‍ ഇത് സംഭവിക്കുന്നത് സര്‍വ്വസാധാരണമാണ്. കൂടാതെ, ഈ പ്രശ്‌നങ്ങളുള്ള ആളുകള്‍ സുഖം പ്രാപിക്കാന്‍ മയക്കുമരുന്ന് ഉപയോഗിച്ചേക്കാം.

വീട്ടിലെ കലുഷിതമായ അന്തരീക്ഷം :- ഒരു വ്യക്തിയെ സംബന്ധിച്ചു അയാളുടെ വീട് അസന്തുഷ്ടമായ സ്ഥലമാണെങ്കില്‍ അങ്ങനെയുള്ള ഒരു കുടുംബപശ്ചാത്തലത്തില്‍ നിന്നും വരുന്ന വ്യക്തി ലഹരിമരുന്നിന്റെ പിടിയില്‍ പെട്ടുപോകാന്‍ സാധ്യത ഏറെയാണ്. സ്‌കൂളിലോ ജോലിസ്ഥലത്തോ സുഹൃത്തുക്കളെ ഉണ്ടാക്കുന്നതിലോ ഉള്ള പ്രശ്നം :- ഈ പ്രശ്നങ്ങളില്‍ നിന്ന് മനസ്സ് മാറ്റാന്‍ നിങ്ങള്‍ മയക്കുമരുന്ന് ഉപയോഗിച്ചേക്കാം. അധികം ആരോടും ഇടപെഴകാത്ത അല്ലെങ്കില്‍ അധികം ഒറ്റപ്പെട്ടു നടക്കുന്ന വ്യക്തികള്‍ ഇതിന്റെ ഇരകള്‍ ആകുന്നു എന്നതും സത്യമാണ്.

മയക്കുമരുന്ന് ഉപയോഗിക്കുന്ന മറ്റ് ആളുകളുടെ കൂടെയുള്ള സംസര്‍ഗം :- ഇത്തരക്കാരുടെ കൂടെയുള്ള സഹവാസം മയക്കുമരുന്ന് പരീക്ഷിക്കാന്‍ നിങ്ങളെ പ്രോത്സാഹിപ്പിച്ചേക്കാം.

ചെറുപ്പത്തില്‍ തന്നെ മയക്കുമരുന്ന് ഉപയോഗം ആരംഭിക്കുന്നു :- ചെറുപ്രായത്തില്‍ തന്നെ കുട്ടികള്‍ മയക്കുമരുന്ന് ഉപയോഗിക്കുമ്പോള്‍, അത് അവരുടെ ശരീരത്തിന്റെയും തലച്ചോറിന്റെയും വളര്‍ച്ചയെ ബാധിക്കുന്നു. ഇത് പ്രായപൂര്‍ത്തിയാകുമ്പോള്‍ ആസക്തിയായി മാറാനുള്ള സാധ്യത വര്‍ദ്ധിപ്പിക്കുന്നു.

എന്തുകൊണ്ടാണ് ആളുകള്‍ മയക്കുമരുന്ന് ഉപയോഗിക്കുന്നത് ?

// ലഹരിമരുന്നുകള്‍ ആ വ്യക്തിയുടെ ശരീരത്തിന്റെയോ തലച്ചോറിന്റെയോ പ്രവര്‍ത്തനരീതിയെ മാറ്റുന്നു.

// പൊതുവായി തോന്നുന്ന ഒരു ജിജ്ഞാസ. അത് എടുക്കുന്നതുമൂലം എന്താണ് സംഭവിക്കുന്നതെന്ന് അറിയാനുള്ള ആഗ്രഹം.

// സമപ്രായക്കാരില്‍ നിന്നുള്ള അംഗീകാരം ലഭിക്കാനായി മയക്കുമരുന്ന് എടുക്കുന്നു.

// അവരുടെ ശരീരത്തില്‍ അതിന്റെ പ്രഭാവം - ഉദാഹരണത്തിന്, ആവേശവും ഊര്‍ജ്ജസ്വലതയും, അല്ലെങ്കില്‍ വിശ്രമവും ശാന്തതയും, ഇത് അവര്‍ക്കു ആസ്വാദ്യകരമാവുന്നു.

// സാഹചര്യങ്ങളെ നേരിടാന്‍ അവ അവരെ സഹായിക്കുന്നു - ഉദാഹരണത്തിന് വേദന കുറയ്ക്കുക, അല്ലെങ്കില്‍ സമ്മര്‍ദ്ദം ഒഴിവാക്കുക തുടങ്ങി പിന്‍വാങ്ങല്‍ ലക്ഷണത്തില്‍ നിന്നും വിടുതല്‍ നേടാനും ലഹരിയുടെ ഉപയോഗം തുടരേണ്ടതായി വരുന്നു.

മയക്കുമരുന്ന് ആസക്തിയുടെ ഫലങ്ങള്‍ മസ്തിഷ്‌കത്തെ എപ്രകാരം ബാധിക്കുന്നു?

എല്ലാവിധ മയക്കുമരുന്നുകളും - നിക്കോട്ടിന്‍, കൊക്കെയ്ന്‍, മരിജ്വാന തുടങ്ങിയവ - തലച്ചോറിന്റെ 'റിവാര്‍ഡ്' സര്‍ക്യൂട്ടിനെ ബാധിക്കുന്നു, ഇത് ലിംബിക് സിസ്റ്റത്തിന്റെ ഭാഗമാണ്. തലച്ചോറിന്റെ ഈ ഭാഗം സഹജാവബോധത്തെയും മാനസികാവസ്ഥയെയും ബാധിക്കുന്നു. മയക്കുമരുന്ന് ഈ സംവിധാനത്തെയാണ് ലക്ഷ്യമിടുന്നത്. ഇത് വലിയ അളവിലുള്ള ഡോപാമൈന്‍ പുറത്തെത്തുന്നതിനു കാരണമാകുന്നു. മസ്തിഷ്‌ക രാസവസ്തുവായ ഡോപാമൈന്‍ വികാരങ്ങളെയും ആനന്ദാനുഭൂതികളെയും നിയന്ത്രിക്കാന്‍ സഹായിക്കുന്നു. ഈ ഡോപാമൈന്‍ വ്യതിയാനമാണ് ഒരു വ്യക്തിയില്‍ ലഹരി സൃഷ്ടിക്കുന്നതിന് കാരണമാകുന്നത്. മയക്കുമരുന്നിന് അടിമപ്പെടാനുള്ള പ്രധാന കാരണങ്ങളിലൊന്നാണിത്.

പ്രാരംഭ മയക്കുമരുന്ന് ഉപയോഗം സ്വമേധയാ ഉള്ളതാണെങ്കിലും, മരുന്നുകള്‍ക്ക് തലച്ചോറിന്റെ രസതന്ത്രത്തെ മാറ്റാന്‍ കഴിയും. മസ്തിഷ്‌കം എങ്ങനെ പ്രവര്‍ത്തിക്കുന്നു എന്നതിനെ ഇത് യഥാര്‍ത്ഥത്തില്‍ മാറ്റുകയും തിരഞ്ഞെടുപ്പുകള്‍ നടത്താനുള്ള ഒരു വ്യക്തിയുടെ കഴിവിനെ തടസ്സപ്പെടുത്തുകയും ചെയ്യും. അത് തീവ്രമായ ആസക്തിയിലേക്കും നിര്‍ബന്ധിത മയക്കുമരുന്ന് ഉപയോഗത്തിലേക്കും നയിച്ചേക്കാം. കാലക്രമേണ, ഈ സ്വഭാവം ലഹരിവസ്തുക്കളുടെ ആശ്രിതത്വമോ മയക്കുമരുന്ന്, മദ്യപാനം എന്നിവയോടുള്ള ആസക്തിയോ ആയി മാറും.

പലതരം ലഹരിമരുന്നുകളും അവയുടെ പ്രഭാവവും

ലഹരിമരുന്നുകള്‍ ഒരു വ്യക്തിയുടെ ശരീരത്തിന്റെ കേന്ദ്ര നാഡീവ്യൂഹത്തെയാണ് ബാധിക്കുന്നത്. ഇവയില്‍ ഡിപ്രസന്റുകള്‍, ഹാലുസിനോജനുകള്‍, ഉത്തേജകങ്ങള്‍ എന്നിവയാണ് മൂന്ന് പ്രധാന തരങ്ങള്‍.

ഡിപ്രസന്റുകള്‍:

ഇവ കേന്ദ്ര നാഡീവ്യൂഹത്തിന്റെ പ്രവര്‍ത്തനത്തെ മന്ദഗതിയിലാക്കുന്നു, അല്ലെങ്കില്‍ ദുര്‍ബലമാകുന്നു. അവ നിങ്ങളുടെ തലച്ചോറിലേക്കും പുറത്തേക്കും പോകുന്ന സന്ദേശങ്ങളെ മന്ദഗതിയിലാക്കുന്നു. ചെറിയ അളവില്‍ ഡിപ്രസന്റ്‌സ് ഒരു വ്യക്തിക്ക് ശാന്തത അല്ലെങ്കില്‍ ഒരു അയവു അനുഭവപ്പെടാന്‍ ഇടയാക്കുന്നു. എന്നാല്‍ വലിയ അളവില്‍ അവ ഛര്‍ദ്ദി, അബോധാവസ്ഥ, മരണം എന്നിവയ്ക്ക് കാരണമാകും. വിഷാദരോഗങ്ങള്‍ നിങ്ങളുടെ ഏകാഗ്രതയെയും ഏകോപനത്തെയും ബാധിക്കുകയും സാഹചര്യങ്ങളോട് പ്രതികരിക്കാനുള്ള നിങ്ങളുടെ കഴിവിനെ മന്ദഗതിയിലാക്കുകയും ചെയ്യുന്നു. മദ്യം, കഞ്ചാവ്, ജിഎച്ച്ബി, ഓപിയോയിട്‌സ് (ഹെറോയിന്‍, മോര്‍ഫിന്‍, കോഡിന്‍), ബെന്‍സോഡിയാസെപൈന്‍സ് (മൈനര്‍ ട്രാന്‍ക്വിലൈസറുകള്‍) എന്നിവ ഡിപ്രസന്റുകളുടെ ഉദാഹരണങ്ങളാണ്.

ഹാലൂസിനോജനുകള്‍:

ഇവ നിങ്ങളുടെ യാഥാര്‍ത്ഥ്യബോധത്തെ വളച്ചൊടിക്കുന്നു. യഥാര്‍ത്ഥത്തില്‍ ഇല്ലാത്ത കാര്യങ്ങള്‍ കാണുകയോ കേള്‍ക്കുകയോ ചെയ്യാം, അല്ലെങ്കില്‍ കാര്യങ്ങള്‍ വികലമായ രീതിയില്‍ കാണപ്പെടാം. വൈകാരികവും മാനസികവുമായ ഉന്മേഷം, താടിയെല്ല് ഞെരുക്കം, പരിഭ്രാന്തി, ഭ്രാന്ത്, വയറുവേദന, ഓക്കാനം എന്നിവ ഉള്‍പ്പെടാം. കെറ്റാമൈന്‍, എല്‍എസ്ഡി, പിസിപി, 'മാജിക് മഷ്‌റൂംസ്', കഞ്ചാവ് എന്നിവ ഹാലുസിനോജനുകളുടെ ഉദാഹരണങ്ങളാണ്.

ഉത്തേജകങ്ങള്‍:

ഇവ കേന്ദ്ര നാഡീവ്യൂഹത്തെ വേഗത്തിലാക്കുന്നു അല്ലെങ്കില്‍ 'ഉത്തേജിപ്പിക്കുന്നു'. അവ തലച്ചോറിലേക്കും പുറത്തേക്കും സന്ദേശമയയ്ക്കല്‍ വേഗത്തിലാക്കുന്നു അതുവഴി കൂടുതല്‍ ജാഗ്രതയും ആത്മവിശ്വാസവും നല്‍കുന്നു. ഇത് ഹൃദയമിടിപ്പ്, രക്തസമ്മര്‍ദ്ദം, ശരീര താപനില, വിശപ്പ് കുറയല്‍, പ്രക്ഷോഭം, ഉറക്കമില്ലായ്മ എന്നിവയ്ക്ക് കാരണമാകും. വലിയ അളവില്‍ ഉത്തേജകങ്ങള്‍ ഉത്കണ്ഠ, പരിഭ്രാന്തി, അപസ്മാരം, വയറുവേദന, ഭ്രാന്ത് എന്നിവയ്ക്ക് കാരണമായേക്കാം. കഫീന്‍, നിക്കോട്ടിന്‍, ആംഫെറ്റാമൈന്‍സ് (സ്പീഡ് ആന്‍ഡ് ഐസ്), കൊക്കെയ്ന്‍, എക്സ്റ്റസി (എംഡിഎംഎ) എന്നിവ ഉത്തേജകങ്ങളുടെ ഉദാഹരണങ്ങളാണ്.

എംആര്‍ഐ സ്‌കാനിലൂടെ മയക്കുമരുന്നിന് അടിമകളായവരുടെ മസ്തിഷ്‌കം പഠിച്ചപ്പോള്‍, ഉയര്‍ന്ന അളവിലുള്ള ന്യൂറോണല്‍ തകരാറുകളും മസ്തിഷ്‌ക ചുരുങ്ങലും കാണിക്കുന്നു. ഈ മാറ്റങ്ങള്‍ ശാശ്വതവും സ്ഥിരമായ ന്യൂറോളജിക്കല്‍ വൈകല്യങ്ങള്‍ക്ക് കാരണമാകുന്നു..

ആളുകള്‍ എങ്ങനെയാണ് മയക്കുമരുന്ന് എടുക്കുന്നത് എന്നത് അറിഞ്ഞിരിക്കേണ്ട കാര്യം തന്നെയാണ്. പലരീതികളിലായി ഇവ ശരീരത്തില്‍ എത്തിപ്പെടുന്നു. അവ എപ്രകാരം എന്ന് നോക്കാം:

1. ഗുളികകള്‍ ആയോ ദ്രാവകങ്ങളുടെ രൂപത്തിലോ എടുക്കുന്നു - ശരീരം ആമാശയ പാളിയിലൂടെ മരുന്ന് ആഗിരണം ചെയ്യുന്നു.

2. പുകരൂപത്തില്‍ അവ ശ്വാസകോശത്തിലേക്ക് എടുക്കുമ്പോള്‍ - ശരീരം ശ്വാസകോശത്തിന്റെ പാളിയിലൂടെ മരുന്ന് ആഗിരണം ചെയ്യുന്നു.

3. മൂക്കിലൂടെ ആഞ്ഞുവലിക്കുമ്പോള്‍ - ശരീരം നേര്‍ത്ത നെയ്സല്‍ ലൈനിംഗിലൂടെ മരുന്ന് ആഗിരണം ചെയ്യുന്നു.

4. കുത്തിവയ്പ്പ് - ഉപയോക്താവ് മരുന്ന് നേരിട്ട് ശരീരത്തിലേക്ക് കുത്തിവയ്ക്കുന്നു. അത് ഉടന്‍ തന്നെ രക്തത്തില്‍ ലയിച്ചു ചേരുന്നു.

5. ചര്‍മ്മത്തിലൂടെ - ശരീരം സാവധാനത്തില്‍ ഒരു ക്രീം അല്ലെങ്കില്‍ പാച്ചില്‍ നിന്ന് മരുന്ന് ആഗിരണം ചെയ്യുന്നു.

6. മലദ്വാരം അല്ലെങ്കില്‍ യോനിയില്‍ ഒരു സപ്പോസിറ്ററിയായി - ശരീരം കുടലിലൂടെയോ യോനിയിലെ പാളിയിലൂടെയോ മരുന്ന് ആഗിരണം ചെയ്യുന്നു.

ഒരു വ്യക്തി ഏത് രീതിയില്‍ മരുന്ന് കഴിച്ചാലും, അത് അയാളുടെ രക്തപ്രവാഹത്തില്‍ എത്തിപ്പെടുകയും ശരീരത്തിന്റെ വിവിധ ഭാഗങ്ങളെ ബാധിക്കുകയും ചെയ്യും.

ഒരു വ്യക്തി മയക്കുമരുന്നിനു അടിമയാണോ അല്ലെങ്കില്‍ അതുപയോഗിക്കുന്നുണ്ടോ എന്നറിയാന്‍:

ആരെങ്കിലും മയക്കുമരുന്ന് ഉപയോഗിക്കുന്നുണ്ടെങ്കില്‍, ആ വ്യക്തിയുടെ രൂപത്തിലും പ്രവര്‍ത്തനത്തിലും നിങ്ങള്‍ മാറ്റങ്ങള്‍ ശ്രദ്ധിച്ചേക്കാം. അത്തരം ചില അടയാളങ്ങള്‍ ഇവയാണ്. എന്നാല്‍ വിഷാദവും ഈ മാറ്റങ്ങള്‍ക്ക് കാരണമാകുമെന്നത് ഓര്‍മിക്കണം.

മയക്കുമരുന്ന് ഉപയോഗിക്കുന്ന ഒരാള്‍ക്ക് ഇനി പറയുന്ന ലക്ഷണങ്ങള്‍ ഉണ്ടാവാം:

1. പഠനത്തില്‍ താല്‍പര്യം നഷ്ടപ്പെടും 2. സുഹൃത്തുക്കളെ മാറ്റുക/ അവരില്‍ നിന്നും അകന്നു നില്‍ക്കുക (മയക്കുമരുന്ന് ഉപയോഗിക്കുന്ന കുട്ടികളുമായി ഇടപഴകാന്‍ വേണ്ടി) 3. എല്ലായ്പ്പോഴും മാനസികവിഭ്രാന്തി കാണിക്കുകയോ, നിഷേധാത്മകനോ, ഭ്രാന്തനോ, അല്ലെങ്കില്‍ വിഷമിക്കുന്നവനോ ആകുക 4. ഒറ്റയ്ക്ക് വിടാന്‍ ആവശ്യപ്പെടുക 5. ശ്രദ്ധ കേന്ദ്രീകരിക്കുന്നതില്‍ പ്രശ്‌നം അനുഭവപ്പെടുക 6. അമിതമായ ഉറക്കം (ക്ലാസില്‍ പോലും) 7. അനാവശ്യകാരണങ്ങള്‍ക്കു വഴക്കുണ്ടാക്കുക 8. ചുവന്ന അല്ലെങ്കില്‍ വീര്‍ത്ത കണ്ണുകള്‍ ഉണ്ടായിരിക്കുക 9. ശരീരഭാരം കുറയുകയോ അല്ലെങ്കില്‍ വര്‍ദ്ധിക്കുകയോ ചെയ്യുക 10. ഒരുപാട് ചുമ വരുക 11. മിക്കപ്പോഴും മൂക്കൊലിപ്പ് ഉണ്ടാകുക 12. ദൈനംദിന കാര്യങ്ങളില്‍ താല്പര്യം കുറയുക. ഉദാഹരണത്തിന്, സമയത്തിന് ഭക്ഷണം കഴിക്കുക, കുളിക്കുക, നല്ല വസ്ത്രം ധരിക്കാന്‍ താല്പര്യം ഇല്ലാതെ വരിക തുടങ്ങി സ്വന്തം കാര്യങ്ങള്‍ ചെയ്യാന്‍ താല്പര്യം കുറഞ്ഞു വരിക.

പ്രായപൂര്‍ത്തിയായ കുട്ടികളില്‍ മയക്കുമരുന്ന് ഉപയോഗവുമായി ബന്ധപ്പെട്ട ഗുരുതരമായ പ്രശ്‌നങ്ങളില്‍ പകുതിയിലധികവും ബാല്യകാല അനുഭവങ്ങള്‍ ഒരു വലിയ പങ്കുവഹിക്കുന്നു എന്ന് നാം മനസ്സിലാക്കേണ്ടതുണ്ട്. ശക്തമായ രക്ഷാകര്‍തൃ-മക്കള്‍ ബന്ധം അല്ലെങ്കില്‍ നല്ല വിദ്യാര്‍ത്ഥി-അധ്യാപക ബന്ധം പോലുള്ള സംരക്ഷണ ഘടകങ്ങള്‍ കൗമാരക്കാരിലെ ലഹരിവസ്തുക്കളുടെ ദുരുപയോഗം കുറയ്ക്കുന്നതില്‍ വലിയ സ്വാധീനം ചെലുത്തുകയും ചെയ്യുന്നുണ്ട്.

സംരക്ഷണ ഘടകങ്ങളുടെ ഉദാഹരണങ്ങള്‍

1. ഉയര്‍ന്ന ആത്മാഭിമാനം. 2. പെരുമാറ്റത്തിനായുള്ള വ്യക്തമായ പ്രതീക്ഷകള്‍. 3. ആരോഗ്യമുള്ള പിയര്‍ ഗ്രൂപ്പുകള്‍. 4. സുഹൃത്തുക്കളെ ഉണ്ടാക്കാനുള്ള കഴിവ്. 5. മാതാപിതാക്കളുമായോ മറ്റ് പരിചരണ വ്യക്തികളുമായോ സുരക്ഷിതമായ അറ്റാച്ച്‌മെന്റ്. 6. കുടുംബാംഗങ്ങളുമായി സഹായകരമായ ബന്ധം.

കൗമാരക്കാരുടെ ലഹരിവസ്തുക്കളുടെ ഉപയോഗത്തിന്റെ അനന്തരഫലങ്ങള്‍:

അപകടങ്ങള്‍, പരിക്കുകള്‍, സുരക്ഷിതമല്ലാത്ത ലൈംഗികബന്ധം, കൊലപാതകം, ആത്മഹത്യ, മദ്യപിച്ച് വാഹനമോടിക്കല്‍ തുടങ്ങി ചെറുപ്പത്തില്‍ത്തന്നെ മയക്കുമരുന്ന് ഉപയോഗിക്കുന്നതിന്റെ അനന്തരഫലങ്ങള്‍ നിരവധിയാണ്. ലഹരിവസ്തുക്കളുടെ ഉപയോഗവും നിഷേധാത്മകമായ ഫലങ്ങളും തമ്മിലുള്ള ബന്ധം നിയമവിരുദ്ധമായ മരുന്നുകളില്‍ മാത്രം ഒതുങ്ങുന്നില്ല. വാസ്തവത്തില്‍, കൗമാരക്കാരുടെ സുരക്ഷയ്ക്ക് ഏറ്റവും വലിയ ഭീഷണിയാണ് മദ്യം. കൗമാരക്കാരുടെ നിയമവിരുദ്ധമായ മയക്കുമരുന്ന് ഉപയോഗം കുറയുമ്പോള്‍, അമിത മദ്യപാന നിരക്ക് മറ്റൊരു ആശങ്കയാകുന്നു.

രോഗ നിയന്ത്രണ കേന്ദ്രങ്ങള്‍ നല്‍കുന്ന വിവരങ്ങള്‍ :

2014 നും 2015 നും ഇടയില്‍, കൗമാരക്കാരുടെ മയക്കുമരുന്ന് അമിത അളവ് നിരക്ക് 19% വര്‍ദ്ധിച്ചു. 15 നും 19 നും ഇടയില്‍ പ്രായമുള്ള യുവാക്കള്‍ക്കിടയിലെ മയക്കുമരുന്ന് അമിത അളവ് 1999 നും 2007 നും ഇടയില്‍ ഇരട്ടിയായി. 2007 മുതല്‍ 2014 വരെ കുറഞ്ഞു, 2015 ല്‍ വീണ്ടും ഉയര്‍ന്ന് ഒരു ലക്ഷം ആളുകള്‍ക്ക് 3.7 എന്ന നിരക്കില്‍ ആയി മരണങ്ങള്‍. 15നും 19നും ഇടയില്‍ പ്രായമുള്ള യുവാക്കള്‍ക്കിടയിലെ അമിത അളവിലുള്ള മയക്കുമരുന്ന് ഉപയോഗം 80.4% മനഃപൂര്‍വമല്ലാത്തതും, 13.5% ആത്മഹത്യാ ശ്രമങ്ങള്‍ക്കുമായുള്ളതുമാണ്. മയക്കുമരുന്നിന്റെ അമിതോപയോഗം മൂലം സ്ത്രീകളില്‍ ആത്മഹത്യാനിരക്ക് കൂടുതലാണ്. 2015-ലെ സ്ത്രീകളുടെ അമിതഡോസ് മരണങ്ങളില്‍ 21.9% ആത്മഹത്യയാണ്. മയക്കുമരുന്ന് കുത്തിവയ്ക്കുന്ന കൗമാരക്കാര്‍ എച്ച്‌ഐവി/എയ്ഡ്‌സ്, ഹെപ്പറ്റൈറ്റിസ് ബി, സി, അല്ലെങ്കില്‍ ലൈംഗികമായി പകരുന്ന മറ്റ് രോഗങ്ങള്‍ എന്നിവ പോലുള്ള മറ്റ് ഗുരുതരമായ അപകടങ്ങളിലേക്ക് സ്വയം തുറന്നുകാട്ടുന്നു. മറ്റ് പ്രായക്കാരെ അപേക്ഷിച്ച് യുവാക്കള്‍ക്കിടയില്‍ എയ്ഡ്സ് രോഗനിര്‍ണയ നിരക്ക് താരതമ്യേന കുറവാണെങ്കിലും, രോഗലക്ഷണങ്ങള്‍ പ്രത്യക്ഷപ്പെടുന്നതിന് മുമ്പ് വൈറസിന് ഒരു നീണ്ട കാലതാമസമുണ്ട്. ഇരുപതോ മുപ്പതോ വയസ്സില്‍ രോഗനിര്‍ണയം നടത്തുന്ന പലര്‍ക്കും അവരുടെ കൗമാരപ്രായത്തില്‍ വൈറസ് പിടിപെട്ടിട്ടുണ്ടാകാം. യുഎസ് ഓഫീസ് ഓഫ് നാഷണല്‍ എയ്ഡ്‌സ് പോളിസി കണക്കാക്കുന്നത്, പുതിയ എച്ച്‌ഐവി അണുബാധകളില്‍ പകുതിയും 25 വയസ്സിന് താഴെയുള്ളവരിലാണ് സംഭവിക്കുന്നത് എന്നാണ്. ഇതില്‍ പകുതിയും 13നും 21നും ഇടയില്‍ പ്രായമുള്ളവരിലാണ് സംഭവിക്കുന്നത്.

രക്തത്തിലൂടെ പകരുന്ന രോഗങ്ങള്‍ പിടിപെടാനുള്ള സാധ്യത കൂടാതെ, പതിവ് കുത്തിവയ്പ്പുകള്‍ മൂലം തകര്‍ന്ന സിരകള്‍, കുരുക്കള്‍, ന്യുമോണിയ, കരള്‍ അല്ലെങ്കില്‍ വൃക്ക രോഗങ്ങള്‍, ഹൃദയത്തിന്റെ അണുബാധകള്‍ എന്നിവയ്ക്ക് കാരണമാകും.

യുവാക്കള്‍ക്കിടയിലെ ലഹരിവസ്തുക്കളുടെ ദുരുപയോഗം, അറസ്റ്റും ജുവനൈല്‍ നീതിന്യായ വ്യവസ്ഥയുമായി ബന്ധപ്പെട്ട അനന്തരഫലങ്ങളുമായി ശക്തമായി ബന്ധപ്പെട്ടിരിക്കുന്നു. തടവിലാക്കപ്പെടുന്ന യുവാക്കളില്‍ 2/3-ല്‍ കൂടുതല്‍ ആളുകള്‍ കുറഞ്ഞത് ഒരു പദാര്‍ത്ഥത്തിനെങ്കിലും അടിമകളാണെന്ന് പഠനങ്ങള്‍ കണ്ടെത്തി. കൂടാതെ, ഭാവിയിലെ ലഹരിവസ്തുക്കളുടെ ഉപയോഗത്തിനും നിയമവുമായി ബന്ധപ്പെട്ട പ്രശ്നങ്ങള്‍ക്കും പ്രായപൂര്‍ത്തിയാകാത്ത കുറ്റം ഒരു അപകട ഘടകമാണ്.

രക്ഷിതാക്കള്‍, ആരോഗ്യ പരിപാലന വിദഗ്ധര്‍, കമ്മ്യൂണിറ്റി അംഗങ്ങള്‍ എന്നിവരോടൊപ്പം ഫലപ്രദമായ മയക്കുമരുന്ന്, മദ്യ പ്രതിരോധ തന്ത്രങ്ങള്‍ നടപ്പിലാക്കാന്‍ അധ്യാപകര്‍ക്ക് കഴിയുന്ന സുരക്ഷിതമായ അന്തരീക്ഷമാകാനുള്ള സാദ്യത സ്‌കൂളുകള്‍ക്കുണ്ട്. മയക്കുമരുന്ന് സംബന്ധമായ പ്രശ്‌നങ്ങള്‍ക്ക് അപകടസാധ്യത കാണിക്കുന്ന വിദ്യാര്‍ത്ഥികളെ തിരിച്ചറിയാനും പിന്തുണാസേവനങ്ങള്‍ക്കായി ഉചിതമായ റഫറലുകള്‍ നടത്താനും അവര്‍ക്ക് കഴിയും. മയക്കുമരുന്ന് അല്ലെങ്കില്‍ ആല്‍ക്കഹോള്‍ ചികിത്സയുമായി ഇടപെടുന്ന ഒരു വിദ്യാര്‍ഥി സ്വകാര്യത അര്‍ഹിക്കുന്നു. ഒരു വിദ്യാര്‍ത്ഥിയുടെ അവസ്ഥയുടെ വിശദാംശങ്ങള്‍ അവരുടെ രക്ഷിതാക്കള്‍, ഡോക്ടര്‍മാര്‍, ചികിത്സാ വിദഗ്ധര്‍ എന്നിവര്‍ക്ക് മാത്രമായി ലഭിക്കുവാന്‍ സ്‌കൂള്‍ അധികൃതര്‍ ശ്രദ്ധിക്കുക.

മയക്കുമരുന്ന് അടിമത്തത്തിനുള്ള ചികിത്സകള്‍ എന്തൊക്കെയാണ്?

മയക്കുമരുന്ന് ആസക്തിക്കുള്ള ചികിത്സകളില്‍ കൗണ്‍സിലിംഗ്, മരുന്നുകള്‍ അല്ലെങ്കില്‍ രണ്ടും ഉള്‍പ്പെടുന്നു. കൗണ്‍സിലിങ്ങിനൊപ്പം മരുന്നുകളും സംയോജിപ്പിക്കുന്നത് മിക്ക ആളുകള്‍ക്കും വിജയിക്കാനുള്ള മികച്ച അവസരം നല്‍കുന്നുവെന്ന് ഗവേഷണങ്ങള്‍ കാണിക്കുന്നു.

കൗണ്‍സിലിംഗ് വ്യക്തിഗതമോ കുടുംബത്തോടെയോ അല്ലെങ്കില്‍ ഗ്രൂപ്പ് തെറാപ്പിയോ ആകാം. അതിനു താഴെ പറയുന്നവ തീര്‍ത്തും സഹായകമാവും:

1. നിങ്ങള്‍ എന്തിനാണ് അടിമയായതെന്ന് മനസ്സിലാക്കുക. 2. മയക്കുമരുന്ന് നിങ്ങളുടെ സ്വഭാവത്തെ എങ്ങനെ മാറ്റിമറിച്ചുവെന്ന് കാണുക. 3. നിങ്ങളുടെ പ്രശ്നങ്ങള്‍ എങ്ങനെ കൈകാര്യം ചെയ്യാമെന്ന് മനസിലാക്കുക, അങ്ങനെ നിങ്ങള്‍ മയക്കുമരുന്ന് ഉപയോഗത്തിലേക്ക് മടങ്ങില്ല എന്ന ഉറച്ച തീരുമാനം എടുക്കുക. 4. മയക്കുമരുന്ന് ഉപയോഗിക്കാന്‍ നിങ്ങള്‍ പ്രലോഭിപ്പിച്ചേക്കാവുന്ന സ്ഥലങ്ങള്‍, ആളുകള്‍, സാഹചര്യങ്ങള്‍ എന്നിവ ഒഴിവാക്കാന്‍ പഠിക്കുക. 5. പിന്‍വാങ്ങല്‍ ലക്ഷണങ്ങളില്‍ മരുന്നുകള്‍ സഹായകമാവും. ചില ലഹരി മരുന്നുകളോടുള്ള ആസക്തിക്ക്, തലച്ചോറിന്റെ സാധാരണ പ്രവര്‍ത്തനം പുനഃസ്ഥാപിക്കാനും വ്യക്തിയുടെ ആസക്തി കുറയ്ക്കാനും സഹായിക്കുന്ന മരുന്നുകളുമുണ്ട്.

ആസക്തിയ്ക്കൊപ്പം നിങ്ങള്‍ക്ക് മാനസിക വിഭ്രാന്തിയും ഉണ്ടെങ്കില്‍, രണ്ട് പ്രശ്‌നങ്ങള്‍ക്കും ചികിത്സ നല്‍കേണ്ടത് പ്രധാനമാണ്. ഇത് വ്യക്തിയുടെ വിജയ സാധ്യത വര്‍ദ്ധിപ്പിക്കും. നിങ്ങള്‍ക്ക് കടുത്ത ആസക്തി ഉണ്ടെങ്കില്‍, ആശുപത്രി അധിഷ്ഠിതമോ താമസസ്ഥലത്തുനിന്നുള്ളതോ ആയ ചികിത്സ ആവശ്യമായി വന്നേക്കാം. ഇതിനായി പാര്‍പ്പിട ചികിത്സാ പരിപാടികള്‍, ഭവന ചികിത്സാ സേവനങ്ങള്‍ സംയോജിപ്പിക്കുകയും ചെയ്യാം.

മയക്കുമരുന്ന് ഉപയോഗവും ആസക്തിയും തടയാന്‍ കഴിയുമോ?

മയക്കുമരുന്ന് ഉപയോഗവും ആസക്തിയും തടയാവുന്നതാണ്. കുടുംബങ്ങള്‍, സ്‌കൂളുകള്‍, കമ്മ്യൂണിറ്റികള്‍, മാധ്യമങ്ങള്‍ എന്നിവ ഉള്‍പ്പെടുന്ന പ്രതിരോധ പരിപാടികള്‍ മയക്കുമരുന്ന് ഉപയോഗവും ആസക്തിയും തടയുകയോ കുറയ്ക്കുകയോ ചെയ്‌തേക്കാം. മയക്കുമരുന്ന് ഉപയോഗത്തിന്റെ അപകടസാധ്യതകള്‍ മനസ്സിലാക്കാന്‍ ആളുകളെ സഹായിക്കുന്നതിനുള്ള വിദ്യാഭ്യാസവും വ്യാപനവും ഈ പ്രോഗ്രാമുകളില്‍ ഉള്‍പ്പെടുന്നു.

തങ്ങളുടെ കുട്ടി മയക്കുമരുന്നു ഉപയോഗിക്കുന്നുണ്ടെന്ന് സംശയാസ്പദമായി തെളിഞ്ഞാല്‍ അവരോടു അതിനെ കുറിച്ച് തുറന്നു സംസാരിക്കുന്നതു എപ്പോഴും ഗുണം ചെയ്യുന്നു. എന്നാല്‍ നിങ്ങളുടെ കുട്ടിയോട് സംസാരിക്കുമ്പോള്‍ ചെയ്യേണ്ടതും ചെയ്യരുതാത്തതുമായ ചില കാര്യങ്ങള്‍ ചുവടെ ചേര്‍ക്കുന്നു:

ചെയ്യേണ്ടത്:

1. നിങ്ങളുടെ ശ്രദ്ധ കാണിക്കുക. 2. തുറന്ന ആശയവിനിമയം സ്ഥാപിക്കുക. 3. തുറന്ന ചോദ്യങ്ങള്‍ ചോദിക്കുക. 4. ആഴത്തിലുള്ള ശ്വാസം എടുത്ത് നിങ്ങളുടെ വികാരങ്ങളെ നിയന്ത്രിക്കുക. 5. തുറന്ന മനസ്സ്. 6. സഹായം ലഭിക്കുന്നതിന് നിങ്ങള്‍ അവരെ പിന്തുണയ്ക്കുമെന്ന് അവരെ കാണിക്കുക.

ഒഴിവാക്കേണ്ടത്:

1. നിങ്ങളുടെ കുട്ടി കോപത്തോടെ പങ്കിടുന്ന കാര്യങ്ങളോട് പ്രതികരിക്കുക. 2. നിങ്ങളുടെ കുട്ടി തെറ്റാണെന്ന് പറയുക. 3. നിങ്ങളുടെ കുട്ടി സംസാരിക്കുമ്പോള്‍ തടസ്സപ്പെടുത്തുക. 4. നിങ്ങളുടെ കുട്ടിയെ കളിയാക്കുകയോ വിമര്‍ശിക്കുകയോ ചെയ്യുക. 5. അയഥാര്‍ത്ഥമായ പ്രതീക്ഷകള്‍ സ്ഥാപിക്കുക. 6. നിയമങ്ങള്‍ ലംഘിച്ചതിന് അല്ലെങ്കില്‍ ആ അനന്തരഫലങ്ങള്‍ വ്യക്തമാക്കാത്തതിന്റെ അനന്തരഫലങ്ങള്‍ അസ്ഥിരമായി നടപ്പിലാക്കുക.

സംഭാഷണം ആരംഭിക്കുന്നതിന് മുമ്പ്, നിങ്ങളുടെ കുട്ടിയുമായി എന്താണ് ചര്‍ച്ച ചെയ്യാന്‍ ആഗ്രഹിക്കുന്നതെന്ന് ചിന്തിക്കാന്‍ കുറച്ച് സമയമെടുക്കുക. നിങ്ങള്‍ക്ക് സമയമുള്ളപ്പോള്‍ സംസാരിക്കാന്‍ തിരഞ്ഞെടുക്കുക അപ്പോള്‍ നിങ്ങള്‍ക്കു അവരെ കൂടുതല്‍ തുറവിയോടെ കേള്‍ക്കാന്‍ സാധിക്കുന്നതാണ്. നിങ്ങള്‍ എല്ലാം ഒരു സംഭാഷണത്തില്‍ ഉള്‍പ്പെടുത്തേണ്ടതില്ല അല്ലെങ്കില്‍ ഏതെങ്കിലും തരത്തിലുള്ള റെസല്യൂഷനിലേക്ക് വരേണ്ടതില്ല എന്നത് ഓര്‍മ്മിക്കുക. നിങ്ങളുടെ കുട്ടി എന്തെങ്കിലും ഏറ്റുപറയാന്‍ നിര്‍ബന്ധിതരാകുകയോ നിങ്ങള്‍ അവരെ വിശ്വസിക്കുന്നില്ലെന്ന് തോന്നുകയോ ചെയ്യുന്നുവെങ്കില്‍, ഭാവിയില്‍ അവര്‍ സത്യസന്ധമായി തുറന്നുപറയാനുള്ള സാധ്യത കുറവായിരിക്കാം.

ചുരുക്കി പറഞ്ഞാല്‍ 'മയക്കുമരുന്ന് ദുരുപയോഗം' എന്നതിന് സാര്‍വത്രിക നിര്‍വചനം ഇല്ല എന്നുള്ളതാണ്. മയക്കുമരുന്ന് ദുരുപയോഗം എന്നത് ഉദ്ദേശിച്ച മെഡിക്കല്‍ ആവശ്യങ്ങള്‍ക്കല്ലാതെ മറ്റ് കാരണങ്ങളാല്‍ രാസവസ്തുക്കളുടെ ബോധപൂര്‍വമായ ഉപയോഗമാണ്, ഇത് ഉപയോക്താവിന്റെ ശാരീരികമോ മാനസികമോ വൈകാരികമോ സാമൂഹികമോ ആയ വൈകല്യത്തിലേക്ക് നയിക്കുന്നു. മാതാപിതാബന്ധങ്ങള്‍, മാതാപിതാക്കള്‍ മക്കളെ വളര്‍ത്തുന്ന രീതി, കുടുംബത്തിന്റെയും സമൂഹത്തിന്റെയും സാമ്പത്തിക സ്ഥിതി, അവിഹിതമായ ഒത്തുചേരല്‍, തെറ്റായതോ മോശമോ ആയ മൂല്യങ്ങള്‍, അവഗണന എന്നിങ്ങനെ പല വശങ്ങളില്‍ നിന്നാണ് പ്രശ്‌നം ഉയര്‍ന്നുവരുന്നതെന്ന് ഗവേഷണം കണ്ടെത്തി. മയക്കുമരുന്ന് ദുരുപയോഗത്തെ ബാധിക്കുന്ന മറ്റൊരു ഘടകം മരുന്നിന്റെ ഫലങ്ങളെക്കുറിച്ചുള്ള അറിവില്ലായ്മയാണ്. ഇവയുടെ ആവര്‍ത്തിച്ചുള്ള ഉപയോഗം വിഷാദരോഗത്തിനും, വികാരങ്ങളും, ഉറക്കവും വിശപ്പും കുറയുക, അസ്വസ്ഥത, വൈജ്ഞാനിക വൈകല്യം, ഡിപ്രെസ്ഡ് സിന്‍ഡ്രോം തുടങ്ങിയ ന്യൂറോ വെജിറ്റേറ്റീവ് ലക്ഷണങ്ങളും ഉണ്ടാക്കുന്നു. ഉടനടിയുള്ള പ്രത്യാഘാതങ്ങള്‍ക്ക് പ്രാരംഭ ഉത്തേജനം ഉണ്ട്, അത് ഉല്ലാസത്തോടൊപ്പമുള്ള വിശ്രമത്തിലേക്ക് നയിക്കുക, ആശയവിനിമയത്തിനുള്ള കഴിവ് വര്‍ദ്ധിപ്പിക്കുക, മയക്കം, ഇടയ്ക്കിടെയുള്ള ഓക്കാനം, ഛര്‍ദ്ദി, അസ്വസ്ഥത, പേശികളുടെ ഏകോപനം കുറയുക, തലകറക്കം തുടങ്ങിയവ സൃഷ്ടിക്കുന്നു.

ഏതൊരു കുട്ടിയുടെയും അടിസ്ഥാന മൂല്യങ്ങളുടെ ആരംഭം അവന്റെ വീട്ടില്‍ നിന്നുമാണ്. അവിടെനിന്നാണ് ഒരു കുട്ടി മുന്നോട്ടുള്ള തന്റെ ജീവിതത്തിന്റെ ബാക്കി പാഠങ്ങള്‍ പഠിച്ചുതുടങ്ങുന്നത്. അതിനാല്‍ വീട്ടില്‍ അവനു നല്ലൊരു ജീവിതാന്തരീക്ഷം ഒരുക്കികൊടുക്കേണ്ടത് ഏതൊരു മാതാപിതാക്കളുടെയും സുപ്രധാനമ കടമയാണ്. അവിടെ നമുക്ക് വീഴ്ചസംഭവിക്കുന്നതോടെ നമ്മുടെ കുഞ്ഞുങ്ങളെ അത് പ്രത്യക്ഷത്തില്‍ തന്നെ ബാധിക്കുന്നു. ഒരു കുട്ടിയോട് മാതാപിതാക്കള്‍ക്ക് ചെയ്യാന്‍ കഴിയുന്ന ഏറ്റവും മികച്ച കാര്യം എന്തെന്നാല്‍ അവരില്‍ വിശ്വസിക്കുക എന്നതാണ്. നമുക്ക് അവരിലുള്ള വിശ്വാസം പോലെ തന്നെ സുദൃഢമാവണം അവര്‍ക്കു നമ്മിലുള്ള വിശ്വാസവും. ആ വിശ്വാസം കാത്തുസൂക്ഷിക്കാന്‍ അവരെ സഹായിക്കുക.

'ഇല്ല/ വേണ്ട' എന്ന് പറയാനുള്ള വ്യത്യസ്ത വഴികള്‍ പഠിക്കാന്‍ നിങ്ങളുടെ കുട്ടിയെ സഹായിക്കുക. മയക്കുമരുന്ന് വാഗ്ദാനം ചെയ്യുന്ന ഒരാളോട് എങ്ങനെ പ്രതികരിക്കണമെന്ന് നിങ്ങളുടെ കുട്ടിയെ പഠിപ്പിക്കുക. തെറ്റിലേക്ക് വഴുതിവീഴുമ്പോള്‍ അവരെ ശാസിക്കാം, എന്നാല്‍ അവിടെ സ്‌നേഹത്തിനു മുന്‍തൂക്കം കൊടുക്കണം. സ്‌നേഹത്തിലൂടെയുള്ള ശാസനം ഏതൊരു കുട്ടിയേയും തെറ്റില്‍ നിന്നും തിരികെ കൊണ്ട് വരുന്നതില്‍ ഒത്തിരിയേറെ സഹായിക്കും. ഏതൊരു കാര്യവും അരുത് എന്ന് പറയുമ്പോഴും എന്തുകൊണ്ടാണ് നമ്മള്‍ അത് ചെയ്യരുത് എന്ന് പറയുന്നത് എന്ന് കൂടെ അവരെ ബോധ്യപ്പെടുത്തുക. ഇവിടെ മഹാത്മാഗാന്ധിയുടെ വാക്കുകള്‍ കൂടെ ചേര്‍ക്കുകയാണ് 'ശക്തി ശാരീരിക ശേഷിയില്‍ നിന്നല്ല മറിച്ചു അത് അദമ്യമായ ഇച്ഛയില്‍ നിന്നാണ് വരുന്നത്' ഈ ഇച്ഛാശക്തിയാണ് നമ്മുടെ ഇന്നത്തെ തലമുറയ്ക്ക് വേണ്ടതും. ലഹരിമരുന്നിനോട് വേണ്ട എന്നുപറയാനുള്ള ഇച്ഛാശക്തി.

വളരെ മനോഹരമായ ഒരു വാചകം ഉണ്ട് 'മയക്കുമരുന്ന് എനിക്ക് പറക്കാന്‍ ചിറകുകള്‍ തന്നു, പക്ഷേ അവ എന്റെ നീലാകാശത്തെ എന്നില്‍ നിന്നും അപഹരിച്ചു' ഓര്‍ക്കുക നിങ്ങളുടെ ജീവിതത്തെ നിങ്ങളില്‍ നിന്നും അപഹരിക്കുന്ന ഒന്നിനും പിടികൊടുക്കാതിരിക്കുക. അതെത്രതന്നെ ആകര്‍ഷകമാണെങ്കിലും.

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ഞങ്ങളെ കൊല്ലുന്ന ലഹരിയെ കൊല്ലാൻ ഞങ്ങൾ തന്നെ മതി; പുതിയ ചരിത്രമെഴുതി പഞ്ചാബി വനിതകൾ

മയക്കുമരുന്ന് ഉപയോഗത്തെ എതിര്‍ത്തു; അച്ഛനും അമ്മയുമടക്കം കുടുംബത്തിലെ നാലുപേരെ കൊലപ്പെടുത്തി യുവാവ്‌

ഗാർഹിക പീഡനം നടത്തി ഭർത്താവുപേക്ഷിച്ച യുവതിയുടെ പിന്നാലെ ലഹരി മാഫിയ

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മയക്കുമരുന്നിന് അടിമയായ മകളെ അമ്മ ഗത്യന്തരമില്ലാതെ ചങ്ങലയ്ക്കിട്ടു

വിദ്യാര്‍ഥിനികള്‍ക്കും വീട്ടമ്മമാര്‍ക്കും മയക്കുമരുന്ന്: സ്‌നിപ്പര്‍ ഷേക്ക് പിടിയില്‍.

വാര്‍ത്തകളോടു പ്രതികരിക്കുന്നവര്‍ അശ്ലീലവും അസഭ്യവും നിയമവിരുദ്ധവും അപകീര്‍ത്തികരവും സ്പര്‍ധ വളര്‍ത്തുന്നതുമായ പരാമര്‍ശങ്ങള്‍ ഒഴിവാക്കുക. വ്യക്തിപരമായ അധിക്ഷേപങ്ങള്‍ പാടില്ല. ഇത്തരം അഭിപ്രായങ്ങള്‍ സൈബര്‍ നിയമപ്രകാരം ശിക്ഷാര്‍ഹമാണ്. വായനക്കാരുടെ അഭിപ്രായങ്ങള്‍ വായനക്കാരുടേതു മാത്രമാണ്, മാതൃഭൂമിയുടേതല്ല. ദയവായി മലയാളത്തിലോ ഇംഗ്ലീഷിലോ മാത്രം അഭിപ്രായം എഴുതുക. മംഗ്ലീഷ് ഒഴിവാക്കുക..

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ലഹരി മരുന്നിന് അടിമപ്പെട്ടുവോ?

Elizabeth John, Child and Adolescents Counsellor 2 min read

ഇന്ന് താരതമ്യേന യുവാക്കളിലും വിദ്യാർത്ഥികളിലും കാണപ്പെടുന്ന ഭീകരമായ അവസ്ഥയാണ് Drug addiction. ലഹരി പദാർത്ഥങ്ങൾക്ക് അടിപ്പെട്ട് പോകുന്നത് വഴി ജീവിതം വളരെ മോശമായ നിലവാരത്തിലെത്തുകയും അത് ആത്മഹത്യയിലേക്ക് വരെ നയിക്കുകയും ചെയ്യുന്നു. മാത്രമല്ല നിരവധി ശാരീരിക മാനസിക പ്രശ്നങ്ങൾക്കും ഇത് കാരണമാകുന്നു. മക്കളുടെ ഏതൊരു ചെറിയ പ്രശ്നവും തിരിച്ചറിയുന്നത് അമ്മമാരാണ്. എന്നാൽ അമ്മമാരുടെ ചെറിയ ഒരു നോട്ടക്കുറവ് പോലും മക്കളെ Drug addiction പോലുള്ള പ്രശ്നങ്ങളിലാണ് എത്തിക്കുന്നത്. അതിനാൽ നാം കൂടുതൽ ജാഗ്രത പുലർത്തണം.

Table of contents

എന്താണ് Drug addiction

ലഹരിയും തലച്ചോറും, drug addiction: ലക്ഷണങ്ങൾ, drug addiction: തരങ്ങൾ, drug addiction, എങ്ങനെ നിയന്ത്രിക്കാം, ചികിത്സ രീതി, ജീവിതമാണ് ലഹരി.

ലഹരിമരുന്നിൻ്റെ അസ്വഭാവികമായ ഉപയോഗം കാരണം നാഡീവ്യൂഹത്തെയും മാനസിക-ശാരീരികാരോഗ്യത്തെയും പ്രതികൂലമായി ബാധിക്കുന്ന ഒരു ഒരു രോഗമായാണ് Drug addiction നെ വിദഗ്ദ്ധർ കണക്കാക്കുന്നത്. ലഹരി വസ്തുക്കൾ ഏറ്റവും കൂടുതൽ ബാധിക്കുന്നത് തലച്ചോറിനെയാണ്. കൃത്യമായ ചികിത്സ ലഭ്യമായില്ല എങ്കിൽ ഈ രോഗം തലച്ചോറിനെ പ്രതികൂലമായി ബാധിക്കും.

Cocaine, cannahis, Amphetamine, Ecstasy, LSD എന്നിവയാണ ഇന്ത്യയിൽ മുഖ്യ മായും കാണുന്ന ലഹരി പദാർത്ഥങ്ങൾ. സാധാരണയായി ഒൻപത് വയസ്സ് മുതൽ 21 വയസ്സ് വരെയുള്ളവരാണ് ഇത് ഉപയോഗിക്കുന്നത്.

ഏതൊരു ലഹരി പദാർത്ഥവും തലച്ചോറിലെ Chemical meassging system തകരാറിലാക്കുന്നു. എന്നാൽ ലഹരിയുടെ വകഭേദങ്ങൾക്കനുസരിച്ച് തലച്ചോറിനെ ബാധിക്കുന്ന രീതിയിൽ വ്യത്യാസം വരാം. അതിസങ്കീർണമായ ഘടനയാണ് തലച്ചോറിനുള്ളത്. ഈ ഘടനയിലേക്ക് ലഹരി പദാർത്ഥങ്ങൾ എത്തിച്ചേരുമ്പോൾ റിഫ്ലക്സ് പ്രവർത്തങ്ങൾ താറുമാറാകുന്നു. തുടർന്ന് ഓർമ്മക്കുറവ്, ഉത്കണ്ഠ, തുടങ്ങിയ മാനസിക സംഘർഷങ്ങൾ മുതൽ മസ്തിഷ്ക ആഘാതം വരെ സംഭവിച്ചേക്കാം.

• ഏത് സമയവും മയക്കം
• വൃത്തിക്കുറവ്
• ദിനചര്യകളിൽ മാറ്റം
• സൗഹൃദങ്ങളിൽ മാറ്റം
• പണം ധാരാളമായി ആവശ്യപ്പെടുക
• സംസാരത്തിൽ വൈകല്യം
• ഉറക്കകുറവ്, പതിവിലും കൂടുതൽ ഉറങ്ങുക
• ചുറ്റുമുള്ളവരെ കുറിച്ച് കൃത്യമായ ബോധമില്ലായ്മ etc

മിക്കപ്പോഴും തെറ്റി ധരിക്കപ്പെടുന്ന രണ്ട് വാക്കുകളാണ് Drug Abuse ഉം Drug Addiction ഉം. ഇവ രണ്ടും ഒന്നാണ് എന്ന മിഥ്യാധാരണയുമുണ്ട്. Drug abuse പെട്ടെന്ന് ലഹരി ഉപയോഗിക്കുന്നവരിൽ കാണപ്പെടും. എന്നാൽ ഈ അവസ്ഥ ചികിത്സ കിട്ടാതെ നീണ്ട് പോകുമ്പോൾ അത് Drug Addiction ആകുന്നു.

( താഴെ പറയുന്ന ലക്ഷണങ്ങൾ കഴിഞ്ഞ കുറച്ച് നാളായി ഉണ്ടെങ്കിൽ നിങ്ങൾ ചികിത്സ തേടുക )

• തന്നിലോ മറ്റുള്ളവരിലോ ശാരീരികവും മാനസികവുമായ ക്ഷതങ്ങൾ തുടർച്ചയായി ഏൽപ്പിക്കുക
• സ്ഥിരം ചെയ്യുന്ന കാര്യങ്ങൾ ചെയ്യാൻ അപര്യാപ്തത etc…

( കഴിഞ്ഞ 12 മാസമായി ഈ ലക്ഷണങ്ങൾ ഉണ്ടോ എന്ന് നോക്കുക)

• ലഹരി ഉപഭോഗം ഉയരുക
• എല്ലാത്തിലും താൽപര്യം നഷ്ടപ്പെടുക
• ലഹരി നിർത്താൻ നിരവധി തവണ ശ്രമിക്കുക അത് വിജയിക്കാതിരിക്കുക etc…
• ജീവിതത്തിനെ ആനന്ദകരമാക്കുക
• മാനസിക പ്രശ്നങ്ങൾക്ക് സഹായം തേടുക
• Risk factors വിലയിരുത്തുക
• സമപ്രായക്കാരുമായി വിനോദത്തിലേർപ്പെടുക
• ജീവിതം നല്ല രീതിയിൽ ബാലൻസ് ചെയ്യുക
• അഡിക്ഷൻ സങ്കീർണമാണെങ്കിലും ചികിത്സ സാധ്യമാണ്
• രോഗി പെട്ടെന്ന് ചികിത്സ തേടേണ്ടതാണ്.
• ഒറ്റയ്ക്കുള്ള ചികിത്സ എല്ലാവരിലും ഫലവത്തല്ല
• കൂടുതൽ കാലത്തോളം ചികിത്സയിൽ കഴിയുന്നതും സങ്കീർണമാണ്
• കൗൺസിലിംഗും behaviour therapies ഉം ഈ അസുഖത്തിന് ലഭ്യമാണ്.
• ഇതിനോടൊപ്പം മരുന്നുകളും ഉപയോഗിച്ച് ചികിത്സ നടത്തുന്നു .

നിങ്ങൾ ലഹരി മരുന്നിന് അടിമപ്പെടുന്നുണ്ടോ? പലപ്പോഴും ലഹരിയിലേക്ക് നയിക്കുന്ന കാരണങ്ങൾക്ക് ആണ് ചികിത്സ ആവശ്യം. മികച്ച കൗൺസിലിങ് കൊണ്ട് ധാരാളം പേരെ ലഹരിമുക്തിയിലേക്കും സാധാരണ ജീവിതത്തിലേക്കും കൊണ്ടുവന്ന സ്ഥാപനമാണ് Life Care counselling Center. മികച്ച Behaviour therapy കളും പല രീതിയിലുള്ള കൗൺസിലിംഗും ലൈഫ് കെയർ നൽകുന്നുണ്ട്.

നിങ്ങൾക്ക് കൂടുതൽ അറിയണമെന്നുണ്ടോ?

എങ്കിൽ അറിയാൻ സൗജന്യമായി വിളിക്കൂ. 8157-882-795

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എന്താണ് പോസ്റ്റ് ട്രോമാറ്റിക് സ്ട്രെസ് ഡിസോർഡർ? (PTSD (Post-Traumatic Stress Disorder))

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A very good place for counseling and child development. My kid got complete relief from all stress and strains that she felt with her studies under the sincere guidance of Smt. Elizabeth. I express my sincere gratitude - Dr. Suja Sreekumar

As I was feeling stressed with my studies ,my sessions with Dr. Elizabeth John has really help me build up my confidence and showed me smart and effective ways to study. The counselling from Life Care helped to improve myself. A great thanks to the whole team...👍 - Tom Mathew

A bunch of highly professional counsellors who can provide a wide variety of evidence based techniques and therapeutic approaches tailored to meet individual specific needs and circumstances. The whole team is awesome. Highly recommend anyone 👍👍 - Navin Thomas

It was very nice experience which I got from life care counseling center. All the staffs and doctors are highly professionally talented. I express my sincere thanks to counseling center management for there services. - Vyas Dunia

She is really good at finding the core reason ...for me in the first section itself she found out the base reason ... based on the personality - Neenu Jeenu

I am feeling happy right now because of life care counseling team.all services are available there for mental health and study related matters.Thank you so much Elizabeth madam and team members. - Sreeja K Nair

Very good place for children and youth counseling. Near ettumanoor, Kottayam - Pradeep Narayanan

Now I'm very Happy....Feeling like a new Good girl....I forgot all my problems by the help of Elizabeth Madam...She is very friendly... I like her very much.... - Jeeva K N

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webExclusive Report --> കേരളം പറയുന്നു: അരുത് ലഹരി

Published: May 29 , 2023 07:59 AM IST

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പ്രശ്നബാധിത സ്കൂളുകൾ 1100; ജാഗ്രത വർധിപ്പിച്ചേതീരൂ

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നമ്മുടെ പുതുതലമുറയിൽ ചിലരെങ്കിലും, സ്വന്തം ജീവിതത്തെയും ഏറെ പ്രതീക്ഷകളുമായി ഒപ്പമുള്ള രക്ഷിതാക്കളെയും സമൂഹത്തെയും മറന്ന്, ലഹരിക്കടിമയാകുന്നതുകണ്ട് ആശങ്കപ്പെടുകയാണു കേരളം. ലഹരിമരുന്നുകളുടെ കടത്തും ഉപയോഗവും സംബന്ധിച്ച കേസുകൾ വൻതോതിൽ ഇവിടെ വർധിക്കുന്നുണ്ട്. ഇതിനിടെ, സംസ്ഥാനത്തു ലഹരിസംഘങ്ങൾ നോട്ടമിട്ടിരിക്കുന്ന പ്രശ്നബാധിത സ്കൂളുകളുടെ എണ്ണം 1100 ആയി ഉയർന്നുവെന്ന വാർത്ത പുതിയ അധ്യയന വർഷത്തിലേക്കു പ്രവേശിക്കാനെ‍ാരുങ്ങുന്ന കേരളത്തെ അത്യധികം ആശങ്കപ്പെടുത്തുകയും ചെയ്യുന്നു.

എങ്ങനെ മുറിച്ചുമാറ്റിയാലും ഭയാനകമായ കരുത്തോടെ വീണ്ടും ആഴത്തിലും വ്യാപ്തിയിലും വേരുപടർത്തുകയാണു ലഹരിസംഘങ്ങൾ. നഗരങ്ങൾ മുതൽ ഗ്രാമങ്ങൾവരെ ലഹരിമരുന്നുകളുടെ ഉപയോക്താക്കളെയും വിൽപനക്കാരെയുംകെ‍ാണ്ടു നിറയുകയാണ്. വലിയ നഗരങ്ങൾ വലിയ ലഹരിക്കയത്തിൽ മയങ്ങിക്കിടക്കുന്നു. വിദ്യാർഥികളെ ഉൾപ്പെടെ ഇരകളാക്കി പിടിമുറുക്കുന്ന ലഹരിവല കേരളത്തിന്റെ മുന്നിലുള്ള ഏറ്റവും അപകടകരമായ പ്രശ്നങ്ങളിലൊന്നായിക്കഴിഞ്ഞു. 

കഴിഞ്ഞ സെപ്റ്റംബറിൽ എക്സൈസ് ഇന്റലിജൻസ് തയാറാക്കിയ പ്രശ്നബാധിത പട്ടികയിലുണ്ടായിരുന്നത് 250 സ്കൂളുകളായിരുന്നു. ഇത്തവണ അധ്യയനവർഷത്തിനു മുൻപു ജാഗ്രത ശക്തമാക്കുന്നതിനു പുതിയ കണക്കെടുപ്പു നടത്താൻ എക്സൈസ് കമ്മിഷണർ നിർദേശം നൽകിയതിന്റെ അടിസ്ഥാനത്തിലുള്ള റിപ്പോർട്ടിലാണ് എണ്ണം 1100 ആയത്. സ്കൂൾ ചുറ്റളവിലെ ലഹരിക്കേസുകളുടെ എണ്ണം, ലഹരി ഉപയോഗം, ലഹരി സംഘങ്ങളുമായി കുട്ടികളുടെ സമ്പർക്കം എന്നിവയാണു മാനദണ്ഡമാക്കിയത്. സ്കൂൾ പരിസരങ്ങളിലും വിദ്യാർഥികൾ സ്കൂളിലേക്കു പോകുന്ന വഴികളിലുമെല്ലാം ലഹരി വിൽപനക്കാർ തമ്പടിക്കുന്നതായും റിപ്പോർട്ടിൽ സൂചിപ്പിക്കുന്നു.

സംസ്ഥാനത്തെ ഒരു എസ്‍പിയുടെ രണ്ട് ആൺകുട്ടികളും ലഹരിമരുന്നിന് അടിമകളാണെന്നു കൊച്ചി സിറ്റി പൊലീസ് കമ്മിഷണറുടെ വെളിപ്പെടുത്തലുണ്ടായതു കഴിഞ്ഞ ദിവസമാണ്. എല്ലാ റാങ്കുകളിലുള്ള പൊലീസ് ഉദ്യോഗസ്ഥരുടെ മക്കളിലും ഇത്തരക്കാർ ഉണ്ടെന്നും അദ്ദേഹം പറഞ്ഞു. തിരുവനന്തപുരത്ത് ഒരു സഹപ്രവർത്തകന്റെ കുട്ടി ലഹരിമരുന്നിന് അടിമയായി മരിച്ചുവെന്നും പൊലീസ് ക്വാർട്ടേഴ്സിലാണ് ഇതു സംഭവിച്ചതെന്നുംകൂടി കമ്മിഷണർ പറഞ്ഞതു ഞെട്ടലോടെയാണ് കേരളം കേട്ടത്.

മണിചെയിൻ മാതൃകയിൽ (മൾട്ടി ലവൽ മാർക്കറ്റിങ്) കേരളത്തിൽ ലഹരി വിൽപന വ്യാപിക്കുന്നതായി കേന്ദ്ര ലഹരിവിരുദ്ധ ഏജൻസിയായ നർകോട്ടിക് കൺട്രോൾ ബ്യൂറോയുടെ (എൻസിബി) ഇന്റലിജൻസ് വിഭാഗം റിപ്പോർട്ട് ചെയ്തതും നാം കേൾക്കുകയുണ്ടായി. ഇത്തരം കേസുകൾ ശ്രദ്ധയിൽപെട്ടതായി സംസ്ഥാന എക്സൈസ് ഇന്റലിജൻസ് വിഭാഗവും കസ്റ്റംസ് പ്രിവന്റീവ് വിഭാഗവും സ്ഥിരീകരിച്ചിട്ടുമുണ്ട്. 

കേരളത്തിൽ ലഹരിപദാർഥങ്ങളുടെ ഉപയോഗം വർധിക്കുകയും അതിന്റെ വിൽപനയ്ക്കും വിതരണത്തിനും പുതിയ മാർഗങ്ങൾ രൂപപ്പെടുകയും ചെയ്യുന്നതിന്റെ ആശങ്കാജനകമായ വിവരങ്ങളാണ് ഓരോ ദിവസവും പുറത്തുവരുന്നത്. ലഹരി ഉപയോഗം, വിൽപന, വിപണനശൃംഖല എന്നിവയെക്കുറിച്ചുള്ള വിവരങ്ങളോ അനുഭവമോ ഉണ്ടെങ്കിൽ അവ രഹസ്യമായി അറിയിക്കാൻ മലയാള മനോരമ കഴിഞ്ഞ ദിവസം വായനക്കാർക്ക് അവസരമൊരുക്കിയപ്പോൾ ലഭിച്ച വിവരങ്ങളിൽ പലതും ഞെട്ടിക്കുന്നതായി. ലഹരി വിപത്തിനെതിരെ മനോരമ രൂപം നൽകിയ ‘അരുത് ലഹരി’ നാടുണർത്തലിന്റെ ഭാഗമായിരുന്നു ഈ പരിപാടി. ഇതിന്റെതന്നെ ഭാഗമായി സംസ്ഥാനത്താകെ നടന്ന ‘അമ്മക്കൂട്ടം’ ചർച്ചകൾ ഇക്കാര്യത്തിൽ കടുത്ത ആശങ്കയാണു പങ്കുവച്ചത്. കുട്ടികൾക്കു ലഹരി കൈമാറുന്നവർക്കു പരമാവധി ശിക്ഷ ഉറപ്പാക്കണം, സ്കൂൾ പരിസരത്തെ ലഹരിവിൽപന തടയാനുള്ള നടപടികൾ ശക്തമാക്കണം തുടങ്ങിയ അടിയന്തര ആവശ്യങ്ങൾ ആധിയോടെ അമ്മമനസ്സുകളിൽനിന്ന് ഉയർന്നു.

അതീവഗുരുതരമായ ഈ സാമൂഹികപ്രശ്നത്തെ നാടിനെയാകെ അണിനിരത്തി നേരിടുമെന്നു നിയമസഭയിൽ വ്യക്തമാക്കിയ മുഖ്യമന്ത്രി പിണറായി വിജയൻ ലഹരിക്കെതിരെയുള്ള ഈ വലിയ ദൗത്യത്തിനു നേരിട്ടു മേൽനോട്ടം വഹിക്കേണ്ടതുണ്ട്. ബഹുതലങ്ങളിൽ, ഇടർച്ചയില്ലാതെ നീങ്ങേണ്ട ദൗത്യം തന്നെയാണു ലഹരിവിരുദ്ധ പോരാട്ടം. അതുകെ‍ാണ്ടുതന്നെ, വ്യാപകപരിശോധനയും ലഹരിവിരുദ്ധ നാടുണർത്തലും അടക്കമുള്ള കർമപദ്ധതികൾ തുടർപ്രക്രിയയാക്കേണ്ടതുണ്ട്.  

ലഹരിയിലേക്ക് ഒഴുകിത്തീരാനുള്ളതല്ല പുതുതലമുറയെന്ന നിശ്ചയദാർഢ്യത്തോടെ നമുക്കു മുന്നോട്ടുനീങ്ങാം. കുടുംബാന്തരീക്ഷത്തിലെ ശാന്തിയും തുറന്ന അഭിപ്രായവിനിമയങ്ങളും കുട്ടികൾക്കു നൽകുന്ന സ്‌നേഹസമൃദ്ധമായ കരുതലും അവരെ ചീത്തവഴികളിൽനിന്നു പിന്തിരിപ്പിക്കും. നമ്മുടെ കുട്ടികളുടെ നല്ല ഭാവിയുടെ താക്കോൽ രക്ഷിതാക്കളുടെയും അധ്യാപകരുടെയും കയ്യിലാണെന്നതു മറന്നുകൂടാ.

English Summary : Editorial about drug usage in students

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• ന്യൂ ഡല്‍ഹി,
• 26 Jun 2021,
• (Updated 03 Jul 2021, 11:15 AM IST)

• ഐക്യരാഷ്ട്ര സംഘടന 1987 മുതലാണ് ജൂൺ 26 ലോക ലഹരി വിരുദ്ധ ദിനമായി ആചരിച്ചു വരുന്നത്.
• ‘ബെറ്റർ നോളജ് ഫോർ ബെറ്റർ കെയർ’, അഥവാ ‘മികച്ച പരിചരണത്തിന് മികച്ച അറിവ്’ എന്നാണ് ഇത്തവണ ഐക്യരാഷ്ട്ര സഭ മുന്നോട്ടുവയ്ക്കുന്ന പ്രമേയം.

ആരോഗ്യമുള്ള സമൂഹത്തിനായി ലഹരിയുടെ പിടിയില്‍ നിന്ന് യുവത്വത്തെ രക്ഷപെടുത്താനും കുടുംബ ബന്ധങ്ങള്‍ തകരാതിരിക്കാനും ലഹരി ഒഴിവാക്കുക എന്ന ആഹ്വാനവുമായി ഇന്ന് ലോക ലഹരി വിരുദ്ധ ദിനം ആചരിക്കുകയാണ്.

ലഹരിയെന്ന വൻ വിപത്തിനെതിരെ രാജ്യാന്തര സമൂഹത്തെ ഉണർത്തുകയെന്ന ലക്ഷ്യവുമായാണ് ഐക്യരാഷ്ട്ര സംഘടന 1987 മുതൽ ജൂൺ 26 ലോക ലഹരി വിരുദ്ധ ദിനമായി ആചരിച്ചു വരുന്നത്. ലഹരിക്കെതിരെ ഏറ്റവും ഫലപ്രദമായ മാർഗം ബോധവൽക്കരണമാണ്.

‘ബെറ്റർ നോളജ് ഫോർ ബെറ്റർ കെയർ’, അഥവാ ‘മികച്ച പരിചരണത്തിന് മികച്ച അറിവ്’ എന്നാണ് ഇത്തവണ ഐക്യരാഷ്ട്ര സഭ മുന്നോട്ടുവയ്ക്കുന്ന പ്രമേയം. കുട്ടികൾക്കിടയിൽ ലഹരി ഉപയോഗം കൂടിവരുന്നതായാണ് റിപ്പോർട്ടുകൾ. ശാരീരികവും മാനസികവും സാമൂഹ്യവുമായ പ്രത്യാഘാതങ്ങളെക്കുറിച്ച് ഒട്ടും ആലോചിക്കാതെയാണ് പലരും ലഹരിവസ്തുക്കൾക്ക് പിറകെ പോകുന്നത്.  

അറിയാനുള്ള ആകാംക്ഷയിൽ ലഹരി ഉപയോഗിച്ചുതുടങ്ങുന്നവർ ക്രമേണ അതിന് അടിമപ്പെടുന്നു. പ്രായത്തിന്റെ പക്വതയില്ലായ്മയും ഈ അവസ്ഥയിലേക്ക് പലരെയും എത്തിക്കുന്നതിൽ പ്രധാനകാരണമാകുന്നുണ്ട്. ആഗോള വ്യാപകമായി ലഹരിക്കെതിരായ പ്രതിഷേധ സമരങ്ങളും ജനകീയ മുന്നേറ്റങ്ങളും വർധിച്ചു വരുമ്പോഴും ജനങ്ങൾക്കിടയിലുള്ള ലഹരിയുടെ സ്വാധീനം അതിനാനുപാദികമായി വളരുവെന്നത് ആശങ്കയുണർത്തുന്ന കാര്യമാണ്. 

മയക്കുമരുന്ന് കടത്ത് തടയണം

മയക്കുമരുന്ന് ഉപയോഗത്തിനും അനധികൃത മയക്കുമരുന്ന് കടത്തിനും എതിരായ അന്താരാഷ്ട്ര ദിനം,  മയക്കുമരുന്ന് ഉപയോഗത്തിനും അനധികൃത മയക്കുമരുന്ന് വ്യാപാരത്തിനും എതിരെ ജനങ്ങളിൽ അവബോധം സൃഷ്ടിക്കുന്നതിനുള്ള ഐക്യരാഷ്ട്രസഭയുടെ സംരംഭമാണ് ലഹരി വിരുദ്ധദിനം.

ചൈനയിലെ ആദ്യത്തെ ഓപിയം യുദ്ധത്തിന് തൊട്ടുമുമ്പ് ഗ്വാങ്‌ഡോങിലെ ഹ്യൂമനിൽ ലിൻ സെക്സു ഓപിയം വ്യാപാരം പൊളിച്ചുമാറ്റിയതിന്റെ സ്മരണയ്ക്കായി തിരഞ്ഞെടുത്ത തീയതിയായ 1987 ജൂൺ 26 മുതൽ ഇത് വർഷം തോറും ആചരിക്കുന്നത്.

മയക്കുമരുന്ന് ഉപയോഗം എന്താണ്?

മയക്കുമരുന്ന് ഉപയോഗം മയക്കുമരുന്ന് ആസക്തി എന്നും അറിയപ്പെടുന്നു. ദോഷകരമായ പ്രത്യാഘാതങ്ങൾക്കിടയിലും മയക്കുമരുന്ന് തേടലും ഉപയോഗവും നിർബന്ധിതമോ നിയന്ത്രിക്കാൻ ബുദ്ധിമുട്ടുള്ളതോ ആയ ഒരു വിട്ടുമാറാത്ത രോഗമാണ് ആസക്തി.

മയക്കുമരുന്ന് കഴിക്കാനുള്ള പ്രാരംഭ തീരുമാനം മിക്ക ആളുകൾക്കും സ്വമേധയാ ഉള്ളതാണ്. പക്ഷേ ആവർത്തിച്ചുള്ള മയക്കുമരുന്ന് ഉപയോഗം ഒരു അടിമയുടെ ആത്മനിയന്ത്രണത്തെ വെല്ലുവിളിക്കുകയും മയക്കുമരുന്ന് കഴിക്കാനുള്ള തീവ്രമായ പ്രേരണകളെ ചെറുക്കാനുള്ള അവരുടെ കഴിവിൽ ഇടപെടുകയും ചെയ്യുന്ന തലച്ചോറിലെ മാറ്റങ്ങൾക്ക് കാരണമാകും .

ഈ മസ്തിഷ്ക മാറ്റങ്ങൾ സ്ഥിരമായേക്കാം, അതിനാലാണ് മയക്കുമരുന്നിന് അടിമയായ ഒരാളെ വീണ്ടും രോഗമായി കണക്കാക്കുന്നത്. മയക്കുമരുന്ന് ഉപയോഗത്തിലെ തകരാറുകളിൽ നിന്ന് കരകയറുന്ന ആളുകൾക്ക് മയക്കുമരുന്ന് ഉപയോഗിക്കാതെ വർഷങ്ങൾ പിന്നിട്ടിട്ടും മയക്കുമരുന്ന് ഉപയോഗത്തിലേക്ക് മടങ്ങാനുള്ള സാധ്യത കൂടുതലാണ്.

നിയമവിരുദ്ധ മയക്കുമരുന്ന് കടത്ത് എന്താണ്?

മയക്കുമരുന്ന് നിരോധന നിയമങ്ങൾക്ക് വിധേയമായ വസ്തുക്കളുടെ കൃഷി, നിർമ്മാണം, വിതരണം, വിൽപ്പന എന്നിവ ഉൾപ്പെടുന്ന ആഗോള നിയമവിരുദ്ധ വ്യാപാരമാണ് മയക്കുമരുന്ന് കടത്ത്.

മയക്കുമരുന്ന് ഉപയോഗം: ഇന്ത്യയിലെ സാഹചര്യം

ന്യൂഡൽഹിയിലെ ഓൾ ഇന്ത്യ ഇൻസ്റ്റിറ്റ്യൂട്ട് ഓഫ് മെഡിക്കൽ സയൻസസിന്റെ (എയിംസ്) ദേശീയ മയക്കുമരുന്ന് ആശ്രിത ചികിത്സാ കേന്ദ്രം (എൻ‌ഡി‌ഡി‌ടി‌സി) വഴി സാമൂഹ്യനീതി, ശാക്തീകരണ മന്ത്രാലയം 'ഇന്ത്യയിലെ ലഹരിവസ്തുക്കളുടെ ഉപയോഗത്തിന്റെ വ്യാപ്തിയും പാറ്റേണും സംബന്ധിച്ച ദേശീയ സർവേ' നടത്തി. ദേശീയ തലത്തിലും സംസ്ഥാന തലത്തിലും ഡാറ്റ നൽകുന്നുണ്ട്.

ലഹരി ഉപയോഗത്തിന്റെ ദോഷകരമായ ഉപയോഗവും ആശ്രയത്വവും, ഇനിപ്പറയുന്ന വിഭാഗങ്ങളുടെ ലഹരിവസ്തുക്കളുടെ റിപ്പോർട്ട് റിപ്പോർട്ട് അവതരിപ്പിക്കുന്നു:

 മദ്യം, കഞ്ചാവ് (ഭാംഗ്, ഗഞ്ച / ചരസ്), ഒപിയോയിഡുകൾ (ഓപിയം, ഹെറോയിൻ, ഫാർമസ്യൂട്ടിക്കൽ ഒപിയോയിഡുകൾ), കൊക്കെയ്ൻ, ആംഫെറ്റാമൈൻ ടൈപ്പ് സ്റ്റിമുലന്റുകൾ (എടിഎസ്), സെഡേറ്റീവ്സ്, ഇൻഹാലന്റുകൾ, ഹാലുസിനോജനുകൾ, എന്നിവ...

സർവേയുടെ കണ്ടെത്തലുകൾ;

ദേശീയ തലത്തിൽ, 14.6 ശതമാനം ആളുകൾ (10-75 വയസ് പ്രായമുള്ളവരിൽ) നിലവിലെ മദ്യം ഉപയോഗിക്കുന്നവരാണ്, അതായത് 16 കോടി ആളുകൾ. പുരുഷന്മാരിലും സ്ത്രീകളേക്കാൾ 17 മടങ്ങ് കൂടുതലാണ്.

ഇന്ത്യയിൽ മദ്യം ഉപയോഗിക്കുന്നവരിൽ രാജ്യ മദ്യം (ദേശി) (ഏകദേശം 30 ശതമാനം), സ്പിരിറ്റുകൾ (ഐ‌എം‌എഫ്‌എൽ - ഇന്ത്യൻ നിർമ്മിത വിദേശ മദ്യം) (ഏകദേശം 30 ശതമാനം) എന്നിവയാണ് പ്രധാനമായും ഉപയോഗിക്കുന്ന പാനീയങ്ങൾ.

5.2 ശതമാനം ഇന്ത്യക്കാരും (5.7 കോടിയിലധികം ആളുകൾ) ദോഷകരമോ ആശ്രിതമോ ആയ മദ്യപാനത്തെ ബാധിക്കുന്നതായി കണക്കാക്കപ്പെടുന്നു. മറ്റൊരു വിധത്തിൽ പറഞ്ഞാൽ, ഇന്ത്യയിലെ ഓരോ മൂന്നാമത്തെ മദ്യപാനിക്കും മദ്യവുമായി ബന്ധപ്പെട്ട പ്രശ്നങ്ങളുമായി ജീവിക്കുന്നവരാണ്.

ഛത്തീസ്ഗഢ്, ത്രിപുര, പഞ്ചാബ്, അരുണാചൽ പ്രദേശ്, ഗോവ എന്നിവയാണ് മദ്യം കൂടുതല്‍ ഉപയോഗിക്കുന്ന സംസ്ഥാനങ്ങൾ. ത്രിപുര, ആന്ധ്രാപ്രദേശ്, പഞ്ചാബ്, ഛത്തീസ്ഗഢ്, അരുണാചൽ പ്രദേശ് എന്നിവയാണ് 10 ശതമാനത്തിലധികം മദ്യം കൂടുതലുള്ള സംസ്ഥാനങ്ങൾ.

2. കഞ്ചാവ്:

 2.8 ശതമാനം ഇന്ത്യക്കാരും (3.1 കോടി വ്യക്തികൾ) ഏതെങ്കിലും കഞ്ചാവ് ഉൽപ്പന്നം ഉപയോഗിച്ചതായി റിപ്പോർട്ട് ചെയ്യുന്നു. (ഭാംഗ് - 2.2 കോടി ആളുകൾ; ഗഞ്ച / ചരസ് - 1.3 കോടി ആളുകൾ).

0.66 ശതമാനം ഇന്ത്യക്കാർക്കും (അല്ലെങ്കിൽ ഏകദേശം 72 ലക്ഷം വ്യക്തികൾ) അവരുടെ കഞ്ചാവ് ഉപയോഗ പ്രശ്‌നങ്ങൾക്ക് സഹായം ആവശ്യമാണ്.

എങ്കിലും ഭാംഗ് ഉപയോഗം കൂടുതൽ സാധാരണം കഞ്ചാവ് / ഛരസ് അധികം, ദോഷകരമായ / ആശ്രിത ഉപയോഗം വിളയാട്ടമാണ് കഞ്ചാവ് / ഛരസ് ഉപയോക്താക്കൾക്ക് ആനുപാതികമായി ഉയർന്നതാണ്.

ഉത്തർപ്രദേശ്, പഞ്ചാബ്, സിക്കിം, ഛത്തീസ്ഗഢ്, ദില്ലി എന്നിവയാണ് ദേശീയ കഞ്ചാവ് ഉപയോഗത്തേക്കാൾ കൂടുതലുള്ള സംസ്ഥാനങ്ങൾ.

ചില സംസ്ഥാനങ്ങളിൽ, കഞ്ചാവ് ഉപയോഗത്തിന്റെ തകരാറുകൾ ദേശീയ ശരാശരിയേക്കാൾ (മൂന്നിരട്ടിയിലധികം) കൂടുതലാണ് (ഉദാ: സിക്കിം, പഞ്ചാബ് ).

3. ഒപിയോയിഡുകൾ:

ദേശീയ തലത്തിൽ ഏറ്റവും സാധാരണമായി ഉപയോഗിക്കുന്ന ഒപിയോയിഡ് ഹെറോയിൻ ആണ് (നിലവിലെ ഉപയോഗം 1.14 ശതമാനം), തുടർന്ന് ഫാർമസ്യൂട്ടിക്കൽ ഒപിയോയിഡുകൾ (നിലവിലെ ഉപയോഗം 0.96 ശതമാനം), തുടർന്ന് ഓപിയം (നിലവിലെ ഉപയോഗം 0.52 ശതമാനം).

ഓപിയം, ഫാർമസ്യൂട്ടിക്കൽ ഒപിയോയിഡുകൾ എന്നിവയേക്കാൾ കൂടുതൽ ആളുകൾ ഹെറോയിനെ ആശ്രയിച്ചിരിക്കുന്നു.

രാജ്യത്ത് ഓപിയോയിഡ് ഉപയോഗ വൈകല്യങ്ങളുള്ള (ഹാനികരമായ അല്ലെങ്കിൽ ആശ്രിത പാറ്റേൺ) കണക്കാക്കിയവരിൽ പകുതിയിലധികം പേരും ഏതാനും സംസ്ഥാനങ്ങൾ മാത്രമാണ് സംഭാവന ചെയ്യുന്നത്: ഉത്തർപ്രദേശ്, പഞ്ചാബ്, ഹരിയാന, ദില്ലി, മഹാരാഷ്ട്ര, രാജസ്ഥാൻ, ആന്ധ്രാപ്രദേശ്, ഗുജറാത്ത്.

ജനസംഖ്യയുടെ ശതമാനത്തിന്റെ അടിസ്ഥാനത്തിൽ, രാജ്യത്തെ മുൻനിര സംസ്ഥാനങ്ങൾ വടക്കുകിഴക്കൻ ഭാഗങ്ങളിൽ (മിസോറം, നാഗാലാൻഡ്, അരുണാചൽ പ്രദേശ്, സിക്കിം, മണിപ്പൂർ) പഞ്ചാബ്, ഹരിയാന, ദില്ലി എന്നിവയാണ്.

4. സെഡേറ്റീവ്സ്, ഇൻഹാലന്റുകൾ:

10-75 വയസ്സ് പ്രായമുള്ള ഇന്ത്യക്കാരിൽ 1.08 ശതമാനവും നിലവിലെ സെഡേറ്റീവ് ഉപയോക്താക്കളാണ് (മെഡിക്കൽ ഇതര, കുറിപ്പടിയില്ലാത്ത ഉപയോഗം).

സിക്കിം, നാഗാലാൻഡ്, മണിപ്പൂർ, മിസോറം എന്നിവയാണ് നിലവിലുള്ള സെഡേറ്റീവ് ഉപയോഗം ഏറ്റവും കൂടുതലുള്ള സംസ്ഥാനങ്ങൾ.

എന്നിരുന്നാലും, ഉത്തർപ്രദേശ്, മഹാരാഷ്ട്ര, പഞ്ചാബ്, ആന്ധ്രാപ്രദേശ്, ഗുജറാത്ത് എന്നിവയാണ് ഏറ്റവും കൂടുതൽ ജനസംഖ്യയുള്ള രാജ്യങ്ങൾ.

കുട്ടികളിലും കൗമാരക്കാരിലും നിലവിലെ ഉപയോഗത്തിന്റെ വ്യാപനം മുതിർന്നവരേക്കാൾ (1.17 ശതമാനം) (0.58 ശതമാനം) കൂടുതലുള്ള ഒരേയൊരു വിഭാഗമാണ് ഇത്.

ദേശീയ തലത്തിൽ, 4.6 ലക്ഷം കുട്ടികൾക്കും 18 ലക്ഷം മുതിർന്നവർക്കും അവരുടെ ശ്വസന ഉപയോഗത്തിന് സഹായം ആവശ്യമാണ്.

സമ്പൂർണ്ണ സംഖ്യയുടെ അടിസ്ഥാനത്തിൽ, ഉത്തർപ്രദേശ്, മധ്യപ്രദേശ്, മഹാരാഷ്ട്ര, ദില്ലി, ഹരിയാന എന്നിവയാണ് ശ്വസന ഉപയോഗത്തിന് കൂടുതൽ കുട്ടികൾ ആവശ്യമുള്ള സംസ്ഥാനങ്ങൾ.

5. കൊക്കെയ്ൻ;

കൊക്കെയ്ൻ (0.10 ശതമാനം), ആംഫെറ്റാമൈൻ തരത്തിലുള്ള ഉത്തേജകങ്ങൾ (0.18 ശതമാനം), ഹാലുസിനോജനുകൾ (0.12 ശതമാനം) എന്നിവയാണ് ഇന്ത്യയിൽ നിലവിലെ ഉപയോഗത്തിൽ ഏറ്റവും കുറവ്.

ചികിത്സാ സേവനങ്ങളിലേക്കുള്ള ആക്സസ്: പൊതുവേ, ലഹരിവസ്തുക്കളുടെ ഉപയോഗ തകരാറുകൾ ബാധിച്ച ആളുകൾക്കുള്ള ചികിത്സാ സേവനങ്ങളിലേക്കുള്ള പ്രവേശനം തീർത്തും അപര്യാപ്തമാണ്.

മദ്യം ആശ്രയിക്കുന്ന 38 പേരിൽ ഒരാൾക്ക് എന്തെങ്കിലും ചികിത്സ ലഭിക്കുന്നുവെന്ന് റിപ്പോർട്ട്. മദ്യത്തെ ആശ്രയിക്കുന്ന 180 പേരിൽ ഒരാൾ മാത്രമേ മദ്യപാന പ്രശ്‌നങ്ങളുടെ സഹായത്തിനായി ആശുപത്രിയിൽ പ്രവേശിക്കൂ .

പുകയില, മദ്യം, നിയമവിരുദ്ധമായ ലഹരിവസ്തുക്കളുടെ ഉപയോഗം കുറയ്ക്കാന്‍ ബന്ധപ്പെട്ട ആരോഗ്യവും സാമൂഹികവുമായ പ്രശ്നങ്ങൾ ഉണ്ടാകാതിരിക്കാനും വ്യക്തികൾക്കും കുടുംബങ്ങൾക്കും സമൂഹത്തിനും ഉചിതമായ നിര്‍ദ്ദേശങ്ങള്‍ പൊതുജനാരോഗ്യ പ്രവർത്തനങ്ങൾ വഴി നല്‍കി വരികയാണ്.

ലഹരി വര്‍ജനത്തിനായി സംസ്ഥാനത്തും വിവിധ പരിപാടികള്‍

ലഹരി വസ്തുക്കള്‍ വ്യക്തിപരമായും സമൂഹത്തിലും ഉണ്ടാക്കുന്ന പ്രശ്‌നങ്ങള്‍ എല്ലാവരും മനസിലാക്കണമെന്ന് ആരോഗ്യ വകുപ്പ് മന്ത്രി വീണാ ജോര്‍ജ്. മനസിനെ ഉത്തേജിപ്പിക്കുകയും പെരുമാറ്റത്തെ സ്വാധീനിക്കുകയും ചെയ്യുന്ന ലഹരി വസ്തുക്കള്‍ ഉപേക്ഷിച്ചില്ലെങ്കില്‍ വലിയ ദോഷം ചെയ്യും. 'ബെറ്റര്‍ നോളജ് ഫോര്‍ ബെറ്റര്‍ കെയര്‍', അഥവാ 'മികച്ച പരിചരണത്തിന് മികച്ച അറിവ്' എന്നതാണ് ഇത്തവണത്തെ ലഹരി വിരുദ്ധ ദിന സന്ദേശം. ലഹരികള്‍ വ്യക്തിജീവിതത്തേയും കുടുംബ ജീവിതത്തേയും അതിലുപരി സമൂഹത്തെ തന്നെയും ബാധിക്കുമ്പോഴാണ് മികച്ച അറിവിലൂടെയുള്ള പരിചരണത്തിന്റെ പ്രാധാന്യമെന്നും മന്ത്രി വ്യക്തമാക്കി.

ലഹരിയെന്ന വന്‍ വിപത്തിനെതിരെ രാജ്യാന്തര സമൂഹത്തെ ഉണര്‍ത്തുകയെന്ന ലക്ഷ്യവുമായാണ് ഐക്യരാഷ്ട്ര സംഘടന 1987 മുതല്‍ ജൂണ്‍ 26 ലോക ലഹരി വിരുദ്ധ ദിനമായി ആചരിച്ചു വരുന്നത്. ലഹരിപദാര്‍ത്ഥങ്ങളുടെ ഉപയോഗത്തിന്റെ ദൂഷ്യവശങ്ങളെ കുറിച്ച് ബോധവത്കരിക്കുക, ലഹരി ഉല്‍പന്നങ്ങള്‍ നിയന്ത്രിക്കാന്‍ സര്‍ക്കാരുകളെ പ്രേരിപ്പിക്കുക, ആരോഗ്യകരമായ ഒരു സമൂഹത്തിന്റെ നിലനില്‍പ്പ് ഉറപ്പു വരുത്തുക എന്നിവ ലക്ഷ്യം വെച്ചാണ് ഓരോ വര്‍ഷവും ഈ ദിനം ആചരിക്കുന്നത്.

സര്‍ക്കാര്‍ ആരോഗ്യ വകുപ്പിന്റെ കീഴില്‍ 19 ലഹരി വിമോചന കേന്ദ്രങ്ങള്‍ പ്രവര്‍ത്തിച്ചു വരുന്നു. കൂടാതെ ആരോഗ്യ വകുപ്പും എക്‌സൈസ് വകുപ്പും സംയുക്തമായി നടപ്പിലാക്കുന്ന വിമുക്തി പദ്ധതിയുടെ കീഴില്‍ 14 ലഹരി വിമോചന കേന്ദ്രങ്ങള്‍ പ്രവര്‍ത്തിക്കുന്നു. ഇതിനു പുറമേ മാനസികാരോഗ്യ പരിപാടിയുടെ കീഴില്‍ 291 ക്ലിനിക്കുകളിലൂടെയും ലഹരി വിമോചന ചികിത്സ ലഭ്യമാക്കുന്നുണ്ട്. ലഹരി വസ്തുക്കളുടെ ഉപയോഗത്തിന്റെ ദൂഷ്യ വശങ്ങളെക്കുറിച്ച് കുട്ടികളെയും മുതിര്‍ന്നവരെയും ബോധവല്‍ക്കരിക്കേണ്ടത് ഈ കാലഘട്ടത്തിന്റെ അത്യാവശ്യമാണ്. ലഹരി ഉപയോഗത്തിനെതിരെ ജനങ്ങള്‍ക്കിടയില്‍ പ്രചാരണം നടത്തുന്നതോടൊപ്പം നാം ഓരോരുത്തരും ലഹരി ഉപയോഗിക്കില്ല എന്ന് ഉറപ്പുവരുത്തുകയും ചെയ്യണമെന്നും മന്ത്രി വ്യക്തമാക്കിയിരുന്നു.

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ലോക ലഹരി വിരുദ്ധ ദിനം 2021: ചരിത്രം മുതൽ ഇക്കൊല്ലത്തെ പ്രമേയം വരെ

കുട്ടികളിലും കൗമാരക്കാരിലും മയക്കുമരുത്തിന്റെ വിപത്തുകളെക്കുറിച്ച് ബോധവൽക്കരണം നടത്തുക എന്നതാണ് ലോക ലഹരി വിരുദ്ധ ദിനം ആചരിക്കുന്നതിൻ്റെ പ്രധാന ലക്ഷ്യം. ആദ്യമായി ആചരിക്കുന്നത് 1987ലാണ്.

ചരിത്രം ഇങ്ങനെ

ജൂൺ 26 ലോക ലഹരിവിരുദ്ധ ദിനമായി ഐക്യരാഷ്ട്ര സഭയുടെ പൊതു അസംബ്ലി ആചരിച്ചു തുടങ്ങുന്നത് 1987 ഡിസംബറിലാണ്. ചൈനയിലെ കറുപ്പ് വ്യാപാരത്തെ ചെറുക്കാൻ നടത്തിയ ശ്രമങ്ങളെ അനുസ്മരിക്കുന്ന ദിനം കുടിയാണിത്. ചൈനയിൽ നടന്ന ഒന്നാം കറുപ്പ് യുദ്ധത്തിന് മുന്നോടിയായി അവിടെ വ്യാപകമായിരുന്ന കറുപ്പ് വ്യാപാരത്തെ ചെറുക്കാൻ ലീൻ സെക്സു ധീരമായ ശ്രമങ്ങൾ നടത്തിയിരുന്നു. ഇതിന്റെ ഓർമ്മപ്പെടുത്തൽ എന്ന നിലയിൽ ലോക ലഹരി വിരുദ്ധ ദിനം ആചരിക്കുന്നു.

പ്രാധാന്യം എന്ത്?

ലോകത്തെമ്പാടുമുള്ള കുട്ടികളിലും കൗമാരക്കാരിലും മയക്കുമരുത്തിന്റെ വിപത്തുകളെക്കുറിച്ച് ബോധവൽക്കരണം നടത്തുക എന്നതാണ് ഈ ദിനം ആചരിക്കുന്നതിലൂടെ ലക്ഷ്യമിടുന്നത്. മയക്കുമരുന്നിൽ നിന്ന് പൂർണമായും അകന്നു നിൽക്കാനും ഉത്തരവാദിത്തത്തോടെ ജീവിക്കാൻ കുട്ടികളെ പ്രാപ്തരാക്കുക എന്നതും ലക്ഷ്യമാണ്.

വിവിധ പരിപാടികൾ

ലോക ലഹരിവിരുദ്ധ ദിനത്തിൽ സ്കൂളുകളിലും കോളേജുകളിലും പലവിധ പരിപാടികൾ അരങ്ങേറാറുണ്ട്. ലഹരിക്കെതിരെ പ്രതിജ്ഞ, പ്രസംഗ മത്സരം, ചിത്ര രചന, നാടകം, ഡോക്യുമെന്ററി പ്രദർശനം തുടങ്ങിയ പല പരിപാടികളും നടക്കും. കൊവിഡിന്റെ പശ്ചാത്തലത്തിൽ ഇത്തവണ പരിപാടികൾ സംഘടിപ്പിക്കാനാകില്ലെങ്കിലും ഓൺലൈനായി പല പരിപാടികളിലും വിദ്യാർത്ഥികൾ പങ്കാളികളാകും.

യു.എൻ.ഒ.ഡി.സി

യൂണൈറ്റഡ് നേഷൻസ് ഓഫീസ് ഓൺ ഡ്രഗ്സ് ആൻഡ് ക്രൈം ആണ് ഐക്യരാഷ്ട്ര സഭയുടെ മയക്കുമരുന്ന് വിരുദ്ധ വിഭാഗം. നാർക്കോട്ടിക്സ് വ്യവസായത്തെ പിന്തുണയ്ക്കുന്നതിൽ നിന്ന് വിട്ടുവിൽക്കാൻ അധികാരികളോട് ആവശ്യപ്പെടുകയും മരുന്ന് വ്യവസായത്തിന്റെ മറവിൽ നടക്കുന്ന അനിധികൃ മയക്കുമരുന്ന് കടത്തിനെതിരെ നടപടികൾ സ്വീകരിക്കുക എന്നത് ഈ ദിനത്തിന്റെ ലക്ഷ്യമാണ്.

ഈ വർഷത്തെ പ്രമേയം

ഓരോ വർഷവും ലഹരി വിരുദ്ധ ദിനത്തിന് ഔദ്യോഗിക പ്രമേയങ്ങളുണ്ടാകും. ജീവൻ രക്ഷിക്കാൻ മയക്കുമരുന്നിനെ സംബന്ധിച്ച വസ്തുതകൾ പങ്കുവെക്കുക (Share facts on drugs. Save lives) എന്നതാണ് 2021 ലെ ഔദ്യോഗിക പ്രമേയം.

പ്രമേയത്തിന്റെ ലക്ഷ്യം

2021ലെ ഔദ്യോഗിക പ്രമേയത്തിലൂടെ ലക്ഷ്യമിടുന്നത് മയക്കുമരുന്നുമായി ബന്ധപ്പെട്ട വ്യാജ വിവരങ്ങളുടെ പ്രചരണം തടയുക, ശരിയായ വസ്തുതകളുടെ കൈമാറ്റം പ്രോത്സാഹിപ്പിക്കുക എന്നതാണ്.

Also Read: ജ്യോതിശാസ്ത്രത്തിൽ പുതിയ ബിരുദാനന്തര ബിരുദ കോഴ്സ് ആരംഭിച്ച് ഇഗ്നോ

നിർണായക വിവരങ്ങൾ

ഐക്യരാഷ്ട്ര സഭയുടെ മയക്കുമരുന്നും അതുമായി ബന്ധപ്പെട്ട കുറ്റകൃത്യങ്ങളും സംബന്ധിച്ച വാർഷിക റിപ്പോർട്ടിൽ നിന്നുള്ള നിർണായകമായ വിവരങ്ങളും അവതരിപ്പിക്കുന്നുണ്ട്.

Also Read: പരീക്ഷ ഇങ്ങെത്തി; കുറഞ്ഞ സമയത്തിൽ കൂടുതൽ കാര്യങ്ങൾ പഠിക്കാൻ

2020ലെ പ്രമേയം

Better Knowledge for Better Care- മികച്ച പരിചരണത്തിനായി മികച്ച അറിവ്. എന്നതായിരുന്നു കഴിഞ്ഞ വർഷത്തെ അന്താരാഷ്ട്ര ലഹരി വിരുദ്ധ ദിനത്തിന്റെ പ്രമേയം.

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Plus Two English Dangers of Drug Abuse Essay Notes, Summary

Kerala Syllabus Plus Two English Notes Unit 4 Chapter 3  Dangers of Drug Abuse (Essay)  

Chapter 3  dangers of drug abuse (essay),  summary   .

In the beginning, Dr. Hardin B Jones says that drugs were invented with the idea of ​​preventing physical and mental illness. This led people to think that any disease, whether infectious or mental, could be cured by taking a pill. For example, if signs of nervousness appear, people take pills. In order to mislead the public, medical journals promote people to buy tranquilizers, amphetamines, and mood-altering drugs. These are the reasons why the drug is abused by people. If a person abuses the drug, they lose the ability to deal with "life situations" with "perseverance", "self-discipline" and "mental effort". Hardin says it is not good to criticize the medical field for drug abuse because the medical field has a great history from the time of Hippocrates onwards. The Greek physician Hippocrates is considered the father of medicine. Based on the symptoms of the disease, the body "constitution" and the "habits" of the patients, he would give "medicine" to his patients. Its principle is practiced by modern doctors. This means that a doctor should prescribe a suitable medicine to cure a particular disease. The positive effect of the drug is that it has "restorative" effects. The negative effect of the drug is that if a healthy person takes the drug without any disease, it destroys the healthy functioning of the brain and body. Hardin then says that a distinction must be made between medicine and a sensual drug. Sensual drugs are those drugs that the body does not need. It will only provide a "strong sense of pleasure" by stimulating the pleasure centers either directly or through chemical mimicry. It is the brain that controls an individual's "feelings, moods, thoughts and actions" through a series of chemically controlled processes. Sensual drugs alter these chemical processes, which in turn affect the healthy functioning of the brain. These changes are evident in the mechanisms that control pleasure and satisfaction. When an individual starts using drugs, they are less satisfied with the amount of drug they consume. Encourages more income. In severe addiction, the pleasure mechanism fails. There is a misconception that the drug can provide relief from grief and relief, but it does not give relief from grief. A person who is addicted to drugs begins to suffer from depression, physical problems and changes in personality. They cannot even know what is happening around them and who they are talking to. His mind will always be disturbed. So his mental state can be compared to "paranoia". He doesn't know why he's being disturbed. He becomes suspicious and introverted. He feels that everyone is looking at him strangely because he cannot tell if the individual is smiling or angry at him. The addict even feels that he is "dead inside". Therefore, addicts often press their hands or feet deeply to realize that they are living in a reality that they have created. This leads them to get more and more "drug-induced feelings". The reason drug addicts cannot stop drug addiction is because the harmful side effect of the drug is not immediately apparent. The only symptoms that drug addicts experience are "random delirious" effects and "overdose death." In extreme cases, drug addicts will face health problems. Even drugs directly affect the brain which changes the mental mechanism. This causes the drug addict to behave in a peculiar way. More than addicts harming themselves. Drugs cause many diseases. If drug addicts use dirty needles and solutions that are used to inject drugs, it causes "abscesses" in the arms and veins, liver disease, venereal disease, and kidney and brain infections. Sniffing cocaine and amphetamines degenerates the tissues of the nose. Marijuana and tobacco smoking can cause lung disease. Heavy users of alcohol, volatile solvents, amphetamines, and marijuana can permanently damage users' livers. If pregnant women consume drugs, their children become drug dependent and show withdrawal symptoms. Cocaine and amphetamines cause hair loss. Even marijuana destroys cells. The lifestyle of drug users makes them more susceptible to pneumonia, tuberculosis, malnutrition and weight loss. An overdose of sensual drugs leads to respiratory or cardiac failure and death. Sensational drugs alter chemical processes in brain cells that can alter cellular pathways and connections. Based on the cell damage, the side effect is either temporary or permanent. At the end of the article Dr Hardin B Jones says that this article focuses on the effect of drugs on the brain because no one is aware of the effect of drugs on the brain.

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Plus two english notes, chapter 3: dangers of drug abuse (essay)  notes - preview, chapter 3: dangers of drug abuse (essay) notes, plus two english notes pdf download,         unit 1 flights of freedom.

• Chapter 1: The 3Ls of Empowerment (Speech)
• Chapter 2: Any Woman (Poem)
• Chapter 3: Matchbox (Story)
• Chapter 4: Horegallu (Anecdote)

        Unit 2 Heights of Harmony

• Chapter 1: Mending Wall (Poem)
• Chapter 2: Amigo Brothers (Story)
• Chapter 3: The Hour of Truth (One-act play)

        Unit 3 Challenges of Life

• Chapter 1: A Three-Wheeled Revolution (Interview)
• Chapter 2: Didi (Life Writing)
• Chapter 3: Stammer (Poem)

        Unit 4 Live and Let Live

• Chapter 1: When a Sapling is Planted (Speech)
• Chapter 2: Rice (Poem)
• Chapter 3: Dangers of Drug Abuse (Essay)

        Unit 5 The Lighter Side

• Chapter 1: Post Early for Christmas (One-act play)
• Chapter 2: This is Going to Hurt Just a Little Bit (Poem)
• Chapter 3: Crime and Punishment (Story)

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document analysis vs literature review

Documentary research vs literature review.

DOCUMENTARY RESEARCH VS LITERATURE REVIEW What is documentary research and how does it differ from the Literature Review? What is documentary research and how does it differ from the Literature Review? Introduction According to different sources, it can be interpreted that documentary research contrasts from the literature review. There is a drastic difference between documentary research and literature review. A literature review is written to analyze and discuss published scientific reports generally in a particular area of knowledge and certain period. The scientific reports may be empirical, theoretical, critical, analytical or methodological. The literature review is an activity that takes place as part of developing a dissertation proposal or dissertation research. In this case, the literature review is an important part of the research and its purpose is to provide a context and justification of research to be conducted. Comparison between Documentary Research and Literature Review Documentary research is a variant of scientific research, whose objective represents the analysis of different phenomena (historical, psychological, sociological, etc). Documentary research uses precise technical documentation existing directly or indirectly in form of the information. Documentary research can be illustrated as an essential part of a scientific research process, constituting a strategy which systematically observes and reflects via realities used to execute different types of documents. This form of research includes investigation and interpretation of the data; moreover, this form of the research presents data and information on a topic related to any branch of science. This form of research uses methodical analysis; the purpose of methodological analysis is to obtain results that could be the based on development of scientific reasons (Coles, 1997, 66-74). Documentary research can be characterized by the process which includes the use of documents, data collection, analysis and presentation of consistent results. This form of research uses logic and mental processes of all research, analysis, synthesis, deduction and induction. Through this form of the research, the researcher can formulate an adequate collection of data that allows him/her to rediscover facts suggest problems, direct to other research sources, direct ways to develop research tools, develop hypotheses, and draw conclusions (Scott, Ed, 214-227). It can be considered as a fundamental part of a process that represents scientific research. It is based on the use of different techniques: location and setting, analysis of documents and content. In a narrow sense, one can illustrate documentary research as a research process that makes a bibliographic research to produce new bibliographic entries on the subject (Lightfoot, Hoffman, 1997, 44-68). The documentary research includes the analysis section in which the data collected from different sources is analyzed through the use of specific qualitative or quantitative approach in order to validate the findings of the study. The analysis in the documentary research accompany methodology that describes that process through which the data will be collected, sample that will be used in the study, approach through which the data will be analyzed and the patterns through which results will be presented. The analysis to be carried out in documentary research is based upon the variables that are ...

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Writing a Literature Review

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A literature review is a document or section of a document that collects key sources on a topic and discusses those sources in conversation with each other (also called synthesis ). The lit review is an important genre in many disciplines, not just literature (i.e., the study of works of literature such as novels and plays). When we say “literature review” or refer to “the literature,” we are talking about the research ( scholarship ) in a given field. You will often see the terms “the research,” “the scholarship,” and “the literature” used mostly interchangeably.

Where, when, and why would I write a lit review?

There are a number of different situations where you might write a literature review, each with slightly different expectations; different disciplines, too, have field-specific expectations for what a literature review is and does. For instance, in the humanities, authors might include more overt argumentation and interpretation of source material in their literature reviews, whereas in the sciences, authors are more likely to report study designs and results in their literature reviews; these differences reflect these disciplines’ purposes and conventions in scholarship. You should always look at examples from your own discipline and talk to professors or mentors in your field to be sure you understand your discipline’s conventions, for literature reviews as well as for any other genre.

A literature review can be a part of a research paper or scholarly article, usually falling after the introduction and before the research methods sections. In these cases, the lit review just needs to cover scholarship that is important to the issue you are writing about; sometimes it will also cover key sources that informed your research methodology.

Lit reviews can also be standalone pieces, either as assignments in a class or as publications. In a class, a lit review may be assigned to help students familiarize themselves with a topic and with scholarship in their field, get an idea of the other researchers working on the topic they’re interested in, find gaps in existing research in order to propose new projects, and/or develop a theoretical framework and methodology for later research. As a publication, a lit review usually is meant to help make other scholars’ lives easier by collecting and summarizing, synthesizing, and analyzing existing research on a topic. This can be especially helpful for students or scholars getting into a new research area, or for directing an entire community of scholars toward questions that have not yet been answered.

What are the parts of a lit review?

Most lit reviews use a basic introduction-body-conclusion structure; if your lit review is part of a larger paper, the introduction and conclusion pieces may be just a few sentences while you focus most of your attention on the body. If your lit review is a standalone piece, the introduction and conclusion take up more space and give you a place to discuss your goals, research methods, and conclusions separately from where you discuss the literature itself.

Introduction:

• An introductory paragraph that explains what your working topic and thesis is
• A forecast of key topics or texts that will appear in the review
• Potentially, a description of how you found sources and how you analyzed them for inclusion and discussion in the review (more often found in published, standalone literature reviews than in lit review sections in an article or research paper)
• Summarize and synthesize: Give an overview of the main points of each source and combine them into a coherent whole
• Analyze and interpret: Don’t just paraphrase other researchers – add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
• Critically Evaluate: Mention the strengths and weaknesses of your sources
• Write in well-structured paragraphs: Use transition words and topic sentence to draw connections, comparisons, and contrasts.

Conclusion:

• Summarize the key findings you have taken from the literature and emphasize their significance
• Connect it back to your primary research question

How should I organize my lit review?

Lit reviews can take many different organizational patterns depending on what you are trying to accomplish with the review. Here are some examples:

• Chronological : The simplest approach is to trace the development of the topic over time, which helps familiarize the audience with the topic (for instance if you are introducing something that is not commonly known in your field). If you choose this strategy, be careful to avoid simply listing and summarizing sources in order. Try to analyze the patterns, turning points, and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred (as mentioned previously, this may not be appropriate in your discipline — check with a teacher or mentor if you’re unsure).
• Thematic : If you have found some recurring central themes that you will continue working with throughout your piece, you can organize your literature review into subsections that address different aspects of the topic. For example, if you are reviewing literature about women and religion, key themes can include the role of women in churches and the religious attitude towards women.
• Qualitative versus quantitative research
• Empirical versus theoretical scholarship
• Divide the research by sociological, historical, or cultural sources
• Theoretical : In many humanities articles, the literature review is the foundation for the theoretical framework. You can use it to discuss various theories, models, and definitions of key concepts. You can argue for the relevance of a specific theoretical approach or combine various theorical concepts to create a framework for your research.

What are some strategies or tips I can use while writing my lit review?

Any lit review is only as good as the research it discusses; make sure your sources are well-chosen and your research is thorough. Don’t be afraid to do more research if you discover a new thread as you’re writing. More info on the research process is available in our "Conducting Research" resources .

As you’re doing your research, create an annotated bibliography ( see our page on the this type of document ). Much of the information used in an annotated bibliography can be used also in a literature review, so you’ll be not only partially drafting your lit review as you research, but also developing your sense of the larger conversation going on among scholars, professionals, and any other stakeholders in your topic.

Usually you will need to synthesize research rather than just summarizing it. This means drawing connections between sources to create a picture of the scholarly conversation on a topic over time. Many student writers struggle to synthesize because they feel they don’t have anything to add to the scholars they are citing; here are some strategies to help you:

• It often helps to remember that the point of these kinds of syntheses is to show your readers how you understand your research, to help them read the rest of your paper.
• Writing teachers often say synthesis is like hosting a dinner party: imagine all your sources are together in a room, discussing your topic. What are they saying to each other?
• Look at the in-text citations in each paragraph. Are you citing just one source for each paragraph? This usually indicates summary only. When you have multiple sources cited in a paragraph, you are more likely to be synthesizing them (not always, but often
• Read more about synthesis here.

The most interesting literature reviews are often written as arguments (again, as mentioned at the beginning of the page, this is discipline-specific and doesn’t work for all situations). Often, the literature review is where you can establish your research as filling a particular gap or as relevant in a particular way. You have some chance to do this in your introduction in an article, but the literature review section gives a more extended opportunity to establish the conversation in the way you would like your readers to see it. You can choose the intellectual lineage you would like to be part of and whose definitions matter most to your thinking (mostly humanities-specific, but this goes for sciences as well). In addressing these points, you argue for your place in the conversation, which tends to make the lit review more compelling than a simple reporting of other sources.

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• How to Write a Literature Review | Guide, Examples, & Templates

How to Write a Literature Review | Guide, Examples, & Templates

Published on January 2, 2023 by Shona McCombes . Revised on September 11, 2023.

What is a literature review? A literature review is a survey of scholarly sources on a specific topic. It provides an overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research that you can later apply to your paper, thesis, or dissertation topic .

There are five key steps to writing a literature review:

• Search for relevant literature
• Evaluate sources
• Identify themes, debates, and gaps
• Outline the structure
• Write your literature review

A good literature review doesn’t just summarize sources—it analyzes, synthesizes , and critically evaluates to give a clear picture of the state of knowledge on the subject.

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Table of contents

What is the purpose of a literature review, examples of literature reviews, step 1 – search for relevant literature, step 2 – evaluate and select sources, step 3 – identify themes, debates, and gaps, step 4 – outline your literature review’s structure, step 5 – write your literature review, free lecture slides, other interesting articles, frequently asked questions, introduction.

• Quick Run-through
• Step 1 & 2

When you write a thesis , dissertation , or research paper , you will likely have to conduct a literature review to situate your research within existing knowledge. The literature review gives you a chance to:

• Demonstrate your familiarity with the topic and its scholarly context
• Develop a theoretical framework and methodology for your research
• Position your work in relation to other researchers and theorists
• Show how your research addresses a gap or contributes to a debate
• Evaluate the current state of research and demonstrate your knowledge of the scholarly debates around your topic.

Writing literature reviews is a particularly important skill if you want to apply for graduate school or pursue a career in research. We’ve written a step-by-step guide that you can follow below.

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Writing literature reviews can be quite challenging! A good starting point could be to look at some examples, depending on what kind of literature review you’d like to write.

• Example literature review #1: “Why Do People Migrate? A Review of the Theoretical Literature” ( Theoretical literature review about the development of economic migration theory from the 1950s to today.)
• Example literature review #2: “Literature review as a research methodology: An overview and guidelines” ( Methodological literature review about interdisciplinary knowledge acquisition and production.)
• Example literature review #3: “The Use of Technology in English Language Learning: A Literature Review” ( Thematic literature review about the effects of technology on language acquisition.)
• Example literature review #4: “Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review” ( Chronological literature review about how the concept of listening skills has changed over time.)

You can also check out our templates with literature review examples and sample outlines at the links below.

Download Word doc Download Google doc

Before you begin searching for literature, you need a clearly defined topic .

If you are writing the literature review section of a dissertation or research paper, you will search for literature related to your research problem and questions .

Make a list of keywords

Start by creating a list of keywords related to your research question. Include each of the key concepts or variables you’re interested in, and list any synonyms and related terms. You can add to this list as you discover new keywords in the process of your literature search.

• Social media, Facebook, Instagram, Twitter, Snapchat, TikTok
• Body image, self-perception, self-esteem, mental health
• Generation Z, teenagers, adolescents, youth

Search for relevant sources

Use your keywords to begin searching for sources. Some useful databases to search for journals and articles include:

• Your university’s library catalogue

Google Scholar

• Project Muse (humanities and social sciences)
• Medline (life sciences and biomedicine)
• EconLit (economics)
• Inspec (physics, engineering and computer science)

You can also use boolean operators to help narrow down your search.

Make sure to read the abstract to find out whether an article is relevant to your question. When you find a useful book or article, you can check the bibliography to find other relevant sources.

You likely won’t be able to read absolutely everything that has been written on your topic, so it will be necessary to evaluate which sources are most relevant to your research question.

For each publication, ask yourself:

• What question or problem is the author addressing?
• What are the key concepts and how are they defined?
• What are the key theories, models, and methods?
• Does the research use established frameworks or take an innovative approach?
• What are the results and conclusions of the study?
• How does the publication relate to other literature in the field? Does it confirm, add to, or challenge established knowledge?
• What are the strengths and weaknesses of the research?

Make sure the sources you use are credible , and make sure you read any landmark studies and major theories in your field of research.

You can use our template to summarize and evaluate sources you’re thinking about using. Click on either button below to download.

Take notes and cite your sources

As you read, you should also begin the writing process. Take notes that you can later incorporate into the text of your literature review.

It is important to keep track of your sources with citations to avoid plagiarism . It can be helpful to make an annotated bibliography , where you compile full citation information and write a paragraph of summary and analysis for each source. This helps you remember what you read and saves time later in the process.

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To begin organizing your literature review’s argument and structure, be sure you understand the connections and relationships between the sources you’ve read. Based on your reading and notes, you can look for:

• Trends and patterns (in theory, method or results): do certain approaches become more or less popular over time?
• Themes: what questions or concepts recur across the literature?
• Debates, conflicts and contradictions: where do sources disagree?
• Pivotal publications: are there any influential theories or studies that changed the direction of the field?
• Gaps: what is missing from the literature? Are there weaknesses that need to be addressed?

This step will help you work out the structure of your literature review and (if applicable) show how your own research will contribute to existing knowledge.

• Most research has focused on young women.
• There is an increasing interest in the visual aspects of social media.
• But there is still a lack of robust research on highly visual platforms like Instagram and Snapchat—this is a gap that you could address in your own research.

There are various approaches to organizing the body of a literature review. Depending on the length of your literature review, you can combine several of these strategies (for example, your overall structure might be thematic, but each theme is discussed chronologically).

Chronological

The simplest approach is to trace the development of the topic over time. However, if you choose this strategy, be careful to avoid simply listing and summarizing sources in order.

Try to analyze patterns, turning points and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred.

If you have found some recurring central themes, you can organize your literature review into subsections that address different aspects of the topic.

For example, if you are reviewing literature about inequalities in migrant health outcomes, key themes might include healthcare policy, language barriers, cultural attitudes, legal status, and economic access.

Methodological

If you draw your sources from different disciplines or fields that use a variety of research methods , you might want to compare the results and conclusions that emerge from different approaches. For example:

• Look at what results have emerged in qualitative versus quantitative research
• Discuss how the topic has been approached by empirical versus theoretical scholarship
• Divide the literature into sociological, historical, and cultural sources

Theoretical

A literature review is often the foundation for a theoretical framework . You can use it to discuss various theories, models, and definitions of key concepts.

You might argue for the relevance of a specific theoretical approach, or combine various theoretical concepts to create a framework for your research.

Like any other academic text , your literature review should have an introduction , a main body, and a conclusion . What you include in each depends on the objective of your literature review.

The introduction should clearly establish the focus and purpose of the literature review.

Depending on the length of your literature review, you might want to divide the body into subsections. You can use a subheading for each theme, time period, or methodological approach.

As you write, you can follow these tips:

• Summarize and synthesize: give an overview of the main points of each source and combine them into a coherent whole
• Analyze and interpret: don’t just paraphrase other researchers — add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
• Critically evaluate: mention the strengths and weaknesses of your sources
• Write in well-structured paragraphs: use transition words and topic sentences to draw connections, comparisons and contrasts

In the conclusion, you should summarize the key findings you have taken from the literature and emphasize their significance.

When you’ve finished writing and revising your literature review, don’t forget to proofread thoroughly before submitting. Not a language expert? Check out Scribbr’s professional proofreading services !

This article has been adapted into lecture slides that you can use to teach your students about writing a literature review.

Scribbr slides are free to use, customize, and distribute for educational purposes.

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If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

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• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question .

It is often written as part of a thesis, dissertation , or research paper , in order to situate your work in relation to existing knowledge.

There are several reasons to conduct a literature review at the beginning of a research project:

• To familiarize yourself with the current state of knowledge on your topic
• To ensure that you’re not just repeating what others have already done
• To identify gaps in knowledge and unresolved problems that your research can address
• To develop your theoretical framework and methodology
• To provide an overview of the key findings and debates on the topic

Writing the literature review shows your reader how your work relates to existing research and what new insights it will contribute.

The literature review usually comes near the beginning of your thesis or dissertation . After the introduction , it grounds your research in a scholarly field and leads directly to your theoretical framework or methodology .

A literature review is a survey of credible sources on a topic, often used in dissertations , theses, and research papers . Literature reviews give an overview of knowledge on a subject, helping you identify relevant theories and methods, as well as gaps in existing research. Literature reviews are set up similarly to other  academic texts , with an introduction , a main body, and a conclusion .

An  annotated bibliography is a list of  source references that has a short description (called an annotation ) for each of the sources. It is often assigned as part of the research process for a  paper .  

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Home » Documentary Analysis – Methods, Applications and Examples

Documentary Analysis – Methods, Applications and Examples

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Documentary Analysis

Definition:

Documentary analysis, also referred to as document analysis , is a systematic procedure for reviewing or evaluating documents. This method involves a detailed review of the documents to extract themes or patterns relevant to the research topic .

Documents used in this type of analysis can include a wide variety of materials such as text (words) and images that have been recorded without a researcher’s intervention. The domain of document analysis, therefore, includes all kinds of texts – books, newspapers, letters, study reports, diaries, and more, as well as images like maps, photographs, and films.

Documentary analysis provides valuable insight and a unique perspective on the past, contextualizing the present and providing a baseline for future studies. It is also an essential tool in case studies and when direct observation or participant observation is not possible.

The process usually involves several steps:

• Sourcing : This involves identifying the document or source, its origin, and the context in which it was created.
• Contextualizing : This involves understanding the social, economic, political, and cultural circumstances during the time the document was created.
• Interrogating : This involves asking a series of questions to help understand the document better. For example, who is the author? What is the purpose of the document? Who is the intended audience?
• Making inferences : This involves understanding what the document says (either directly or indirectly) about the topic under study.
• Checking for reliability and validity : Just like other research methods, documentary analysis also involves checking for the validity and reliability of the documents being analyzed.

Documentary Analysis Methods

Documentary analysis as a qualitative research method involves a systematic process. Here are the main steps you would generally follow:

Defining the Research Question

Before you start any research , you need a clear and focused research question . This will guide your decision on what documents you need to analyze and what you’re looking for within them.

Selecting the Documents

Once you know what you’re looking for, you can start to select the relevant documents. These can be a wide range of materials – books, newspapers, letters, official reports, diaries, transcripts of speeches, archival materials, websites, social media posts, and more. They can be primary sources (directly from the time/place/person you are studying) or secondary sources (analyses created by others).

Reading and Interpreting the Documents

You need to closely read the selected documents to identify the themes and patterns that relate to your research question. This might involve content analysis (looking at what is explicitly stated) and discourse analysis (looking at what is implicitly stated or implied). You need to understand the context in which the document was created, the author’s purpose, and the audience’s perspective.

Coding and Categorizing the Data

After the initial reading, the data (text) can be broken down into smaller parts or “codes.” These codes can then be categorized based on their similarities and differences. This process of coding helps in organizing the data and identifying patterns or themes.

Analyzing the Data

Once the data is organized, it can be analyzed to make sense of it. This can involve comparing the data with existing theories, examining relationships between categories, or explaining the data in relation to the research question.

Validating the Findings

The researcher needs to ensure that the findings are accurate and credible. This might involve triangulating the data (comparing it with other sources or types of data), considering alternative explanations, or seeking feedback from others.

Reporting the Findings

The final step is to report the findings in a clear, structured way. This should include a description of the methods used, the findings, and the researcher’s interpretations and conclusions.

Applications of Documentary Analysis

Documentary analysis is widely used across a variety of fields and disciplines due to its flexible and comprehensive nature. Here are some specific applications:

Historical Research

Documentary analysis is a fundamental method in historical research. Historians use documents to reconstruct past events, understand historical contexts, and interpret the motivations and actions of historical figures. Documents analyzed may include personal letters, diaries, official records, newspaper articles, photographs, and more.

Social Science Research

Sociologists, anthropologists, and political scientists use documentary analysis to understand social phenomena, cultural practices, political events, and more. This might involve analyzing government policies, organizational records, media reports, social media posts, and other documents.

Legal Research

In law, documentary analysis is used in case analysis and statutory interpretation. Legal practitioners and scholars analyze court decisions, statutes, regulations, and other legal documents.

Business and Market Research

Companies often analyze documents to gather business intelligence, understand market trends, and make strategic decisions. This might involve analyzing competitor reports, industry news, market research studies, and more.

Media and Communication Studies

Scholars in these fields might analyze media content (e.g., news reports, advertisements, social media posts) to understand media narratives, public opinion, and communication practices.

Literary and Film Studies

In these fields, the “documents” might be novels, poems, films, or scripts. Scholars analyze these texts to interpret their meaning, understand their cultural context, and critique their form and content.

Educational Research

Educational researchers may analyze curricula, textbooks, lesson plans, and other educational documents to understand educational practices and policies.

Health Research

Health researchers may analyze medical records, health policies, clinical guidelines, and other documents to study health behaviors, healthcare delivery, and health outcomes.

Examples of Documentary Analysis

Some Examples of Documentary Analysis might be:

• Example 1 : A historian studying the causes of World War I might analyze diplomatic correspondence, government records, newspaper articles, and personal diaries from the period leading up to the war.
• Example 2 : A policy analyst trying to understand the impact of a new public health policy might analyze the policy document itself, as well as related government reports, statements from public health officials, and news media coverage of the policy.
• Example 3 : A market researcher studying consumer trends might analyze social media posts, customer reviews, industry reports, and news articles related to the market they’re studying.
• Example 4 : An education researcher might analyze curriculum documents, textbooks, and lesson plans to understand how a particular subject is being taught in schools. They might also analyze policy documents to understand the broader educational policy context.
• Example 5 : A criminologist studying hate crimes might analyze police reports, court records, news reports, and social media posts to understand patterns in hate crimes, as well as societal and institutional responses to them.
• Example 6 : A journalist writing a feature article on homelessness might analyze government reports on homelessness, policy documents related to housing and social services, news articles on homelessness, and social media posts from people experiencing homelessness.
• Example 7 : A literary critic studying a particular author might analyze their novels, letters, interviews, and reviews of their work to gain insight into their themes, writing style, influences, and reception.

When to use Documentary Analysis

Documentary analysis can be used in a variety of research contexts, including but not limited to:

• When direct access to research subjects is limited : If you are unable to conduct interviews or observations due to geographical, logistical, or ethical constraints, documentary analysis can provide an alternative source of data.
• When studying the past : Documents can provide a valuable window into historical events, cultures, and perspectives. This is particularly useful when the people involved in these events are no longer available for interviews or when physical evidence is lacking.
• When corroborating other sources of data : If you have collected data through interviews, surveys, or observations, analyzing documents can provide additional evidence to support or challenge your findings. This process of triangulation can enhance the validity of your research.
• When seeking to understand the context : Documents can provide background information that helps situate your research within a broader social, cultural, historical, or institutional context. This can be important for interpreting your other data and for making your research relevant to a wider audience.
• When the documents are the focus of the research : In some cases, the documents themselves might be the subject of your research. For example, you might be studying how a particular topic is represented in the media, how an author’s work has evolved over time, or how a government policy was developed.
• When resources are limited : Compared to methods like experiments or large-scale surveys, documentary analysis can often be conducted with relatively limited resources. It can be a particularly useful method for students, independent researchers, and others who are working with tight budgets.
• When providing an audit trail for future researchers : Documents provide a record of events, decisions, or conditions at specific points in time. They can serve as an audit trail for future researchers who want to understand the circumstances surrounding a particular event or period.

Purpose of Documentary Analysis

The purpose of documentary analysis in research can be multifold. Here are some key reasons why a researcher might choose to use this method:

• Understanding Context : Documents can provide rich contextual information about the period, environment, or culture under investigation. This can be especially useful for historical research, where the context is often key to understanding the events or trends being studied.
• Direct Source of Data : Documents can serve as primary sources of data. For instance, a letter from a historical figure can give unique insights into their thoughts, feelings, and motivations. A company’s annual report can offer firsthand information about its performance and strategy.
• Corroboration and Verification : Documentary analysis can be used to validate and cross-verify findings derived from other research methods. For example, if interviews suggest a particular outcome, relevant documents can be reviewed to confirm the accuracy of this finding.
• Substituting for Other Methods : When access to the field or subjects is not possible due to various constraints (geographical, logistical, or ethical), documentary analysis can serve as an alternative to methods like observation or interviews.
• Unobtrusive Method : Unlike some other research methods, documentary analysis doesn’t require interaction with subjects, and therefore doesn’t risk altering the behavior of those subjects.
• Longitudinal Analysis : Documents can be used to study change over time. For example, a researcher might analyze census data from multiple decades to study demographic changes.
• Providing Rich, Qualitative Data : Documents often provide qualitative data that can help researchers understand complex issues in depth. For example, a policy document might reveal not just the details of the policy, but also the underlying beliefs and attitudes that shaped it.

Advantages of Documentary Analysis

Documentary analysis offers several advantages as a research method:

• Unobtrusive : As a non-reactive method, documentary analysis does not require direct interaction with human subjects, which means that the research doesn’t affect or influence the subjects’ behavior.
• Rich Historical and Contextual Data : Documents can provide a wealth of historical and contextual information. They allow researchers to examine events and perspectives from the past, even from periods long before modern research methods were established.
• Efficiency and Accessibility : Many documents are readily accessible, especially with the proliferation of digital archives and databases. This accessibility can often make documentary analysis a more efficient method than others that require data collection from human subjects.
• Cost-Effective : Compared to other methods, documentary analysis can be relatively inexpensive. It generally requires fewer resources than conducting experiments, surveys, or fieldwork.
• Permanent Record : Documents provide a permanent record that can be reviewed multiple times. This allows for repeated analysis and verification of the data.
• Versatility : A wide variety of documents can be analyzed, from historical texts to contemporary digital content, providing flexibility and applicability to a broad range of research questions and fields.
• Ability to Cross-Verify (Triangulate) Data : Documentary analysis can be used alongside other methods as a means of triangulating data, thus adding validity and reliability to the research.

Limitations of Documentary Analysis

While documentary analysis offers several benefits as a research method, it also has its limitations. It’s important to keep these in mind when deciding to use documentary analysis and when interpreting your findings:

• Authenticity : Not all documents are genuine, and sometimes it can be challenging to verify the authenticity of a document, particularly for historical research.
• Bias and Subjectivity : All documents are products of their time and their authors. They may reflect personal, cultural, political, or institutional biases, and these biases can affect the information they contain and how it is presented.
• Incomplete or Missing Information : Documents may not provide all the information you need for your research. There may be gaps in the record, or crucial information may have been omitted, intentionally or unintentionally.
• Access and Availability : Not all documents are readily available for analysis. Some may be restricted due to privacy, confidentiality, or security considerations. Others may be difficult to locate or access, particularly historical documents that haven’t been digitized.
• Interpretation : Interpreting documents, particularly historical ones, can be challenging. You need to understand the context in which the document was created, including the social, cultural, political, and personal factors that might have influenced its content.
• Time-Consuming : While documentary analysis can be cost-effective, it can also be time-consuming, especially if you have a large number of documents to analyze or if the documents are lengthy or complex.
• Lack of Control Over Data : Unlike methods where the researcher collects the data themselves (e.g., through experiments or surveys), with documentary analysis, you have no control over what data is available. You are reliant on what others have chosen to record and preserve.

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Reproduced from Grant, M. J. and Booth, A. (2009), A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26: 91–108. doi:10.1111/j.1471-1842.2009.00848.x

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Article Contents

Introduction, what is document analysis, the read approach, supplementary data, acknowledgements.

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Document analysis in health policy research: the READ approach

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Sarah L Dalglish, Hina Khalid, Shannon A McMahon, Document analysis in health policy research: the READ approach, Health Policy and Planning , Volume 35, Issue 10, December 2020, Pages 1424–1431, https://doi.org/10.1093/heapol/czaa064

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Document analysis is one of the most commonly used and powerful methods in health policy research. While existing qualitative research manuals offer direction for conducting document analysis, there has been little specific discussion about how to use this method to understand and analyse health policy. Drawing on guidance from other disciplines and our own research experience, we present a systematic approach for document analysis in health policy research called the READ approach: (1) ready your materials, (2) extract data, (3) analyse data and (4) distil your findings. We provide practical advice on each step, with consideration of epistemological and theoretical issues such as the socially constructed nature of documents and their role in modern bureaucracies. We provide examples of document analysis from two case studies from our work in Pakistan and Niger in which documents provided critical insight and advanced empirical and theoretical understanding of a health policy issue. Coding tools for each case study are included as Supplementary Files to inspire and guide future research. These case studies illustrate the value of rigorous document analysis to understand policy content and processes and discourse around policy, in ways that are either not possible using other methods, or greatly enrich other methods such as in-depth interviews and observation. Given the central nature of documents to health policy research and importance of reading them critically, the READ approach provides practical guidance on gaining the most out of documents and ensuring rigour in document analysis.

Rigour in qualitative research is judged partly by the use of deliberate, systematic procedures; however, little specific guidance is available for analysing documents, a nonetheless common method in health policy research.

Document analysis is useful for understanding policy content across time and geographies, documenting processes, triangulating with interviews and other sources of data, understanding how information and ideas are presented formally, and understanding issue framing, among other purposes.

The READ (Ready materials, Extract data, Analyse data, Distil) approach provides a step-by-step guide to conducting document analysis for qualitative policy research.

The READ approach can be adapted to different purposes and types of research, two examples of which are presented in this article, with sample tools in the Supplementary Materials .

Document analysis (also called document review) is one of the most commonly used methods in health policy research; it is nearly impossible to conduct policy research without it. Writing in early 20th century, Weber (2015) identified the importance of formal, written documents as a key characteristic of the bureaucracies by which modern societies function, including in public health. Accordingly, critical social research has a long tradition of documentary review: Marx analysed official reports, laws, statues, census reports and newspapers and periodicals over a nearly 50-year period to come to his world-altering conclusions ( Harvey, 1990 ). Yet in much of social science research, ‘documents are placed at the margins of consideration,’ with privilege given to the spoken word via methods such as interviews, possibly due to the fact that many qualitative methods were developed in the anthropological tradition to study mainly pre-literate societies ( Prior, 2003 ). To date, little specific guidance is available to help health policy researchers make the most of these wells of information.

The term ‘documents’ is defined here broadly, following Prior, as physical or virtual artefacts designed by creators, for users, to function within a particular setting ( Prior, 2003 ). Documents exist not as standalone objects of study but must be understood in the social web of meaning within which they are produced and consumed. For example, some analysts distinguish between public documents (produced in the context of public sector activities), private documents (from business and civil society) and personal documents (created by or for individuals, and generally not meant for public consumption) ( Mogalakwe, 2009 ). Documents can be used in a number of ways throughout the research process ( Bowen, 2009 ). In the planning or study design phase, they can be used to gather background information and help refine the research question. Documents can also be used to spark ideas for disseminating research once it is complete, by observing the ways those who will use the research speak to and communicate ideas with one another.

Documents can also be used during data collection and analysis to help answer research questions. Recent health policy research shows that this can be done in at least four ways. Frequently, policy documents are reviewed to describe the content or categorize the approaches to specific health problems in existing policies, as in reviews of the composition of drowning prevention resources in the United States or policy responses to foetal alcohol spectrum disorder in South Africa ( Katchmarchi et al. , 2018 ; Adebiyi et al. , 2019 ). In other cases, non-policy documents are used to examine the implementation of health policies in real-world settings, as in a review of web sources and newspapers analysing the functioning of community health councils in New Zealand ( Gurung et al. , 2020 ). Perhaps less frequently, document analysis is used to analyse policy processes, as in an assessment of multi-sectoral planning process for nutrition in Burkina Faso ( Ouedraogo et al. , 2020 ). Finally, and most broadly, document analysis can be used to inform new policies, as in one study that assessed cigarette sticks as communication and branding ‘documents,’ to suggest avenues for further regulation and tobacco control activities ( Smith et al. , 2017 ).

This practice paper provides an overarching method for conducting document analysis, which can be adapted to a multitude of research questions and topics. Document analysis is used in most or all policy studies; the aim of this article is to provide a systematized method that will enhance procedural rigour. We provide an overview of document analysis, drawing on guidance from disciplines adjacent to public health, introduce the ‘READ’ approach to document analysis and provide two short case studies demonstrating how document analysis can be applied.

Document analysis is a systematic procedure for reviewing or evaluating documents, which can be used to provide context, generate questions, supplement other types of research data, track change over time and corroborate other sources ( Bowen, 2009 ). In one commonly cited approach in social research, Bowen recommends first skimming the documents to get an overview, then reading to identify relevant categories of analysis for the overall set of documents and finally interpreting the body of documents ( Bowen, 2009 ). Document analysis can include both quantitative and qualitative components: the approach presented here can be used with either set of methods, but we emphasize qualitative ones, which are more adapted to the socially constructed meaning-making inherent to collaborative exercises such as policymaking.

The study of documents as a research method is common to a number of social science disciplines—yet in many of these fields, including sociology ( Mogalakwe, 2009 ), anthropology ( Prior, 2003 ) and political science ( Wesley, 2010 ), document-based research is described as ill-considered and underutilized. Unsurprisingly, textual analysis is perhaps most developed in fields such as media studies, cultural studies and literary theory, all disciplines that recognize documents as ‘social facts’ that are created, consumed, shared and utilized in socially organized ways ( Atkinson and Coffey, 1997 ). Documents exist within social ‘fields of action,’ a term used to designate the environments within which individuals and groups interact. Documents are therefore not mere records of social life, but integral parts of it—and indeed can become agents in their own right ( Prior, 2003 ). Powerful entities also manipulate the nature and content of knowledge; therefore, gaps in available information must be understood as reflecting and potentially reinforcing societal power relations ( Bryman and Burgess, 1994 ).

Document analysis, like any research method, can be subject to concerns regarding validity, reliability, authenticity, motivated authorship, lack of representativity and so on. However, these can be mitigated or avoided using standard techniques to enhance qualitative rigour, such as triangulation (within documents and across methods and theoretical perspectives), ensuring adequate sample size or ‘engagement’ with the documents, member checking, peer debriefing and so on ( Maxwell, 2005 ).

Document analysis can be used as a standalone method, e.g. to analyse the contents of specific types of policy as they evolve over time and differ across geographies, but document analysis can also be powerfully combined with other types of methods to cross-validate (i.e. triangulate) and deepen the value of concurrent methods. As one guide to public policy research puts it, ‘almost all likely sources of information, data, and ideas fall into two general types: documents and people’ ( Bardach and Patashnik, 2015 ). Thus, researchers can ask interviewees to address questions that arise from policy documents and point the way to useful new documents. Bardach and Patashnik suggest alternating between documents and interviews as sources as information, as one tends to lead to the other, such as by scanning interviewees’ bookshelves and papers for titles and author names ( Bardach and Patashnik, 2015 ). Depending on your research questions, document analysis can be used in combination with different types of interviews ( Berner-Rodoreda et al. , 2018 ), observation ( Harvey, 2018 ), and quantitative analyses, among other common methods in policy research.

The READ approach to document analysis is a systematic procedure for collecting documents and gaining information from them in the context of health policy studies at any level (global, national, local, etc.). The steps consist of: (1) ready your materials, (2) extract data, (3) analyse data and (4) distil your findings. We describe each of these steps in turn.

Step 1. Ready your materials

At the outset, researchers must set parameters in terms of the nature and number (approximately) of documents they plan to analyse, based on the research question. How much time will you allocate to the document analysis, and what is the scope of your research question? Depending on the answers to these questions, criteria should be established around (1) the topic (a particular policy, programme, or health issue, narrowly defined according to the research question); (2) dates of inclusion (whether taking the long view of several decades, or zooming in on a specific event or period in time); and (3) an indicative list of places to search for documents (possibilities include databases such as Ministry archives; LexisNexis or other databases; online searches; and particularly interview subjects). For difficult-to-obtain working documents or otherwise non-public items, bringing a flash drive to interviews is one of the best ways to gain access to valuable documents.

For research focusing on a single policy or programme, you may review only a handful of documents. However, if you are looking at multiple policies, health issues, or contexts, or reviewing shorter documents (such as newspaper articles), you may look at hundreds, or even thousands of documents. When considering the number of documents you will analyse, you should make notes on the type of information you plan to extract from documents—i.e. what it is you hope to learn, and how this will help answer your research question(s). The initial criteria—and the data you seek to extract from documents—will likely evolve over the course of the research, as it becomes clear whether they will yield too few documents and information (a rare outcome), far too many documents and too much information (a much more common outcome) or documents that fail to address the research question; however, it is important to have a starting point to guide the search. If you find that the documents you need are unavailable, you may need to reassess your research questions or consider other methods of inquiry. If you have too many documents, you can either analyse a subset of these ( Panel 1 ) or adopt more stringent inclusion criteria.

Exploring the framing of diseases in Pakistani media

In Table 1 , we present a non-exhaustive list of the types of documents that can be included in document analyses of health policy issues. In most cases, this will mean written sources (policies, reports, articles). The types of documents to be analysed will vary by study and according to the research question, although in many cases, it will be useful to consult a mix of formal documents (such as official policies, laws or strategies), ‘gray literature’ (organizational materials such as reports, evaluations and white papers produced outside formal publication channels) and, whenever possible, informal or working documents (such as meeting notes, PowerPoint presentations and memoranda). These latter in particular can provide rich veins of insight into how policy actors are thinking through the issues under study, particularly for the lucky researcher who obtains working documents with ‘Track Changes.’ How you prioritize documents will depend on your research question: you may prioritize official policy documents if you are studying policy content, or you may prioritize informal documents if you are studying policy process.

Types of documents that can be consulted in studies of health policy

During this initial preparatory phase, we also recommend devising a file-naming system for your documents (e.g. Author.Date.Topic.Institution.PDF), so that documents can be easily retrieved throughout the research process. After extracting data and processing your documents the first time around, you will likely have additional ‘questions’ to ask your documents and need to consult them again. For this reason, it is important to clearly name source files and link filenames to the data that you are extracting (see sample naming conventions in the Supplementary Materials ).

Step 2. Extract data

Data can be extracted in a number of ways, and the method you select for doing so will depend on your research question and the nature of your documents. One simple way is to use an Excel spreadsheet where each row is a document and each column is a category of information you are seeking to extract, from more basic data such as the document title, author and date, to theoretical or conceptual categories deriving from your research question, operating theory or analytical framework (Panel 2). Documents can also be imported into thematic coding software such as Atlas.ti or NVivo, and data extracted that way. Alternatively, if the research question focuses on process, documents can be used to compile a timeline of events, to trace processes across time. Ask yourself, how can I organize these data in the most coherent manner? What are my priority categories? We have included two different examples of data extraction tools in the Supplementary Materials to this article to spark ideas.

Case study Documents tell part of the story in Niger

Document analyses are first and foremost exercises in close reading: documents should be read thoroughly, from start to finish, including annexes, which may seem tedious but which sometimes produce golden nuggets of information. Read for overall meaning as you extract specific data related to your research question. As you go along, you will begin to have ideas or build working theories about what you are learning and observing in the data. We suggest capturing these emerging theories in extended notes or ‘memos,’ as used in Grounded Theory methodology ( Charmaz, 2006 ); these can be useful analytical units in themselves and can also provide a basis for later report and article writing.

As you read more documents, you may find that your data extraction tool needs to be modified to capture all the relevant information (or to avoid wasting time capturing irrelevant information). This may require you to go back and seek information in documents you have already read and processed, which will be greatly facilitated by a coherent file-naming system. It is also useful to keep notes on other documents that are mentioned that should be tracked down (sometimes you can write the author for help). As a general rule, we suggest being parsimonious when selecting initial categories to extract from data. Simply reading the documents takes significant time in and of itself—make sure you think about how, exactly, the specific data you are extracting will be used and how it goes towards answering your research questions.

Step 3. Analyse data

As in all types of qualitative research, data collection and analysis are iterative and characterized by emergent design, meaning that developing findings continually inform whether and how to obtain and interpret data ( Creswell, 2013 ). In practice, this means that during the data extraction phase, the researcher is already analysing data and forming initial theories—as well as potentially modifying document selection criteria. However, only when data extraction is complete can one see the full picture. For example, are there any documents that you would have expected to find, but did not? Why do you think they might be missing? Are there temporal trends (i.e. similarities, differences or evolutions that stand out when documents are ordered chronologically)? What else do you notice? We provide a list of overarching questions you should think about when viewing your body of document as a whole ( Table 2 ).

Questions to ask your overall body of documents

HIV and viral hepatitis articles by main frames (%). Note: The percentage of articles is calculated by dividing the number of articles appearing in each frame for viral hepatitis and HIV by the respectivenumber of sampled articles for each disease (N = 137 for HIV; N = 117 for hepatitis). Time frame: 1 January 2006 to 30 September 2016

Representations of progress toward Millennium Development Goal 4 in Nigerien policy documents. Sources: clockwise from upper left: ( WHO 2006 ); ( Institut National de la Statistique 2010 ); ( Ministè re de la Santé Publique 2010 ); ( Unicef 2010 )

In addition to the meaning-making processes you are already engaged in during the data extraction process, in most cases, it will be useful to apply specific analysis methodologies to the overall corpus of your documents, such as policy analysis ( Buse et al. , 2005 ). An array of analysis methodologies can be used, both quantitative and qualitative, including case study methodology, thematic content analysis, discourse analysis, framework analysis and process tracing, which may require differing levels of familiarity and skills to apply (we highlight a few of these in the case studies below). Analysis can also be structured according to theoretical approaches. When it comes to analysing policies, process tracing can be particularly useful to combine multiple sources of information, establish a chronicle of events and reveal political and social processes, so as to create a narrative of the policy cycle ( Yin, 1994 ; Shiffman et al. , 2004 ). Practically, you will also want to take a holistic view of the documents’ ‘answers’ to the questions or analysis categories you applied during the data extraction phase. Overall, what did the documents ‘say’ about these thematic categories? What variation did you find within and between documents, and along which axes? Answers to these questions are best recorded by developing notes or memos, which again will come in handy as you write up your results.

As with all qualitative research, you will want to consider your own positionality towards the documents (and their sources and authors); it may be helpful to keep a ‘reflexivity’ memo documenting how your personal characteristics or pre-standing views might influence your analysis ( Watt, 2007 ).

Step 4. Distil your findings

You will know when you have completed your document review when one of the three things happens: (1) completeness (you feel satisfied you have obtained every document fitting your criteria—this is rare), (2) out of time (this means you should have used more specific criteria), and (3) saturation (you fully or sufficiently understand the phenomenon you are studying). In all cases, you should strive to make the third situation the reason for ending your document review, though this will not always mean you will have read and analysed every document fitting your criteria—just enough documents to feel confident you have found good answers to your research questions.

Now it is time to refine your findings. During the extraction phase, you did the equivalent of walking along the beach, noticing the beautiful shells, driftwood and sea glass, and picking them up along the way. During the analysis phase, you started sorting these items into different buckets (your analysis categories) and building increasingly detailed collections. Now you have returned home from the beach, and it is time to clean your objects, rinse them of sand and preserve only the best specimens for presentation. To do this, you can return to your memos, refine them, illustrate them with graphics and quotes and fill in any incomplete areas. It can also be illuminating to look across different strands of work: e.g. how did the content, style, authorship, or tone of arguments evolve over time? Can you illustrate which words, concepts or phrases were used by authors or author groups?

Results will often first be grouped by theoretical or analytic category, or presented as a policy narrative, interweaving strands from other methods you may have used (interviews, observation, etc.). It can also be helpful to create conceptual charts and graphs, especially as this corresponds to your analytical framework (Panels 1 and 2). If you have been keeping a timeline of events, you can seek out any missing information from other sources. Finally, ask yourself how the validity of your findings checks against what you have learned using other methods. The final products of the distillation process will vary by research study, but they will invariably allow you to state your findings relative to your research questions and to draw policy-relevant conclusions.

Document analysis is an essential component of health policy research—it is also relatively convenient and can be low cost. Using an organized system of analysis enhances the document analysis’s procedural rigour, allows for a fuller understanding of policy process and content and enhances the effectiveness of other methods such as interviews and non-participant observation. We propose the READ approach as a systematic method for interrogating documents and extracting study-relevant data that is flexible enough to accommodate many types of research questions. We hope that this article encourages discussion about how to make best use of data from documents when researching health policy questions.

Supplementary data are available at Health Policy and Planning online.

The data extraction tool in the Supplementary Materials for the iCCM case study (Panel 2) was conceived of by the research team for the multi-country study ‘Policy Analysis of Community Case Management for Childhood and Newborn Illnesses’. The authors thank Sara Bennett and Daniela Rodriguez for granting permission to publish this tool. S.M. was supported by The Olympia-Morata-Programme of Heidelberg University. The funders had no role in the decision to publish, or preparation of the manuscript. The content is the responsibility of the authors and does not necessarily represent the views of any funder.

Conflict of interest statement . None declared.

Ethical approval. No ethical approval was required for this study.

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Document Analysis - How to Analyze Text Data for Research

Introduction

What is document analysis, where is document analysis used, how to perform document analysis, what is text analysis, atlas.ti as text analysis software.

In qualitative research , you can collect primary data through surveys , observations , or interviews , to name a few examples. In addition, you can rely on document analysis when the data already exists in secondary sources like books, public reports, or other archival records that are relevant to your research inquiry.

In this article, we will look at the role of document analysis, the relationship between document analysis and text analysis, and how text analysis software like ATLAS.ti can help you conduct qualitative research.

Document analysis is a systematic procedure used in qualitative research to review and interpret the information embedded in written materials. These materials, often referred to as “documents,” can encompass a wide range of physical and digital sources, such as newspapers, diaries, letters, policy documents, contracts, reports, transcripts, and many others.

At its core, document analysis involves critically examining these sources to gather insightful data and understand the context in which they were created. Research can perform sentiment analysis , text mining, and text categorization, to name a few methods. The goal is not just to derive facts from the documents, but also to understand the underlying nuances, motivations, and perspectives that they represent. For instance, a historical researcher may examine old letters not just to get a chronological account of events, but also to understand the emotions, beliefs, and values of people during that era.

Benefits of document analysis

There are several advantages to using document analysis in research:

• Authenticity : Since documents are typically created for purposes other than research, they can offer an unobtrusive and genuine insight into the topic at hand, without the potential biases introduced by direct observation or interviews.
• Availability : Documents, especially those in the public domain, are widely accessible, making it easier for researchers to source information.
• Cost-effectiveness : As these documents already exist, researchers can save time and resources compared to other data collection methods.

However, document analysis is not without challenges. One must ensure the documents are authentic and reliable. Furthermore, the researcher must be adept at discerning between objective facts and subjective interpretations present in the document.

Document analysis is a versatile method in qualitative research that offers a lens into the intricate layers of meaning, context, and perspective found within textual materials. Through careful and systematic examination, it unveils the richness and depth of the information housed in documents, providing a unique dimension to research findings.

Document analysis is employed in a myriad of sectors, serving various purposes to generate actionable insights. Whether it's understanding customer sentiments or gleaning insights from historical records, this method offers valuable information. Here are some examples of how document analysis is applied.

Analyzing surveys and their responses

A common use of document analysis in the business world revolves around customer surveys . These surveys are designed to collect data on the customer experience, seeking to understand how products or services meet or fall short of customer expectations.

By analyzing customer survey responses , companies can identify areas of improvement, gauge satisfaction levels, and make informed decisions to enhance the customer experience. Even if customer service teams designed a survey for a specific purpose, text analytics of the responses can focus on different angles to gather insights for new research questions.

Examining customer feedback through social media posts

In today's digital age, social media is a goldmine of customer feedback. Customers frequently share their experiences, both positive and negative, on platforms like Twitter, Facebook, and Instagram.

Through document analysis of social media posts, companies can get a real-time pulse of their customer sentiments. This not only helps in immediate issue resolution but also in shaping product or service strategies to align with customer preferences.

Interpreting customer support tickets

Another rich source of data is customer support tickets. These tickets often contain detailed descriptions of issues faced by customers, their frustrations, or sometimes their appreciation for assistance received.

By employing document analysis on these tickets, businesses can detect patterns, identify recurring issues, and work towards streamlining their support processes. This ensures a smoother and more satisfying customer experience.

Historical research and social studies

Beyond the world of business, document analysis plays a pivotal role in historical and social research. Scholars analyze old manuscripts, letters, and other archival materials to construct a narrative of past events, cultures, and civilizations.

As a result, document analysis is an ideal method for historical research since generating new data is less feasible than turning to existing sources for analysis. Researchers can not only examine historical narratives but also how those narratives were constructed in their own time.

Turn to ATLAS.ti for your data analysis needs

Try out our powerful data analysis tools with a free trial to make the most out of your data today.

Performing document analysis is a structured process that ensures researchers can derive meaningful, qualitative insights by organizing source material into structured data . Here's a brief outline of the process:

• Define the research question
• Choose relevant documents
• Prepare and organize the documents
• Begin initial review and coding
• Analyze and interpret the data
• Present findings and draw conclusions

The process in detail

Before diving into the documents, it's crucial to have a clear research question or objective. This serves as the foundation for the entire analysis and guides the selection and review of documents. A well-defined question will focus the research, ensuring that the document analysis is targeted and relevant.

The next step is to identify and select documents that align with the research question. It's vital to ensure that these documents are credible, reliable, and pertinent to the research inquiry. The chosen materials can vary from official reports, personal diaries, to digital resources like social media data , depending on the nature of the research.

Once the documents are selected, they need to be organized in a manner that facilitates smooth analysis. This could mean categorizing documents by themes, chronology, or source types. Digital tools and data analysis software , such as ATLAS.ti, can assist in this phase, making the organization more efficient and helping researchers locate specific data when needed.

With everything in place, the researcher starts an initial review of the documents. During this phase, the emphasis is on identifying patterns, themes, or specific information relevant to the research question.

Coding involves assigning labels or tags to sections of the text to categorize the information. This step is iterative, and codes can be refined as the researcher delves deeper.

After coding, interesting patterns across codes can be analyzed. Here, researchers seek to draw meaningful connections between codes, identify overarching themes, and interpret the data in the context of the research question .

This is where the hidden insights and deeper understanding emerge, as researchers juxtapose various pieces of information and infer meaning from them.

Finally, after the intensive process of document analysis, the researcher consolidates their findings, crafting a narrative or report that presents the results. This might also involve visual representations like charts or graphs, especially when demonstrating patterns or trends.

Drawing conclusions involves synthesizing the insights gained from the analysis and offering answers or perspectives in relation to the original research question.

Ultimately, document analysis is a meticulous and iterative procedure. But with a clear plan and systematic approach, it becomes a potent tool in the researcher's arsenal, allowing them to uncover profound insights from textual data.

Text analysis, often referenced alongside document analysis, is a method that focuses on extracting meaningful information from textual data. While document analysis revolves around reviewing and interpreting data from various sources, text analysis hones in on the intricate details within these documents, enabling a deeper understanding. Both these methods are vital in fields such as linguistics, literature, social sciences, and business analytics.

In the context of document analysis, text analysis emerges as a nuanced exploration of the textual content. After documents have been sourced, be it from books, articles, social networks, or any other medium, they undergo a preprocessing phase. Here, irrelevant information is eliminated, errors are rectified, and the text may be translated or converted to ensure uniformity.

This cleaned text is then tokenized into smaller units like words or phrases, facilitating a granular review. Techniques specific to text analysis, such as topic modeling to determine discussed subjects or pattern recognition to identify trends, are applied.

The derived insights can be visualized using tools like graphs or charts, offering a clearer understanding of the content's depth. Interpretation follows, allowing researchers to draw actionable insights or theoretical conclusions based on both the broader document context and the specific text analysis.

Merging text analysis with document analysis presents unique challenges. With the proliferation of digital content, managing vast data sets becomes a significant hurdle. The inherent variability of language, laden with cultural nuances, idioms, and sometimes sarcasm, can make precise interpretation elusive.

Many text analysis tools exist that can facilitate the analytical process. ATLAS.ti offers a well-rounded, useful solution as a text analytics software . In this section, we'll highlight some of the tools that can help you conduct document analysis.

Word Frequencies

A word cloud can be a powerful text analytics tool to understand the nature of human language as it pertains to a particular context. Researchers can perform text mining on their unstructured text data to get a sense of what is being discussed. The Word Frequencies tool can also parse out specific parts of speech, facilitating more granular text extraction.

Sentiment Analysis

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AI Summaries fills this role by using natural language processing algorithms to simplify data to its salient points. Text generated by AI Summaries are stored in memos attached to documents to illustrate pathways to coding and analysis or to highlight how the data conveys meaning.

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Systematic content analysis: A combined method to analyze the literature on the daylighting (de-culverting) of urban streams

In this era of climate change, novel nature-based solutions, like the daylighting (de-culverting) of streams, that enhance the socio-ecological resilience are gaining prominence. Yet, the growing body of literature on stream daylighting spreads over an array of seemingly disconnected disciplines and lacks consistency in the terminology and the definitions of the practice. Moreover, nearly all the literature review studies on stream daylighting (mostly produced since 2000) underscore, as their point of departure, the daylighting projects rather than a review of the literature's content per se. Therefore, this study reassesses the literature on stream daylighting with a particular focus on its role, as a nature-based solution, for climate change mitigation and adaptation and for socio-environmental justice. We combine the systematic literature review (an all-encompassing review of the available literature on stream daylighting) with the inductive content analysis (an in-depth analysis of this literature's nature). Accordingly, we investigate all the relevant English-language publications since the first peer reviewed article on stream daylighting was published in 1992 until the end of 2018 to analyze four themes: the disciplines and sub-disciplines of the literature; the terminologies and synonyms of stream daylighting; the definitions of stream daylighting; and the case studies tackled in the literature.

• • We develop a method that combines a systematic review of the stream daylighting literature and inductive content analysis.
• • The method provides insights on the stream daylighting’s literature’s disciplines, terminologies, synonyms and case studies.
• • The method is adaptable particularly, to nascent areas of study where sources’ numbers range between 100-200.

Graphic abstract

Specifications Table

There is no agreement on the earliest daylighting because the re-naturalization of the riverbed is considered an important criterion by some, but not necessarily so by others who consider any de-culverting initiative, even if in an open channel, to be daylighting. Accordingly, the first daylighting project could either be Napa Creek in Napa Valley, California (completed in the 1970s), which de-culverted in an open channel or Strawberry Creek in Berkeley, California (in 1987), which was de-culverted and re-naturalized [ 8 , 33 , 34 ]. Almost concurrently with Strawberry Creek, the city of Zürich, Switzerland's initiated its daylighting policy in the 1980s that led to the first implementation in 1988 and eventually to a network of over 21 km of daylighted brooks [10] , [14] . Regardless of which project is considered the first, the practice of stream daylighting came to the forefront in 2004, after the completion of the nearly US $281 million Cheonggyecheon stream daylighting project in downtown Seoul, South Korea [23] .

Thus, not only does the definition of what constitutes stream daylighting vary, but also, the literature on the subject seems to be multi-disciplinary in nature – tackling the topic through completely different disciplinary lenses. These variations are probably attributed to the relative nascence and novelty of the daylighting literature and the diversity of the implemented daylighting projects in respect to their nature, scale, size, costs, and outcomes, among others. This prompted this study which comprehensively reviews, interprets, and combines the scientific and the grey literature on stream daylighting in order to better understand its evolution, nature, and scope.

The methodological bases: systematic literature reviews and content analysis

Literature reviews are primarily qualitative synthesis that provide critical tools for understanding a topic's discourse especially, in a climate of increasing, and often deviant and contradictory, research output [36] . Literature reviews serve as a research-orienting device to identify trends, gaps, intersections, directions or issues within the broader research scope, hence, inform and ground future research trajectories [ 11 , 36 ]. Considered important scholarly contributions, literature reviews help to map, consolidate, synthesize and refine scattered knowledge in a given field and springboard theory development. The major critiques of literature reviews (relative to rigorous, objective, and replicable empirical studies) are a lack of stringent procedures and the reliance on subjective interpretations by (experienced) scholars [36] . Consequently, systematic and transparent processes for reviewing the literature emerged, in which the analysis is independent of researchers’ bias where methods of systematic categorization, such as content analysis, provide rigorous, systematic, and replicable methodological frameworks [ 17 , 36 ]. This research, therefore, combines the two methods: the content analysis and the systematic literature review. The next sections discuss these two methods; present their novel combination for this study; and their individual limitations as well as the advantages of their combination.

What is systematic literature review and how has it been traditionally applied?

Researchers often need reviews to arrange and give priority to the existing knowledge. In this respect, the systematic literature review emerged as a new way of reviewing the literature [31] . The systematic literature review as an accurate, thorough, and rule-guided method helps the researchers to understand large amounts of information by discovering, assessing, analysing, and combining the existing data regarding a specific research question. With that being said, systematic reviews not only present useful information but also evidence-based solutions [3] ; in other words, systematic reviews facilitate distinguishing authentic knowledge from assumed knowledge [31] . Although widely recognized in health research, systematic literature reviews are less used in the social sciences [15] . Currently, no studies exist in the ISI Web of Knowledge that use this method to study stream daylighting (de-culverting), and just 11 papers systematically review the literature on any account of stream restoration (using the consecutive search keywords and Boolean operators: ‘stream daylighting’ AND ”systematic review” OR ”systematic literature review”; AND ”stream restoration” AND ‘”systematic review” OR “systematic literature review”− see: [20] : 2).

Systematic literature reviews are different from traditional reviews in terms of three methodological approaches: 1) they start with delineating a research strategy; 2) they identify explicit criteria for including and/or excluding the literature; and 3) they seek to gather, evaluate, and interpret as much available and relevant literature as possible [15] . These approaches overcome the shortcomings of the generality of a traditional review in both scope (i.e., number of articles reviewed) and nature (i.e., un-structured protocol and reduced replicability) which, because of bias, may produce inconsistencies among reviews of the same topic [27] .

What is content analysis and how has it been traditionally used?

Content analysis is an objective, rule-guided technique used to make replicable and valid inferences by analysing (coding) the characteristics of visual, verbal, and/or written documents [ 13 , 16 , 17 ]. Through systematic evaluation, qualitative data can be converted into quantitative analysis, which is used to increase the methodological rigor of literature reviews [16] . This transparent framework is applied for the purpose of describing or evaluating a subject to provide new insights, understandings, interpretations and, consequently, a guide for action [ 13 , 22 ]. The limitless disciplinary application of content analysis led to its application in various fields including, anthropology, political science, psychology, and business to name but a few [ 13 , 28 ].

Content analysis can take on a quantitative and/or qualitative approach, applied either inductively or deductively depending on the specific research questions and research design [13] . Broadly speaking, this method incorporates two analysis levels [36] . The first level includes analysing the manifest content of the text through statistical means. This is often viewed as a quantitative approach, where classification is predominantly pre-determined and deductive, with the data analyzed statistically [16] . However, this method of analysis has been criticized for being over simplified and distorted in meaning [25] . Resultantly, the second level of analysis involves interpreting the manifest and latent content of the text, facilitating, through rigorous analyses, an understanding of a phenomenon's critical processes, motives and objectives, while deriving rich meanings and insights from the text [ 9 , 12 , 13 , 16 , 36 , 37 ]. Under this qualitative structure, data can be categorized deductively or inductively (based on the research question) and applied by a close reading of the text [ 9 , 16 ].

Content analysis shares similarities with other forms of data analysis, in some cases overlapping with other methods to a considerable extent, including coding, thematic analysis and grounded theory. These methods share a conceptual process of data abstraction, whereby a hierarchical coding form is applied, and categories or codes are assigned to segments of the data [35] . But in other respects, the objectives and, or procedures of these methods are different - selected based on the specificities of the research question [ 9 , 35 , 37 ].

To begin with, ‘coding’ may refer to a variety of different procedures, but in general terms, it involves an analytic and iterative procedure, whereby categories are data driven, materials are varied and diverse, and categorical consistency (i.e., systemization) is less of a concern, hence, the process is more descriptive than analytic. Alternatively, qualitative content analysis consists of a more linear, descriptive process based on a focused material scope (e.g., textural documents only), where categories are concept-driven, and consistency is an important criterion. Accordingly, qualitative content analysis is appropriately used for descriptive research questions, rather than those that are analytic in nature [35] . As for thematic analysis and grounded theory, they seek, similarly to content analysis, to better understand a phenomenon by searching text for patterns and themes; however, they differ in the specific research objectives and, consequently, in the application of their research methods. While both content analysis and thematic analysis target a relatively low level of interpretation, the focus in grounded theory is on substantive theory development (to explain a phenomenon in a given context) –entailing a higher level of interpretive complexity [37] . Yet, content analysis lends itself better to more generalizable, descriptive research questions than thematic analysis [ 9 , 35 ]. Moreover, although the three approaches deploy the consistent comparative analysis, they do so differently. Specifically, thematic analysis provides a purely qualitative account of the data while content analysis facilitates both quantitative and qualitative data analysis [37] . Also, a strictly iterative process of concurrent data collection and theoretical sampling is applied in grounded theory to investigate the connections between and among categories. In contrast, because qualitative content analysis seeks to extract categories from the data, it is therefore more flexible and employs inductive and/or deductive processes [9] .

How does a systematic literature review fit with this article's research objectives/approach?

The first peer reviewed publication on stream daylighting from 1992 is Charbonneau and Resh's study of Strawberry Creek [8] , which was published in Aquatic Conservation: Marine and Freshwater Ecosystems. Since then, all that may be considered “literature reviews” on stream daylighting were predominantly produced in the first decade of the 21st Century. Starting in 2000 with Pinkham's [33] review of stream daylighting projects; followed by Buchholz and Younos's [6] evaluations of case studies; Wild et al.’s [39] assessment of the objectives and the benefits of implemented projects globally; and last, Broadhead and Learner's [4] online database of daylighting projects and Broadhead et al.'s [5] global review of the streams captured in combined sewers. Yet, the departure point for all these reviews stems from a focus on the stream daylighting projects rather than on a review of the literature per se. Moreover, and considering that nowadays, vast amounts of information are produced in short periods of time, 34 years after stream daylighting's first appearance in the literature (see: [8] ), a systematic review is warranted in order to manage and synthesize the literature and update researchers on the trajectory of the discipline. In addition, considering that nearly nine years have passed since Wild et al.'s [39] review of stream daylighting projects 1 and seven years since Broadhead and Learner's [4] online database of daylighting projects, it is crucial to revaluate the literature on the subject. The shift in environmental perspectives also brings to the fore the significance of stream daylighting as a nature-based solution for mitigating greenhouse gases, adapting to climate change, and advancing socio-environmental justice. Accordingly, a systematic literature review at a global scale becomes essential to characterize and identify the studies that provide an understanding of stream daylighting's nature – which calls for an all-encompassing review of as much as possible of the available literature.

How does content analysis fit with our research objective/approach?

Content analysis is an appropriate research method for gaining a stronger grasp of the nature and scope of the literature on stream daylighting. This study applies qualitative content analysis to analyze the literature on the daylighting of urban streams whereby, for the purposes of this study, we define qualitative content analysis as: a tool that subjectively determines the presence of specific words, ideas, themes, and/or concepts within particular qualitative data (i.e., text in this case) through systematic classification or coding [ 9 , 13 , 36 ]. Such a study framework enables the researchers to qualify and analyze the existence, meanings, and connections among certain words, themes, and/or concepts in order to develop generalizable inferences [ 13 , 37 ]. As a novel and relatively new topic, it was not until 1992 that stream daylighting was first mentioned in the academic literature (see: [8] ). Since then, empirical studies on this practice have been limited and fragmented over multiple disciplines, thus warranting an exploratory research study with an inductive approach that facilitates the development of categories through qualitative content analysis for all the studies published between 1992 and 2018 (see: [ 13 , 35 , 37 ]). Therefore, content analysis suits this study's focus, which is to systematically describe both the manifest and latent content of the literature related to stream daylighting rather than develop theory [9] . Additionally, content analysis allows for a framework that incorporates both quantitative and qualitative evaluations [37] .

Methodology: a combined research method to delve into the latent and manifest content of the literature

We combined the systematic literature review and content analysis to identify the evolution, nature, and scope of the literature on stream daylighting. Specifically, the systematic literature review consists of eight steps, namely: 1) defining the research objectives and their associated questions; 2) determining the types of publications that need to be included in the review; 3) searching the literature; 4) evaluating the search results; 5) assessing the quality of the sources included; 6) extracting the data; 7) combing the sources; and lastly, 8) reporting [ 29 , 32 ]. As for the inductive content analysis, it takes place in three broad steps: 1) preparation; 2) organization; and 3) reporting [13] . Our combination led to a methodological framework consisting of four distinct steps, namely: (1) delineating the objectives and the questions of the research project; (2) searching the literature; (3) extracting, organizing, and coding the data; and (4) analysing, combining, correlating, and reporting the data (refer to the graphical abstract for details) [20] .

Step I: research questions and preparation

Delineating the objectives/questions of the research (systematic literature review).

We began with the formulation of the research questions based on the review's objectives, namely: how did the discourse on stream daylighting evolve? And what is the scope and nature of this discourse? Specifically, as discussed in Khirfan, Peck, and Mohtat [20] , we investigate four important themes in reviewing the literature, namely: (sub)disciplines, terminologies, definitions, and case studies. We, specifically, identify the relationships and correlations among the themes by exploring the following research questions (see [31] on formulating questions):

• a. How has the stream daylighting discourse appeared and evolved during time?
• b. How does the discourse connect with the locations of sources’ authorship (continent and country)?
• c. In which disciplines and sub-disciplines is stream daylighting tackled?
• d. What is the interdisciplinary nature of the discourse? And What can we learn from analysing its multidisciplinary nature?
• a. How does the literature describe stream daylighting? which synonyms/terminologies does the literature use for describing stream daylighting?
• b. How have stream daylighting's terminologies transformed and evolved during time?
• c. How are the uses of terminologies connected with the publication types of sources(i.e., grey literature versus peer reviewed) and with the authorship locations of the sources (i.e., continent and country)?
• a. How does the literature define stream daylighting? And what definition tracks can be extracted from the literature?
• b. How have the definitions altered during time?
• c. How are the uses of definitions connected with the publication types of sources (peer-reviewed versus grey literature) and with the authorship locations of sources (i.e., continent and country)?
• a. What are stream daylighting case studies that the literature cite the most?
• b. In which country and continent does these most cited case studies located? how does the distribution of each case study around the world connect with its citation frequency in the literature?
• c. Why and how does the number of sources that cite each of the case studies change during time?
• d. How is the number of sources that cite each of the case studies associated with the sources’ authoring location (country and continent)?
• a. How do the stream daylighting's terminologies connected with the definition tracks and with the case studies cited within the sources?
• b. How do the literatures’ disciplines correlated with stream daylighting's terminologies, definition tracks, and case studies that are mentioned within the literature?

Lastly, building on the answers, we identify the gaps that exist in the current studies and the trajectories that the literature need to adopt in future (on these, refer to [20] ).

Preparation (content analysis)

Preparation, also known as the material collection phase, entails identifying the unit of analysis [ 9 , 25 ] which may range from part of, or all of, a textual document [ 13 , 36 ]. During the preparation phase, formal characteristics of the material (e.g., publisher, publication year, author location & affiliations etc.) are also assessed so as to provide the background for the subsequent descriptive analyses [ 25 , 36 ].This study commenced with a broad unit of analysis, namely, English-speaking peer reviewed sources on stream daylighting, which was further refined in the second step of the study with additional criteria.

Step II: searching the literature (combined systematic reviews and content analysis)

This step entailed an iterative four-task process consisting of: identifying the sources, characterizing their types, assessing their quality, evaluating the search results, and repeating.

Once the actual search for the sources commenced (i.e., identifying the sources ), the research team used keywords like “stream daylighting”, “de-culverting” within three academic databases namely: Primo, Google, and Google Scholar (on carrying out database searches, see: [29] ). An initial overview of the peer reviewed sources gathered at this phase led to several observations with direct implications on our research project (i.e., characterizing the sources’ types and assessing their quality). To begin with, the relative nascence and uptake of the stream daylighting practice (compared to other nature-based solutions) ensued in a limited quantity of the peer reviewed literature on the topic. Also, we identified the “Cheonggyecheon” project in Seoul (South Korea) as a world-renowned stream daylighting project and the City of Zürich's (Switzerland) policy as unique in the world, which led us to include the keywords “Cheonggyecheon” and “Zürich” in our search of the databases. Moreover, we observed from our careful reading of the contents of the sources that: a) the Cheonggyecheon was referred to by the term ‘restoration’ rather than ‘daylighting’, and that b) some sources discussing cases other than the Cheonggyecheon also often deployed terms synonymous to, but not ‘daylighting’ per se.

Thus, after evaluating the search results a decision was made early on in the research design to refine the unit of analysis so as to include, in addition to peer-reviewed English sources, the grey literature, in reference to non-peer reviewed sources, including: books, book chapters, governmental reports, conference articles and proceedings, and undergraduate and graduate students’ theses and Ph.D. dissertations. As Adams, Smart, and Sigismund Huff [1] assert, the incorporation of grey literature within systematic literature reviews expands the domain of research evidence to incorporate those studies that are omitted in the academic literature, which is specifically relevant for the relatively new stream daylighting subject matter. Such inclusion also expands the audience of the research to cover both practitioners and academics [1] . Moreover, we, for the purpose of broadening the range of the included studies, carefully investigated the references of each source in order to include the ones relevant to stream daylighting. For these sources, we first consulted the title, abstract and keywords and if it was not possible to determine their relevance to this study, we made a decision to read the entire text.

Furthermore, we conducted a careful reading of the contents of the sources to gradually, iteratively, and systematically document all the synonymous terms used for ‘daylighting’ and included them in our search keywords along with ‘Cheonggyecheon’ (see Fig. 1 ) on the keywords used in the search). Although time and labor intensive (extending between June 2017 and December 2018), this process ensured that we include as many as possible (if not all) of the sources relevant to stream daylighting. Eventually, a total of 118 sources were identified, of which 81 are peer reviewed sources and 37 are grey literature sources (see Table 1 ) [20] .

The keywords we used in our Boolean search (also refer to: [20] : 3).

The types of the sources identified.

Step III data extraction, organization, and coding (combined systematic literature review and content analysis)

After determining all the studies that should be included, we extracted, in the third step, the relevant information from each source, including the manifest (formal) and latent content. ‘ Manifest ’ data, which may be directly measured or observed, presents those facts about the literature that are easily accessible and indisputable while, in contrast, ‘ latent’ data represents information that is not directly observable or measurable, and which otherwise requires careful reading of each source (see [29] on these two types of data).

The relevant ‘ manifest ’ data of the sources included: the types of publications (i.e., peer reviewed versus grey literature); SJR's 2 disciplinary classification; the date of publication; and the geographic location of the authorship (continent/country). For example, in order to analyze the multidisciplinary and transdisciplinary nature of the peer-reviewed literature, we organized the resulting disciplinary ‘subject areas’ under one of the following knowledge categories: 1) natural science; 2) social science; or 3) arts and humanities. For the purposes of this study, we consider a journal as multidisciplinary when it features two or more ‘subject areas’ in SJR's database (as opposed to transdisciplinary when an article transcends its traditional disciplinary boundary by integrating more than one branch of knowledge based on the three categories delineated above). The manifest data were recorded in a Microsoft Excel database.

Extracting the ‘latent’ content entailed carefully reading each source in order to identify: 1) the terms that are synonymous with stream daylighting (which led to the terminology analysis); 2) the different definitions of stream daylighting (which we categorized under the definition tracks); and 3) the stream daylighting case studies and projects mentioned in each of the sources (which led to the analysis of stream daylighting case studies/projects). A reductionist process included descriptive analytical assessments of the collected sources that led to their ‘organization’ into categories (i.e., ‘descriptive analysis’) (see [ 9 , 13 , 25 ]). Categories refer to items “with similar meaning and connotations” that could either be mutually exclusive or collectively exhaustive [ 9 , 38 ]. This categorization employs an open coding process which, in a literal form, entails writing headings and notes in the margins when reading the text then transcribing these headings onto a coding sheet, where categories can be freely generated and consolidated [13] . In order to avoid subjectivity and researchers’ bias, and so as to ensure replicability, we operationalized this approach by organizing our notes as an annotated bibliography in a Microsoft Word document which delineated the sources’ nature (unit of analysis) and content (how they address stream daylighting) (see the samples provided in Table 2 ). Accordingly, the information extracted from each source was organized into headings that, typical of an inductive approach, emerged from the latent content of each source, rather than from preconceived groupings, theories, or notions.

Sample from organizing the annotated bibliography document into a standardized format to facilitate the process of categorization of the latent content.

Step IV: analysis, combination, correlations, and reporting (combined systematic reviews and content analysis)

Following the data extraction-organization-coding process, the analysis, combination, correlations followed during which we evaluated the heterogeneity of the data, combined the manifest data and latent content of the literature, and identified patterns and/or gaps within the literature. Accordingly, we analyzed trends in the literature by means of both quantitative (descriptive statistics) and qualitative (narrative review) approaches that assured objectivity and replicability (see [7] on this important combination). To achieve this, we created a Microsoft Excel database that combined the manifest and latent content ( Table 3 ). While including the manifest content is straightforward, the coding of the latent content required following a protocol that ensured rigour. To elaborate, the headings that emerged in the previous step served as cross-cutting themes that were further organized, during this analysis step, into groupings of categories that were subsequently coded in the Microsoft Excel coding sheet (along with the manifest data), where it was possible to freely generate categories by consolidating, collapsing, or splitting groupings (see samples in Tables 2 and ​ and3) 3 ) (on coding, see: [13] ). For example, with regards to the definition of stream daylighting, the researchers thoroughly read each source and whenever a definition of stream daylighting was offered, this was carefully documented in the annotated bibliography. Of the total 118 sources, 40 explicitly defined stream daylighting. Based on their nature, these definitions were grouped under general headings and gradually refined into a category scheme through continued deduction, interpretation and abstraction of the underlying meanings of the applied definitions.

Sample of the Microsoft Excel database (showing the same four references in Table 2 ).

The analysis, combination, and correlations also entailed the judicious use of computer assistance was used to facilitate the identification of data trends and relationships. Accordingly, and in order to prepare data records of the Microsoft Excel database for analysis, we used Alteryx software (for cleaning and organizing the data) and Tableau software (for visualizing the data). It is essential to note that a similar column (e.g., the column of the ‘authors’ of all the sources) connects the Excel and the Tableau datasets to facilitate relational data querying, and to improve the recognition of mutual patterns that exist in the literature [20] .

Lastly, during reporting, which is also known as ‘ material evaluation’ , the emergent themes from the latent content were established as a means to link underlying meanings and concepts (see [36] on this process). The trustworthiness of the resultant data is also typically examined during this phase, including the triad of credibility (i.e., being trusted), transferability (i.e., being applicable), and dependability (i.e., being consist) (see: [ 9 , 13 ]). To advance credibility, our research team adopted several approaches throughout the research project's lifespan including, member checking, peer debriefing, and showing representative quotations whereby individual members of the research team checked the themes independently then, through team debriefing, verified the findings (see [9] and [13] on these strategies). To facilitate transferability, this MethodsX article establishes the context of study by providing the details of data collection, management, and analysis in order to allow comparisons to be made (see: [ 9 , 13 ]). Also, following Cho and Lee's [9] recommendation, our research team ensured an audit trail, including carefully: recording all the study's steps, detailing notes on methodology, and documenting all the sources’ records, annotations, classifications, and eventually, themes (see: [ 9 , 13 ]).

Individual limitations versus advantageous combination

What are the advantages and disadvantages of systematic literature reviews.

The systematic nature and broad scope of systematic literature reviews move beyond superficial inspection into the applied understanding of reality. In doing so, this methodology is advantageous for its ability to summarize vast amounts of data and ideas for absorption [26] , but simultaneously, the enlarged data sets of systematic reviews may yield copious sources [19] whose analysis can be time consuming and resource intensive. Due to the relatively small dataset in this study, however, it was possible to overcome this disadvantage.

Another challenge in systematic literature reviews pertains to inconsistencies in interpreting the inclusion and exclusion criteria among the different team members [24] . To combat these limitations, our team devised a clear, systematic review protocol which was followed strictly by each member of the research team, which ensured that all team members remain ‘on course’ throughout this study's steps, which ensured dependability (consistency). Additionally, the research team preformed team-debriefing, member checking, and ensured the production of an audit trail that facilitated consistency across researchers to verify findings and improve credibility and, by consequence, to ensure replicability.

What are the advantages and disadvantages of content analysis?

Content analysis is advantageous for understanding the social reality of multifaceted, sensitive phenomenon [9] like stream daylighting, which overlaps urban ecology, urban planning, and landscape architecture among others. Content analysis is apt for analysing large volumes of textual data from varying sources, which facilitates corroborating evidence in exploratory or descriptive studies [ 2 , 9 , 13 ]. Additionally, because it facilitates the synthesis of large quantities of dynamic information, content analysis provides the means to study data retrospectively, which enables tracking changes to processes and trends over time ( [2] : 139, [21] ). This leads to an additional advantage, namely the benefit to conduct subsequent content analyses on the same subject at later points in time [21] . Furthermore, this method has been praised for its ability to combine both quantitative and qualitative approaches in order to retain rich meaning, supported by rigorous analyses [ 12 , 13 ]. When used correctly, qualitative content analysis provides a transparent research framework, providing researchers with clear, replicable and user-friendly methods for analysing data [37] .

The literature outlines three primary critiques of content analysis: 1) inconsistency in its definition and procedural framework; 2) ineffectiveness at testing causal relationships; and 3) labor and time intensive nature (on these limitations, see: [ 2 , 9 , 16 , 18 , 21 , 37 ]). To overcome the first two limitations, parallels and distinctions of alternative research methods (grounded theory and thematic analysis) were reviewed and situations warranting the appropriate use of each method were presented (refer to Section “What is content analysis and how has it been traditionally used?”). Furthermore, it is acknowledged that the output of this study does not denote causal relationships, but rather the magnitude and, or patterns of certain responses. Last, the careful reading of the sources was indeed labor intensive (extending between June 2017 and December 2018), yet, the experience provided the research team members with the benefit of in-depth knowledge of the literature's content.

More important, our combined methodology exploits the strengths of each method. Consequently, our method has a clear procedure to collect and evaluate as much relevant literature available on stream daylighting as possible while deploying clear and replicable criteria for including and excluding sources [15] . Moreover, the structured and rigorous method for the extraction and the analysis of both the manifest and latent data through discovering, assessing, analysing, and combining the data [32] along with the structured strategies of qualitative content analysis reduce likelihood of research bias (hence, improve objectivity) and increase reliability and replicability [ 13 , 27 , 30 ].

Additional information

Link to the research project's website: https://uwaterloo.ca/stream-daylighting/ .

Link to the interactive database of this study: https://uwaterloo.ca/stream-daylighting/literature-review-database .

Link to the interactive map of daylighting projects around the globe: https://uwaterloo.ca/stream-daylighting/interactive-map .

Declaration of Competing Interest

The authors have reported no conflicts in financial and personal interests that would affect the work.

Acknowledgments

This study was funded by the Social Sciences and Humanities Research Council of Canada (SSHRC) under file number 435-2016-0243. We would like to acknowledge the efforts of Nathan Woodcock, for his assistance in data management and for the creation of the Tableau dashboard’s interface. We would also like to acknowledge the contribution of Andrew Chan, a former student at the School of Planning, the University of Waterloo who, during his Cooperative Work Term in Spring 2017, assisted with the gathering of sources on stream daylighting.

1 This peer reviewed journal article reviews all the daylighting projects globally.

2 SJR is an abbreviation for Scopus's SCImago Journal Rank which ranks academic journals factoring both the number of citations and the journal's impact whereby a higher SJR value indicates a higher prestige. This online ranking database categorizes the disciplinary ‘ subject area’ and the ‘ category’ of peer reviewed and academic journals. SJR encompasses the ISI's Web of knowledge database because of the broad journals which it covers. Note that, in SJR classification system, one journal might tackle multiple sub/disciplinary classifications [20] .

A Quick Overview: Differences Among Desk, Literature, and Learning Reviews

November 12, 2020

By: Chelsie Kuhn, MEL Associate, Headlight Consulting Services, LLP

This is the first post in a series of two about Learning Reviews .

In order to chart the wisest path forward, we need to understand where we have been. Reflecting on past learning can ensure more effective and efficient efforts in the future, regardless of discipline or field. But different information needs require different tools. Literature, Desk, and Learning Reviews are three ways to integrate evidence into decision-making and design processes. Each tool uses varying degrees of information and rigor, and each is best suited for different applications, as described in the visual below.

A Literature Review traditionally focuses on academic journal articles and published books, giving readers a theoretical or case-based frame of reference. A Literature Review may be appropriate for researchers looking to set up an experiment or randomized control trial in a location or those looking at theoretical development over time. This kind of review is all about synthesis of what we know research-wise up to the current point, and what potential gaps exist yet to be filled.

Another type of review widely known is a Desk Review, which serves to provide readers with an introduction into a project’s context and priorities, but often not the past learnings or in-depth challenges needed to inform strategy development. A Desk Review can also serve as an entry point to understanding a particular market or an effective way to organize and summarize disparate types of information. Doing a Desk Review might be appropriate to bring a new team member up to speed on projects or learn about the current state and environment concerning a particular type of intervention.

While Literature and Desk Reviews may be more commonly known, one of the offerings that Headlight specializes in is a Learning Review. A Learning Review is a way to systematically look at past assessments, evaluations, reports, and any other learning documentation in order to inform recommendations and strategy, program, or activity design efforts. Unlike Desk Reviews, Learning Reviews focus on coding and analyzing data instead of summarizing it. With layers of triangulation and secondary analysis built into the process, we can confidently draw findings and conclusions knowing that the foundation of the process is built with rigor. Recommendations stemming from these findings and conclusions serve as the best use of an existing evidence base in designing or revisiting strategies, programs, and activities. Each of these three tools are useful at different points, but as we see more and more emphasis placed on learning and adaptive management, Learning Reviews offer a more rigorous and application focused use of available evidence.

As a synthesis of past evaluations and assessments, Learning Reviews should also be used to feed into new MEL or CLA plans. Having extra information on what has worked in the past, what information was useful, and where more-nuanced information would be beneficial enables us to set better targets and understand potential barriers to measurement. Recommendations may even point to specific indicators to consider or CLA actions to integrate into programming moving forward. Learning Reviews can also be used to appropriately scope and identify future evaluative efforts that will evolve the evidence base.

In the next post in the series, we will expand further on Learning Reviews as a process and walk readers step-by-step through how to conduct one. If you need help implementing any of these above tools, but in particular a Learning Review, Headlight would love to support you! We have the breadth and depth of expertise, experience, and toolbox to tailor-meet your needs. For more information about our services please email [email protected] . Headlight Consulting Services, LLP is a certified women-owned small business and therefore eligible for sole source procurements. We can be found on the Dynamic Small Business Search or on SAM.gov via our name or DUNS number (081332548).

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The Application of Content Analysis in Nursing Science Research pp 105–115 Cite as

Content Analysis in Systematic Reviews

• Kristina Mikkonen 4 &
• Maria Kääriäinen 4 , 5 , 6  
• First Online: 01 November 2019

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12 Citations

This chapter aims to present a methodological example of how content analysis can be applied to systematic reviews of nursing science research. The chapter will explain why systematic reviews are conducted in the field of nursing science, present the methodological rigidness of the systematic review, and later detail how content analysis can be used to examine chosen original studies. This chapter also includes a practical example that will guide the reader through the analytical process.

The quality of the presented review—in which content analysis is employed for data synthesis—is also critically discussed.

• Content analysis
• Data synthesis
• Systematic review

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Mikkonen, K., Kääriäinen, M. (2020). Content Analysis in Systematic Reviews. In: Kyngäs, H., Mikkonen, K., Kääriäinen, M. (eds) The Application of Content Analysis in Nursing Science Research. Springer, Cham. https://doi.org/10.1007/978-3-030-30199-6_10

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Comparison between Documentary Research and Literature Review. Documentary research is a variant of scientific research, whose objective represents the analysis of different phenomena (historical, psychological, sociological, etc). Documentary research uses precise technical documentation existing directly or indirectly in form of the information.

Document analysis is a systematic procedure for reviewing or evaluating documents (Bowen, 2009 ). This process was mainly used to corroborate findings across data sets and to reduce the potential ...

A literature review is a document or section of a document that collects key sources on a topic and discusses those sources in conversation with each other (also called synthesis ). The lit review is an important genre in many disciplines, not just literature (i.e., the study of works of literature such as novels and plays).

Examples of literature reviews. Step 1 - Search for relevant literature. Step 2 - Evaluate and select sources. Step 3 - Identify themes, debates, and gaps. Step 4 - Outline your literature review's structure. Step 5 - Write your literature review.

Documentary Analysis. Definition: Documentary analysis, also referred to as document analysis, is a systematic procedure for reviewing or evaluating documents.This method involves a detailed review of the documents to extract themes or patterns relevant to the research topic.. Documents used in this type of analysis can include a wide variety of materials such as text (words) and images that ...

Documents become data to be examined and interpreted in order to elicit meaning, gain understanding, and develop empirical knowledge (Corbin & Strauss, 2008).Usually, documents used for analysis are in written form; however, other forms of communication must be accounted for (Prior, 2003).Written documents used for systematic review or evaluation often fall within two broader categories ...

Qualitative, narrative synthesis. Thematic analysis, may include conceptual models. Rapid review. Assessment of what is already known about a policy or practice issue, by using systematic review methods to search and critically appraise existing research. Completeness of searching determined by time constraints.

Document analysis (also called document review) is one of the most commonly used methods in health policy research; it is nearly impossible to conduct policy research without it. Writing in early 20th century, Weber (2015) identified the importance of formal, written documents as a key characteristic of the bureaucracies by which modern ...

Document analysis is a systematic procedure used in qualitative research to review and interpret the information embedded in written materials. These materials, often referred to as "documents," can encompass a wide range of physical and digital sources, such as newspapers, diaries, letters, policy documents, contracts, reports, transcripts ...

An overview of the subject, issue or theory under consideration, along with the objectives of the literature review. Division of works under review into categories (e.g. those in support of a particular position, those against, and those offering alternative theses entirely)

Analysis is the part of the literature review process where you justify why your research is needed, how others have not addressed it, and/or how your research advances the field. ... Though this video is titled "Tips for Writing a Literature Review," the ideas expressed relate to being focused on the research topic and building a strong case ...

A literature review is defined as "a critical analysis of a segment of a published body of knowledge through summary, classification, and comparison of prior research studies, reviews of literature, and theoretical articles." (The Writing Center University of Winconsin-Madison 2022) A literature review is an integrated analysis, not just a summary of scholarly work on a specific topic.

As mentioned previously, there are a number of existing guidelines for literature reviews. Depending on the methodology needed to achieve the purpose of the review, all types can be helpful and appropriate to reach a specific goal (for examples, please see Table 1).These approaches can be qualitative, quantitative, or have a mixed design depending on the phase of the review.

Content analysis vs document analysis. I found this information concerning your question. It might be useful. ... Can a systematic literature review be deductive or inductive ? Question. 5 answers ...

Literature reviews are in great demand in most scientific fields. Their need stems from the ever-increasing output of scientific publications .For example, compared to 1991, in 2008 three, eight, and forty times more papers were indexed in Web of Science on malaria, obesity, and biodiversity, respectively .Given such mountains of papers, scientists cannot be expected to examine in detail every ...

Literature reviews play a critical role in scholarship because science remains, first and foremost, a cumulative endeavour (vom Brocke et al., 2009). As in any academic discipline, rigorous knowledge syntheses are becoming indispensable in keeping up with an exponentially growing eHealth literature, assisting practitioners, academics, and graduate students in finding, evaluating, and ...

The methodological bases: systematic literature reviews and content analysis. Literature reviews are primarily qualitative synthesis that provide critical tools for understanding a topic's discourse especially, in a climate of increasing, and often deviant and contradictory, research output .Literature reviews serve as a research-orienting device to identify trends, gaps, intersections ...

A literature review context may indicate gaps in the research area, identify theoretical perspectives adopted or provide outcomes against which the new research is compared but it does not add new data that is part of the analysis. Third, document analysis is used when the research enquiry involves undertaking a meta-analysis of all (or a ...

This short video provides a preliminary understanding of the difference between systematic review and document analysis. It will help you to choose between t...

A Literature Review traditionally focuses on academic journal articles and published books, giving readers a theoretical or case-based frame of reference. ... With layers of triangulation and secondary analysis built into the process, we can confidently draw findings and conclusions knowing that the foundation of the process is built with rigor ...

Content analysis—when applied to a systematic review—will progress according to the steps described in Chap. 2, i.e. relevant data will be organised into sub-categories, categories and main categories. The data interpretation phase, however, will differ when content analysis is applied to original qualitative research and when it is used in ...

A review is a summary of existing literature or research, while an analysis involves breaking down and examining data to draw conclusions and make recommendations. For example, a literature review would summarize and analyze existing research on a topic, while a data analysis would involve examining collected data to draw conclusions about a ...

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reasons why homework should be banned .org

Home » Tips for Teachers » 7 Research-Based Reasons Why Students Should Not Have Homework: Academic Insights, Opposing Perspectives & Alternatives

7 Research-Based Reasons Why Students Should Not Have Homework: Academic Insights, Opposing Perspectives & Alternatives

In recent years, the question of why students should not have homework has become a topic of intense debate among educators, parents, and students themselves. This discussion stems from a growing body of research that challenges the traditional view of homework as an essential component of academic success. The notion that homework is an integral part of learning is being reevaluated in light of new findings about its effectiveness and impact on students’ overall well-being.

The push against homework is not just about the hours spent on completing assignments; it’s about rethinking the role of education in fostering the well-rounded development of young individuals. Critics argue that homework, particularly in excessive amounts, can lead to negative outcomes such as stress, burnout, and a diminished love for learning. Moreover, it often disproportionately affects students from disadvantaged backgrounds, exacerbating educational inequities. The debate also highlights the importance of allowing children to have enough free time for play, exploration, and family interaction, which are crucial for their social and emotional development.

Checking 13yo’s math homework & I have just one question. I can catch mistakes & help her correct. But what do kids do when their parent isn’t an Algebra teacher? Answer: They get frustrated. Quit. Get a bad grade. Think they aren’t good at math. How is homework fair??? — Jay Wamsted (@JayWamsted) March 24, 2022

As we delve into this discussion, we explore various facets of why reducing or even eliminating homework could be beneficial. We consider the research, weigh the pros and cons, and examine alternative approaches to traditional homework that can enhance learning without overburdening students.

Once you’ve finished this article, you’ll know:

• Insights from Teachers and Education Industry Experts →
• 7 Reasons Why Students Should Not Have Homework →
• Opposing Views on Homework Practices →
• Exploring Alternatives to Homework →

Insights from Teachers and Education Industry Experts: Diverse Perspectives on Homework

In the ongoing conversation about the role and impact of homework in education, the perspectives of those directly involved in the teaching process are invaluable. Teachers and education industry experts bring a wealth of experience and insights from the front lines of learning. Their viewpoints, shaped by years of interaction with students and a deep understanding of educational methodologies, offer a critical lens through which we can evaluate the effectiveness and necessity of homework in our current educational paradigm.

Check out this video featuring Courtney White, a high school language arts teacher who gained widespread attention for her explanation of why she chooses not to assign homework.

Here are the insights and opinions from various experts in the educational field on this topic:

“I teach 1st grade. I had parents ask for homework. I explained that I don’t give homework. Home time is family time. Time to play, cook, explore and spend time together. I do send books home, but there is no requirement or checklist for reading them. Read them, enjoy them, and return them when your child is ready for more. I explained that as a parent myself, I know they are busy—and what a waste of energy it is to sit and force their kids to do work at home—when they could use that time to form relationships and build a loving home. Something kids need more than a few math problems a week.” — Colleen S. , 1st grade teacher

“The lasting educational value of homework at that age is not proven. A kid says the times tables [at school] because he studied the times tables last night. But over a long period of time, a kid who is drilled on the times tables at school, rather than as homework, will also memorize their times tables. We are worried about young children and their social emotional learning. And that has to do with physical activity, it has to do with playing with peers, it has to do with family time. All of those are very important and can be removed by too much homework.” — David Bloomfield , education professor at Brooklyn College and the City University of New York graduate center

“Homework in primary school has an effect of around zero. In high school it’s larger. (…) Which is why we need to get it right. Not why we need to get rid of it. It’s one of those lower hanging fruit that we should be looking in our primary schools to say, ‘Is it really making a difference?’” — John Hattie , professor

”Many kids are working as many hours as their overscheduled parents and it is taking a toll – psychologically and in many other ways too. We see kids getting up hours before school starts just to get their homework done from the night before… While homework may give kids one more responsibility, it ignores the fact that kids do not need to grow up and become adults at ages 10 or 12. With schools cutting recess time or eliminating playgrounds, kids absorb every single stress there is, only on an even higher level. Their brains and bodies need time to be curious, have fun, be creative and just be a kid.” — Pat Wayman, teacher and CEO of HowtoLearn.com

7 Reasons Why Students Should Not Have Homework

Let’s delve into the reasons against assigning homework to students. Examining these arguments offers important perspectives on the wider educational and developmental consequences of homework practices.

1. Elevated Stress and Health Consequences

The ongoing debate about homework often focuses on its educational value, but a vital aspect that cannot be overlooked is the significant stress and health consequences it brings to students. In the context of American life, where approximately 70% of people report moderate or extreme stress due to various factors like mass shootings, healthcare affordability, discrimination, racism, sexual harassment, climate change, presidential elections, and the need to stay informed, the additional burden of homework further exacerbates this stress, particularly among students.

Key findings and statistics reveal a worrying trend:

• Overwhelming Student Stress: A staggering 72% of students report being often or always stressed over schoolwork, with a concerning 82% experiencing physical symptoms due to this stress.
• Serious Health Issues: Symptoms linked to homework stress include sleep deprivation, headaches, exhaustion, weight loss, and stomach problems.
• Sleep Deprivation: Despite the National Sleep Foundation recommending 8.5 to 9.25 hours of sleep for healthy adolescent development, students average just 6.80 hours of sleep on school nights. About 68% of students stated that schoolwork often or always prevented them from getting enough sleep, which is critical for their physical and mental health.
• Turning to Unhealthy Coping Mechanisms: Alarmingly, the pressure from excessive homework has led some students to turn to alcohol and drugs as a way to cope with stress.

This data paints a concerning picture. Students, already navigating a world filled with various stressors, find themselves further burdened by homework demands. The direct correlation between excessive homework and health issues indicates a need for reevaluation. The goal should be to ensure that homework if assigned, adds value to students’ learning experiences without compromising their health and well-being.

By addressing the issue of homework-related stress and health consequences, we can take a significant step toward creating a more nurturing and effective educational environment. This environment would not only prioritize academic achievement but also the overall well-being and happiness of students, preparing them for a balanced and healthy life both inside and outside the classroom.

2. Inequitable Impact and Socioeconomic Disparities

In the discourse surrounding educational equity, homework emerges as a factor exacerbating socioeconomic disparities, particularly affecting students from lower-income families and those with less supportive home environments. While homework is often justified as a means to raise academic standards and promote equity, its real-world impact tells a different story.

The inequitable burden of homework becomes starkly evident when considering the resources required to complete it, especially in the digital age. Homework today often necessitates a computer and internet access – resources not readily available to all students. This digital divide significantly disadvantages students from lower-income backgrounds, deepening the chasm between them and their more affluent peers.

Key points highlighting the disparities:

• Digital Inequity: Many students lack access to necessary technology for homework, with low-income families disproportionately affected.
• Impact of COVID-19: The pandemic exacerbated these disparities as education shifted online, revealing the extent of the digital divide.
• Educational Outcomes Tied to Income: A critical indicator of college success is linked more to family income levels than to rigorous academic preparation. Research indicates that while 77% of students from high-income families graduate from highly competitive colleges, only 9% from low-income families achieve the same . This disparity suggests that the pressure of heavy homework loads, rather than leveling the playing field, may actually hinder the chances of success for less affluent students.

Moreover, the approach to homework varies significantly across different types of schools. While some rigorous private and preparatory schools in both marginalized and affluent communities assign extreme levels of homework, many progressive schools focusing on holistic learning and self-actualization opt for no homework, yet achieve similar levels of college and career success. This contrast raises questions about the efficacy and necessity of heavy homework loads in achieving educational outcomes.

The issue of homework and its inequitable impact is not just an academic concern; it is a reflection of broader societal inequalities. By continuing practices that disproportionately burden students from less privileged backgrounds, the educational system inadvertently perpetuates the very disparities it seeks to overcome.

3. Negative Impact on Family Dynamics

Homework, a staple of the educational system, is often perceived as a necessary tool for academic reinforcement. However, its impact extends beyond the realm of academics, significantly affecting family dynamics. The negative repercussions of homework on the home environment have become increasingly evident, revealing a troubling pattern that can lead to conflict, mental health issues, and domestic friction.

A study conducted in 2015 involving 1,100 parents sheds light on the strain homework places on family relationships. The findings are telling:

• Increased Likelihood of Conflicts: Families where parents did not have a college degree were 200% more likely to experience fights over homework.
• Misinterpretations and Misunderstandings: Parents often misinterpret their children’s difficulties with homework as a lack of attention in school, leading to feelings of frustration and mistrust on both sides.
• Discriminatory Impact: The research concluded that the current approach to homework disproportionately affects children whose parents have lower educational backgrounds, speak English as a second language, or belong to lower-income groups.

The issue is not confined to specific demographics but is a widespread concern. Samantha Hulsman, a teacher featured in Education Week Teacher , shared her personal experience with the toll that homework can take on family time. She observed that a seemingly simple 30-minute assignment could escalate into a three-hour ordeal, causing stress and strife between parents and children. Hulsman’s insights challenge the traditional mindset about homework, highlighting a shift towards the need for skills such as collaboration and problem-solving over rote memorization of facts.

The need of the hour is to reassess the role and amount of homework assigned to students. It’s imperative to find a balance that facilitates learning and growth without compromising the well-being of the family unit. Such a reassessment would not only aid in reducing domestic conflicts but also contribute to a more supportive and nurturing environment for children’s overall development.

4. Consumption of Free Time

In recent years, a growing chorus of voices has raised concerns about the excessive burden of homework on students, emphasizing how it consumes their free time and impedes their overall well-being. The issue is not just the quantity of homework, but its encroachment on time that could be used for personal growth, relaxation, and family bonding.

Authors Sara Bennett and Nancy Kalish , in their book “The Case Against Homework,” offer an insightful window into the lives of families grappling with the demands of excessive homework. They share stories from numerous interviews conducted in the mid-2000s, highlighting the universal struggle faced by families across different demographics. A poignant account from a parent in Menlo Park, California, describes nightly sessions extending until 11 p.m., filled with stress and frustration, leading to a soured attitude towards school in both the child and the parent. This narrative is not isolated, as about one-third of the families interviewed expressed feeling crushed by the overwhelming workload.

Key points of concern:

• Excessive Time Commitment: Students, on average, spend over 6 hours in school each day, and homework adds significantly to this time, leaving little room for other activities.
• Impact on Extracurricular Activities: Homework infringes upon time for sports, music, art, and other enriching experiences, which are as crucial as academic courses.
• Stifling Creativity and Self-Discovery: The constant pressure of homework limits opportunities for students to explore their interests and learn new skills independently.

The National Education Association (NEA) and the National PTA (NPTA) recommend a “10 minutes of homework per grade level” standard, suggesting a more balanced approach. However, the reality often far exceeds this guideline, particularly for older students. The impact of this overreach is profound, affecting not just academic performance but also students’ attitudes toward school, their self-confidence, social skills, and overall quality of life.

Furthermore, the intense homework routine’s effectiveness is doubtful, as it can overwhelm students and detract from the joy of learning. Effective learning builds on prior knowledge in an engaging way, but excessive homework in a home setting may be irrelevant and uninteresting. The key challenge is balancing homework to enhance learning without overburdening students, allowing time for holistic growth and activities beyond academics. It’s crucial to reassess homework policies to support well-rounded development.

5. Challenges for Students with Learning Disabilities

Homework, a standard educational tool, poses unique challenges for students with learning disabilities, often leading to a frustrating and disheartening experience. These challenges go beyond the typical struggles faced by most students and can significantly impede their educational progress and emotional well-being.

Child psychologist Kenneth Barish’s insights in Psychology Today shed light on the complex relationship between homework and students with learning disabilities:

• Homework as a Painful Endeavor: For students with learning disabilities, completing homework can be likened to “running with a sprained ankle.” It’s a task that, while doable, is fraught with difficulty and discomfort.
• Misconceptions about Laziness: Often, children who struggle with homework are perceived as lazy. However, Barish emphasizes that these students are more likely to be frustrated, discouraged, or anxious rather than unmotivated.
• Limited Improvement in School Performance: The battles over homework rarely translate into significant improvement in school for these children, challenging the conventional notion of homework as universally beneficial.

These points highlight the need for a tailored approach to homework for students with learning disabilities. It’s crucial to recognize that the traditional homework model may not be the most effective or appropriate method for facilitating their learning. Instead, alternative strategies that accommodate their unique needs and learning styles should be considered.

In conclusion, the conventional homework paradigm needs reevaluation, particularly concerning students with learning disabilities. By understanding and addressing their unique challenges, educators can create a more inclusive and supportive educational environment. This approach not only aids in their academic growth but also nurtures their confidence and overall development, ensuring that they receive an equitable and empathetic educational experience.

6. Critique of Underlying Assumptions about Learning

The longstanding belief in the educational sphere that more homework automatically translates to more learning is increasingly being challenged. Critics argue that this assumption is not only flawed but also unsupported by solid evidence, questioning the efficacy of homework as an effective learning tool.

Alfie Kohn , a prominent critic of homework, aptly compares students to vending machines in this context, suggesting that the expectation of inserting an assignment and automatically getting out of learning is misguided. Kohn goes further, labeling homework as the “greatest single extinguisher of children’s curiosity.” This critique highlights a fundamental issue: the potential of homework to stifle the natural inquisitiveness and love for learning in children.

The lack of concrete evidence supporting the effectiveness of homework is evident in various studies:

• Marginal Effectiveness of Homework: A study involving 28,051 high school seniors found that the effectiveness of homework was marginal, and in some cases, it was counterproductive, leading to more academic problems than solutions.
• No Correlation with Academic Achievement: Research in “ National Differences, Global Similarities ” showed no correlation between homework and academic achievement in elementary students, and any positive correlation in middle or high school diminished with increasing homework loads.
• Increased Academic Pressure: The Teachers College Record published findings that homework adds to academic pressure and societal stress, exacerbating performance gaps between students from different socioeconomic backgrounds.

These findings bring to light several critical points:

• Quality Over Quantity: According to a recent article in Monitor on Psychology , experts concur that the quality of homework assignments, along with the quality of instruction, student motivation, and inherent ability, is more crucial for academic success than the quantity of homework.
• Counterproductive Nature of Excessive Homework: Excessive homework can lead to more academic challenges, particularly for students already facing pressures from other aspects of their lives.
• Societal Stress and Performance Gaps: Homework can intensify societal stress and widen the academic performance divide.

The emerging consensus from these studies suggests that the traditional approach to homework needs rethinking. Rather than focusing on the quantity of assignments, educators should consider the quality and relevance of homework, ensuring it truly contributes to learning and development. This reassessment is crucial for fostering an educational environment that nurtures curiosity and a love for learning, rather than extinguishing it.

7. Issues with Homework Enforcement, Reliability, and Temptation to Cheat

In the academic realm, the enforcement of homework is a subject of ongoing debate, primarily due to its implications on student integrity and the true value of assignments. The challenges associated with homework enforcement often lead to unintended yet significant issues, such as cheating, copying, and a general undermining of educational values.

Key points highlighting enforcement challenges:

• Difficulty in Enforcing Completion: Ensuring that students complete their homework can be a complex task, and not completing homework does not always correlate with poor grades.
• Reliability of Homework Practice: The reliability of homework as a practice tool is undermined when students, either out of desperation or lack of understanding, choose shortcuts over genuine learning. This approach can lead to the opposite of the intended effect, especially when assignments are not well-aligned with the students’ learning levels or interests.
• Temptation to Cheat: The issue of cheating is particularly troubling. According to a report by The Chronicle of Higher Education , under the pressure of at-home assignments, many students turn to copying others’ work, plagiarizing, or using creative technological “hacks.” This tendency not only questions the integrity of the learning process but also reflects the extreme stress that homework can induce.
• Parental Involvement in Completion: As noted in The American Journal of Family Therapy , this raises concerns about the authenticity of the work submitted. When parents complete assignments for their children, it not only deprives the students of the opportunity to learn but also distorts the purpose of homework as a learning aid.

In conclusion, the challenges of homework enforcement present a complex problem that requires careful consideration. The focus should shift towards creating meaningful, manageable, and quality-driven assignments that encourage genuine learning and integrity, rather than overwhelming students and prompting counterproductive behaviors.

Addressing Opposing Views on Homework Practices

While opinions on homework policies are diverse, understanding different viewpoints is crucial. In the following sections, we will examine common arguments supporting homework assignments, along with counterarguments that offer alternative perspectives on this educational practice.

1. Improvement of Academic Performance

Homework is commonly perceived as a means to enhance academic performance, with the belief that it directly contributes to better grades and test scores. This view posits that through homework, students reinforce what they learn in class, leading to improved understanding and retention, which ultimately translates into higher academic achievement.

However, the question of why students should not have homework becomes pertinent when considering the complex relationship between homework and academic performance. Studies have indicated that excessive homework doesn’t necessarily equate to higher grades or test scores. Instead, too much homework can backfire, leading to stress and fatigue that adversely affect a student’s performance. Reuters highlights an intriguing correlation suggesting that physical activity may be more conducive to academic success than additional homework, underscoring the importance of a holistic approach to education that prioritizes both physical and mental well-being for enhanced academic outcomes.

2. Reinforcement of Learning

Homework is traditionally viewed as a tool to reinforce classroom learning, enabling students to practice and retain material. However, research suggests its effectiveness is ambiguous. In instances where homework is well-aligned with students’ abilities and classroom teachings, it can indeed be beneficial. Particularly for younger students , excessive homework can cause burnout and a loss of interest in learning, counteracting its intended purpose.

Furthermore, when homework surpasses a student’s capability, it may induce frustration and confusion rather than aid in learning. This challenges the notion that more homework invariably leads to better understanding and retention of educational content.

3. Development of Time Management Skills

Homework is often considered a crucial tool in helping students develop important life skills such as time management and organization. The idea is that by regularly completing assignments, students learn to allocate their time efficiently and organize their tasks effectively, skills that are invaluable in both academic and personal life.

However, the impact of homework on developing these skills is not always positive. For younger students, especially, an overwhelming amount of homework can be more of a hindrance than a help. Instead of fostering time management and organizational skills, an excessive workload often leads to stress and anxiety . These negative effects can impede the learning process and make it difficult for students to manage their time and tasks effectively, contradicting the original purpose of homework.

4. Preparation for Future Academic Challenges

Homework is often touted as a preparatory tool for future academic challenges that students will encounter in higher education and their professional lives. The argument is that by tackling homework, students build a foundation of knowledge and skills necessary for success in more advanced studies and in the workforce, fostering a sense of readiness and confidence.

Contrarily, an excessive homework load, especially from a young age, can have the opposite effect . It can instill a negative attitude towards education, dampening students’ enthusiasm and willingness to embrace future academic challenges. Overburdening students with homework risks disengagement and loss of interest, thereby defeating the purpose of preparing them for future challenges. Striking a balance in the amount and complexity of homework is crucial to maintaining student engagement and fostering a positive attitude towards ongoing learning.

5. Parental Involvement in Education

Homework often acts as a vital link connecting parents to their child’s educational journey, offering insights into the school’s curriculum and their child’s learning process. This involvement is key in fostering a supportive home environment and encouraging a collaborative relationship between parents and the school. When parents understand and engage with what their children are learning, it can significantly enhance the educational experience for the child.

However, the line between involvement and over-involvement is thin. When parents excessively intervene by completing their child’s homework,  it can have adverse effects . Such actions not only diminish the educational value of homework but also rob children of the opportunity to develop problem-solving skills and independence. This over-involvement, coupled with disparities in parental ability to assist due to variations in time, knowledge, or resources, may lead to unequal educational outcomes, underlining the importance of a balanced approach to parental participation in homework.

Exploring Alternatives to Homework and Finding a Middle Ground

In the ongoing debate about the role of homework in education, it’s essential to consider viable alternatives and strategies to minimize its burden. While completely eliminating homework may not be feasible for all educators, there are several effective methods to reduce its impact and offer more engaging, student-friendly approaches to learning.

Alternatives to Traditional Homework

• Project-Based Learning: This method focuses on hands-on, long-term projects where students explore real-world problems. It encourages creativity, critical thinking, and collaborative skills, offering a more engaging and practical learning experience than traditional homework. For creative ideas on school projects, especially related to the solar system, be sure to explore our dedicated article on solar system projects .
• Flipped Classrooms: Here, students are introduced to new content through videos or reading materials at home and then use class time for interactive activities. This approach allows for more personalized and active learning during school hours.
• Reading for Pleasure: Encouraging students to read books of their choice can foster a love for reading and improve literacy skills without the pressure of traditional homework assignments. This approach is exemplified by Marion County, Florida , where public schools implemented a no-homework policy for elementary students. Instead, they are encouraged to read nightly for 20 minutes . Superintendent Heidi Maier’s decision was influenced by research showing that while homework offers minimal benefit to young students, regular reading significantly boosts their learning. For book recommendations tailored to middle school students, take a look at our specially curated article .

Ideas for Minimizing Homework

• Limiting Homework Quantity: Adhering to guidelines like the “ 10-minute rule ” (10 minutes of homework per grade level per night) can help ensure that homework does not become overwhelming.
• Quality Over Quantity: Focus on assigning meaningful homework that is directly relevant to what is being taught in class, ensuring it adds value to students’ learning.
• Homework Menus: Offering students a choice of assignments can cater to diverse learning styles and interests, making homework more engaging and personalized.
• Integrating Technology: Utilizing educational apps and online platforms can make homework more interactive and enjoyable, while also providing immediate feedback to students. To gain deeper insights into the role of technology in learning environments, explore our articles discussing the benefits of incorporating technology in classrooms and a comprehensive list of educational VR apps . These resources will provide you with valuable information on how technology can enhance the educational experience.

For teachers who are not ready to fully eliminate homework, these strategies offer a compromise, ensuring that homework supports rather than hinders student learning. By focusing on quality, relevance, and student engagement, educators can transform homework from a chore into a meaningful component of education that genuinely contributes to students’ academic growth and personal development. In this way, we can move towards a more balanced and student-centric approach to learning, both in and out of the classroom.

Useful Resources

• Is homework a good idea or not? by BBC
• The Great Homework Debate: What’s Getting Lost in the Hype
• Alternative Homework Ideas

The evidence and arguments presented in the discussion of why students should not have homework call for a significant shift in homework practices. It’s time for educators and policymakers to rethink and reformulate homework strategies, focusing on enhancing the quality, relevance, and balance of assignments. By doing so, we can create a more equitable, effective, and student-friendly educational environment that fosters learning, well-being, and holistic development.

• “Here’s what an education expert says about that viral ‘no-homework’ policy”, Insider
• “John Hattie on BBC Radio 4: Homework in primary school has an effect of zero”, Visible Learning
• HowtoLearn.com
• “Time Spent On Homework Statistics [Fresh Research]”, Gitnux
• “Stress in America”, American Psychological Association (APA)
• “Homework hurts high-achieving students, study says”, The Washington Post
• “National Sleep Foundation’s updated sleep duration recommendations: final report”, National Library of Medicine
• “A multi-method exploratory study of stress, coping, and substance use among high school youth in private schools”, Frontiers
• “The Digital Revolution is Leaving Poorer Kids Behind”, Statista
• “The digital divide has left millions of school kids behind”, CNET
• “The Digital Divide: What It Is, and What’s Being Done to Close It”, Investopedia
• “COVID-19 exposed the digital divide. Here’s how we can close it”, World Economic Forum
• “PBS NewsHour: Biggest Predictor of College Success is Family Income”, America’s Promise Alliance
• “Homework and Family Stress: With Consideration of Parents’ Self Confidence, Educational Level, and Cultural Background”, Taylor & Francis Online
• “What Do You Mean My Kid Doesn’t Have Homework?”, EducationWeek
• “Excerpt From The Case Against Homework”, Penguin Random House Canada
• “How much homework is too much?”, neaToday
• “The Nation’s Report Card: A First Look: 2013 Mathematics and Reading”, National Center for Education Statistics
• “Battles Over Homework: Advice For Parents”, Psychology Today
• “How Homework Is Destroying Teens’ Health”, The Lion’s Roar
• “ Breaking the Homework Habit”, Education World
• “Testing a model of school learning: Direct and indirect effects on academic achievement”, ScienceDirect
• “National Differences, Global Similarities: World Culture and the Future of Schooling”, Stanford University Press
• “When school goes home: Some problems in the organization of homework”, APA PsycNet
• “Is homework a necessary evil?”, APA PsycNet
• “Epidemic of copying homework catalyzed by technology”, Redwood Bark
• “High-Tech Cheating Abounds, and Professors Bear Some Blame”, The Chronicle of Higher Education
• “Homework and Family Stress: With Consideration of Parents’ Self Confidence, Educational Level, and Cultural Background”, ResearchGate
• “Kids who get moving may also get better grades”, Reuters
• “Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003”, SageJournals
• “Is it time to get rid of homework?”, USAToday
• “Stanford research shows pitfalls of homework”, Stanford
• “Florida school district bans homework, replaces it with daily reading”, USAToday
• “Encouraging Students to Read: Tips for High School Teachers”, wgu.edu
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Student Opinion

Should We Get Rid of Homework?

Some educators are pushing to get rid of homework. Would that be a good thing?

By Jeremy Engle and Michael Gonchar

Do you like doing homework? Do you think it has benefited you educationally?

Has homework ever helped you practice a difficult skill — in math, for example — until you mastered it? Has it helped you learn new concepts in history or science? Has it helped to teach you life skills, such as independence and responsibility? Or, have you had a more negative experience with homework? Does it stress you out, numb your brain from busywork or actually make you fall behind in your classes?

Should we get rid of homework?

In “ The Movement to End Homework Is Wrong, ” published in July, the Times Opinion writer Jay Caspian Kang argues that homework may be imperfect, but it still serves an important purpose in school. The essay begins:

Do students really need to do their homework? As a parent and a former teacher, I have been pondering this question for quite a long time. The teacher side of me can acknowledge that there were assignments I gave out to my students that probably had little to no academic value. But I also imagine that some of my students never would have done their basic reading if they hadn’t been trained to complete expected assignments, which would have made the task of teaching an English class nearly impossible. As a parent, I would rather my daughter not get stuck doing the sort of pointless homework I would occasionally assign, but I also think there’s a lot of value in saying, “Hey, a lot of work you’re going to end up doing in your life is pointless, so why not just get used to it?” I certainly am not the only person wondering about the value of homework. Recently, the sociologist Jessica McCrory Calarco and the mathematics education scholars Ilana Horn and Grace Chen published a paper, “ You Need to Be More Responsible: The Myth of Meritocracy and Teachers’ Accounts of Homework Inequalities .” They argued that while there’s some evidence that homework might help students learn, it also exacerbates inequalities and reinforces what they call the “meritocratic” narrative that says kids who do well in school do so because of “individual competence, effort and responsibility.” The authors believe this meritocratic narrative is a myth and that homework — math homework in particular — further entrenches the myth in the minds of teachers and their students. Calarco, Horn and Chen write, “Research has highlighted inequalities in students’ homework production and linked those inequalities to differences in students’ home lives and in the support students’ families can provide.”

Mr. Kang argues:

But there’s a defense of homework that doesn’t really have much to do with class mobility, equality or any sense of reinforcing the notion of meritocracy. It’s one that became quite clear to me when I was a teacher: Kids need to learn how to practice things. Homework, in many cases, is the only ritualized thing they have to do every day. Even if we could perfectly equalize opportunity in school and empower all students not to be encumbered by the weight of their socioeconomic status or ethnicity, I’m not sure what good it would do if the kids didn’t know how to do something relentlessly, over and over again, until they perfected it. Most teachers know that type of progress is very difficult to achieve inside the classroom, regardless of a student’s background, which is why, I imagine, Calarco, Horn and Chen found that most teachers weren’t thinking in a structural inequalities frame. Holistic ideas of education, in which learning is emphasized and students can explore concepts and ideas, are largely for the types of kids who don’t need to worry about class mobility. A defense of rote practice through homework might seem revanchist at this moment, but if we truly believe that schools should teach children lessons that fall outside the meritocracy, I can’t think of one that matters more than the simple satisfaction of mastering something that you were once bad at. That takes homework and the acknowledgment that sometimes a student can get a question wrong and, with proper instruction, eventually get it right.

Students, read the entire article, then tell us:

Should we get rid of homework? Why, or why not?

Is homework an outdated, ineffective or counterproductive tool for learning? Do you agree with the authors of the paper that homework is harmful and worsens inequalities that exist between students’ home circumstances?

Or do you agree with Mr. Kang that homework still has real educational value?

When you get home after school, how much homework will you do? Do you think the amount is appropriate, too much or too little? Is homework, including the projects and writing assignments you do at home, an important part of your learning experience? Or, in your opinion, is it not a good use of time? Explain.

In these letters to the editor , one reader makes a distinction between elementary school and high school:

Homework’s value is unclear for younger students. But by high school and college, homework is absolutely essential for any student who wishes to excel. There simply isn’t time to digest Dostoyevsky if you only ever read him in class.

What do you think? How much does grade level matter when discussing the value of homework?

Is there a way to make homework more effective?

If you were a teacher, would you assign homework? What kind of assignments would you give and why?

Want more writing prompts? You can find all of our questions in our Student Opinion column . Teachers, check out this guide to learn how you can incorporate them into your classroom.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Jeremy Engle joined The Learning Network as a staff editor in 2018 after spending more than 20 years as a classroom humanities and documentary-making teacher, professional developer and curriculum designer working with students and teachers across the country. More about Jeremy Engle

21 Reasons Why Homework Should Be Banned

The homework debate has strong arguments on both sides. Commonly-cited reasons why homework should be banned include the idea that it is often counterproductive, stifles students’ creativity, and limits their freedom outside the classroom.

Students already have up to 7 hours of schoolwork to complete 5 days a week; adding more contributes to increased anxiety, burnout, and overall poor performance.

But arguments for homework include the fact it does increase student grades (Cooper, Robinson & Patall, 2006), it instils discipline, and it helps to reinforce what was learned into long-term memory.

The following are common arguments for banning homework – note that this is an article written to stimulate debate points on the topic, so it only presents one perspective. For the other side of the argument, it’s worth checking out my article on the 27 pros and cons of homework .

Reasons Why Homework Should Be Banned

1. it contributes to increased anxiety.

If there’s one word that describes middle-school and high-school students, it’s anxiety. In my homework statistics article , I cite research showing that 74% of students cite homework as a source of stress.

They have so much to juggle, from the novelty of adolescence to the realization that they must soon start preparing for college and their life after (Pressman et al., 2015).

It’s a lot to manage, and adding homework that reduces their free time and makes them even more restricted is downright harmful. The natural outcome of this dogpile of pressure is anxiety, and many students often feel overwhelmed, both by the hours and hours of coursework in a day and the extensive homework they are assigned (Galloway, Conner & Pope, 2013).

Because teachers often don’t communicate with one another over curricula, major assignments can overlap such that students have to tackle numerous large projects at once, which contributes to severe anxiety over good grades.

In response to this, some students check out of school entirely, letting their academic future go to waste. While, of course, it’s not fair to strawman and say that homework is to blame for all these cases, it may indeed by a contributing factor.

2. It Offers Less Social Time

Homework cuts out free time. Children already spend the better part of their day learning in a school environment, and when they come home, they need to socialize.

Whether it’s family or friends, a social balance is important. Depending on the coursework they’re assigned, homework can detrimentally affect students’ social life, which feed back into more of our first gripe about homework: its anxiety-inducing nature.

Furthermore, social time is extremely important for children to grow up well-balanced and confident. If a child is highly intelligent (book smart) but lacks to social skills we might call street smarts , they may struggle in adulthood.

3. It Detracts from Play Time

Play is extremely important for children’s physical, social, and cognitive development . In fact, children naturally learn through play .

So, when children get home from school, they need a few hours to play. They’re actually learning when playing! If playing with friends, they’re learning social skills; but playing alone also stimulates creative and analytical thinking skills.

Play is also a different type of learning than the learning that commonly happens at school. So, allowing children to play at home gives their brain a break from ‘school learning’ and lets them learn through active and even relaxing methods.

4. It Discourages Physical Exercise and Contributes to Obesity

Exercise is an important part of life for everyone, but especially for children. Developing a positive self-image and disciplining oneself is an important skill to learn, one that becomes much more difficult when homework is in the picture.

Homework can demand a lot of attention that kids could be spending exercising or socializing. These two important life pursuits can be left by the wayside, leaving students feeling confused, depressed, and anxious about the future.

Physical exercise should be considered a key feature of a child’s holistic development. It helps keep children healthy, can reduce anxiety, and support healthy immune systems. It also helps with physical development such as supporting fine and gross motor skills .

In fact, some scholars (Ren et al., 2017) have even identified excessive homework as a contributing factor for childhood obesity.

5. It Disrupts Sleep Patterns

Everyone knows the trope of a college student staying up late to finish their homework or cram for a test.

While it would be unfair to credit homework exclusively for an unhealthy sleep schedule, the constant pressure to finish assignments on time often yields one of two results.

Students can either burn the midnight oil to make sure their homework is done, or they can check out of school entirely and ignore their academic interests. Neither is an acceptable way to live.

This point is particularly pertinent to teenagers. They are not lazy; teens need 12-13 hours of sleep every day because their bodies are changing so dramatically.

To pile additional homework on them that interferes with the circadian rhythm is not just unhelpful—it may be downright harmful (Yeo et al., 2020).

6. It Involves Less Guidance

If there’s one thing that’s beneficial about the in-person learning experience, it’s the ability to raise one’s hand and let the teacher know when something is unclear or difficult to understand.

That handheld process isn’t available for homework; in fact, homework matters little in the grand scheme of learning. It’s just busywork that’s supposed to help students consolidate their knowledge.

In reality, homework becomes something that students resent and can fill them with feelings of frustration—something that would be much more readily addressed if the same content was covered in-person with a teacher to guide the student through the assignment.

7. It’s Regularly Rote Learning

In most subjects, homework isn’t reflective of the skills students need to learn to thrive in the workforce. Instead, it often simply involves rote learning (repetition of tasks) that is not seen as the best way to learn.

A main goal of education is to train up vocational professionals with defined skills. But more often than not, homework winds up as a bland set of word problems that have no basis in the real world.

Walking through real-world examples under the guidance of a teacher is much more beneficial to student learning.

8. It Can Detract from a Love of Learning

If you know what it’s like to doze off during a boring class or meeting, then you can relate to the difficulty students have paying attention in class.

That motivation starts to dwindle when students must complete assignments on their own time, often under immense pressure.

It’s not a healthy way to inspire kids to learn about different subjects and develop a love of learning.

Students already need to sit through hours and hours of class on end in-person. This learning time should be used more effectively to eliminate the need for home.

When children finally get out of class at the end of the day, they need to socialize and exercise, not spend even longer staring at a book to complete a bunch of unhelpful practice questions.

9. It Convolutes the Subject

Another important consideration about homework is that it can often be counterproductive.

That’s because teachers don’t always use the full curriculum material for their teaching, and they may choose to develop their own homework rather than to use the resources offered by the curriculum provider.

This homework can often be off-subject, extremely niche, or unhelpful in explaining a subject that students are studying.

Students who don’t understand a subject and don’t have resources to rely on will eventually give up. That risk becomes even more prevalent when you factor in the scope, complexity, and type of assignment.

Students need to be taught in a safe environment where they can feel free to ask questions and learn at their own pace. Of course, there’s no fairytale way to perfect this ideal, but what is clear is that homework is not beneficial to the learning environment for many students.

10. It’s Not What Kids Want

Lastly, homework should be banned because it’s generally not what students want. From elementary to college level, most students harbor some sort of resentment towards homework.

It might be easy to dismiss this to say that the students “aren’t living in the real world.” The truth of the matter is that the real world is a lot more nuanced, creative, and diverse than the repetitive, broad, and often stagnant homework.

It’s easy to understand why most students wish that more time in school had been spent on learning how to live rather than trying to figure out how many apples Johnny had. Subjects like car maintenance, entrepreneurship, computer skills, socialization, networking, tax filing, finances, and survival are touched on at best and ignored at worst.

It’s not enough for students to be able to regurgitate information on a piece of paper; in the end, the education system should teach them how to be self-sufficient, something that might be much easier to do if resources were divested from homework and poured into more beneficial subject material.

Consider these 11 Additional Reasons

• Decreases time with parents – Homework may prevent parents and children from spending quality time together.
• Hidden costs – Families often feel pressure to purchase internet and other resources to help their children to complete their homework.
• Is inequitable – some children have parents to help them while others don’t. Similarly, some children have internet access to help while others don’t (see: Kralovec & Buell, 2001).
• Easy to cheat – Unsupervised homework time makes it easy for children to simply cheat on their work so they can get on with play time!
• Lack of downtime – Children need time where they aren’t doing anything. Time that is unstructured helps them to develop hobbies and interests .
• Detracts from reading – Children could be spending their time reading books and developing their imaginations rather than working on repetitive homework tasks.
• Take up parental time – Parents, who have just spent all day working, are increasingly expected to spend their time doing ‘teaching’ with their children at home.
• Discourages club membership – If children are too busy with homework, they may not be able to join clubs and sporting groups that can help them make friends and develop extracurricular skills.
• Makes it hard for college students to make a living – In college, where homework is extensive, students often can’t juggle homework with their weekend and night-time jobs. As a result, it pushes them further into student poverty.
• Contributes to poor work-life culture – From early ages, we’re sending a message to children that they should take their work home with them. This can spill over into the workplace, where they’ll be expected to continue working for their company even after the workday ends.
• Can reinforce faulty learning – When children learn in isolation during homework time, they may end up practicing their work completely wrong! They need intermittent support to make sure their practice is taking them down the right path.

Students may need to demonstrate their understanding of a topic to progress; that, at least, is a reflection of the real world. What’s not helpful is when students are peppered day and night with information that they need to regurgitate on a piece of paper.

For positive outcomes to come from homework, parents and teachers need to work together. It depends a lot on the type of homework provided as well as the age of the student and the need to balance homework with time to do other things in your life.

Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003.  Review of educational research ,  76 (1), 1-62.

Galloway, M., Conner, J., & Pope, D. (2013). Nonacademic effects of homework in privileged, high-performing high schools.  The journal of experimental education ,  81 (4), 490-510. Doi: https://doi.org/10.1080/00220973.2012.745469

Kralovec, E., & Buell, J. (2001).  The end of homework: How homework disrupts families, overburdens children, and limits learning . Beacon Press.

Pressman, R. M., Sugarman, D. B., Nemon, M. L., Desjarlais, J., Owens, J. A., & Schettini-Evans, A. (2015). Homework and family stress: With consideration of parents’ self confidence, educational level, and cultural background.  The American Journal of Family Therapy ,  43 (4), 297-313. Doi: https://doi.org/10.1080/01926187.2015.1061407

Ren, H., Zhou, Z., Liu, W., Wang, X., & Yin, Z. (2017). Excessive homework, inadequate sleep, physical inactivity and screen viewing time are major contributors to high paediatric obesity.  Acta Paediatrica ,  106 (1), 120-127. Doi: https://doi.org/10.1111/apa.13640

Yeo, S. C., Tan, J., Lo, J. C., Chee, M. W., & Gooley, J. J. (2020). Associations of time spent on homework or studying with nocturnal sleep behavior and depression symptoms in adolescents from Singapore.  Sleep Health ,  6 (6), 758-766. Doi: https://doi.org/10.1016/j.sleh.2020.04.011

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Durable Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 100 Consumer Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 30 Globalization Pros and Cons

5 thoughts on “21 Reasons Why Homework Should Be Banned”

very helpful website thanks

my topic on publics speaking is on banning homework it really helps

Very helpful cheers mate

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This is why we should stop giving homework

At Human Restoration Project, one of the core systemic changes we suggest is the elimination of homework. Throughout this piece, I will outline several research studies and reports that demonstrate how the negative impact of homework is so evident that any mandated homework, outside of some minor catching up or for incredibly niche cases, simply does more harm than good.

I’ll summarize four main reasons why homework just flat out doesn’t make sense.

• Achievement, whether that be measured through standardized tests or general academic knowledge, isn’t correlated to assigning or completing homework.
• Homework is an inequitable practice that harms certain individuals more than others, to the detriment of those with less resources and to minor, if any, improvement for those with resources.
• It contributes to negative impacts at home with one’s family, peer relationships, and just general school-life balance, which causes far more problems than homework is meant to solve.
• And finally, it highlights and exacerbates our obsession with ultra-competitive college admissions and job opportunities, and other detrimental faults of making everything about getting ahead .

Does Homework Make Us Learn More?

Homework is such a ubiquitous part of school that it’s considered radical to even suggest that lessening it could be good teaching. It’s completely normal for families to spend extra hours each night, even on weekends, completing projects, reports, and worksheets. On average, teenagers spend about an hour a day completing homework, which is up 30-45 minutes from decades past. Kindergartners, who are usually saved from completing a lot of after school work, average about 25 minutes of homework a night (which to note, is 25 minutes too much than is recommended by child development experts).

The “10-minute rule”, endorsed by the National Parent Teacher Association and National Education Association, is incorporated into most school policies: there’s 10 minutes of homework per day per grade level – as in 20 minutes a day in second grade or 2 hours a day in 12th grade. 

It’s so normalized that it was odd, when seemingly out of nowhere the President of Ireland recently suggested that homework should be banned . (And many experts were shocked at this suggestion.)

Numerous studies on homework reflect inconsistent results on what it exactly achieves. Homework is rarely shown to have any impact on achievement, whether that be measured through standardized testing or otherwise. As I’ll talk about later, the amount of marginal gains homework may lead to aren’t worth its negative trade-offs.

Let’s look at a quick summary of various studies:

• ‍ First off, the book National Differences, Global Similarities: World Culture and the Future of Schooling by David P. Baker and Gerald K. LeTendre draws on a 4 year investigation of schools in 47 countries. It’s the largest study of its type: looking at how schools operate, their pedagogy, their procedures, and the like. They made a shocking discovery: countries that assigned the least amount of homework: Denmark and the Czech Republic, had much higher test scores than those who assigned the most amount of homework: Iran and Thailand. The same work indicated that there was no correlation between academic achievement and homework with elementary students, and any moderate positive correlation in middle or high school diminished as more and more homework was assigned. ‍
• A study in Contemporary Educational Psychology of 28,051 high school seniors concluded that quality of instruction, motivation, and ability are all correlated to a student’s academic success. However, homework’s effectiveness was marginal or perhaps even counterproductive: leading to more academic problems than it hoped to solve. ‍
• The Teachers College Record published that homework added academic pressure and societal stress to those already experiencing pressures from other forces at home. This caused a further divide in academic performance from those with more privileged backgrounds. We’ll talk about this more later. ‍
• A study in the Journal of Educational Psychology examined 2,342 student attitudes toward homework in foreign language classes. They found that time spent on homework had a significant negative impact on grades and standardized test scores. The researchers concluded that this may be because participants had to spend their time completing worksheets rather than spend time practicing skills on their own time.
• Some studies are more positive. In fact, a meta-analysis of 32 homework studies in the Review of Educational Research found that most studies indicated a positive correlation between achievement and doing homework. However, the researchers noted that generally these studies made it hard to draw causal conclusions due to how they were set up and conducted. There was so much variance that it was difficult to make a claim one way or another, even though the net result seemed positive. This often cited report led by Dr. Harris Cooper at Duke University is the most commonly used by proponents of the practice. But popular education critic Alfie Kohn believes that this study fails to establish, ironically, causation among other factors. ‍
• And that said in a later published study in The High School Journal , researchers concluded that in all homework assigned, there were only modest linkages to improved math and science standardized test scores, with no difference in other subjects between those who were assigned homework and those who were not. None of the homework assigned had any bearing on grades. The only difference was for a few points on those particular subject’s standardized test scores.

All in all, the data is relatively inconclusive. Some educational experts suggest that there should be hours of homework in high school, some homework in middle school, and none in elementary school. Some call for the 10-minute rule. Others say that homework doesn’t work at all. It’s still fairly unstudied how achievement is impacted as a result of homework. But as Alfie Kohn says , “The better the research, the less likely one is to find any benefits from homework.” That said, when we couple this data with the other negative impacts of assigning homework: how it impacts those at the margins, leads to anxiety and stress, and takes away from important family time – it really makes us question why this is such a ubiquitous practice. 

Or as Etta Kralovec and John Buell write in The End of Homework: How Homework Disrupts Families, Overburdens Children, and Limits Learning,

‘Extensive classroom research of ‘time on task’ and international comparisons of year-round time for study suggest that additional homework might promote U.S. students’ achievement.’  This written statement by some of the top professionals in the field of homework research raises some difficult questions. More homework might promote student achievement? Are all our blood, sweat, and tears at the kitchen table over homework based on something that merely might be true? Our belief in the value of homework is akin to faith. We assume that it fosters a love of learning, better study habits, improved attitudes toward school, and greater self-discipline; we believe that better teachers assign more homework and that one sign of a good school is a good, enforced homework policy.

Our obsession with homework is likely rooted in select studies that imply it leads to higher test scores. The authors continue by deciphering this phenomena:

“[this is] a problem that routinely bedevils all the sciences: the relationship between correlation and causality. If A and B happen simultaneously, we do not know whether A causes B or B causes A, or whether both phenomena occur casually together or are individually determined by another set of variables…Thus far, most studies in this area have amounted to little more than crude correlations that cannot justify the sweeping conclusions some have derived from them.”

Alfie Kohn adds that even the correlation between achievement and homework doesn’t really matter. Saying,

“If all you want is to cram kids’ heads with facts for tomorrow’s tests that they’re going to forget by next week, yeah, if you give them more time and make them do the cramming at night, that could raise the scores…But if you’re interested in kids who know how to think or enjoy learning, then homework isn’t merely ineffective, but counterproductive… The practice of homework assumes that only academic growth matters, to the point that having kids work on that most of the school day isn’t enough…”

Ramping Up Inequity

Many justify the practice of assigning homework with the well-intentioned belief that we’ll make a more equitable society through high standards. However, it seems to be that these practices actually add to inequity. “Rigorous” private and preparatory schools – whether they be “no excuses” charters in marginalized communities or “college ready” elite suburban institutions, are notorious for extreme levels of homework assignment. Yet, many progressive schools who focus on holistic learning and self-actualization assign no homework and achieve the same levels of college and career success.

Perhaps this is because the largest predictor of college success has nothing to do with rigorous preparation, and everything to do with family income levels. 77% of students from high income families graduated from a highly competitive college, whereas 9% of students from low income families did the same .

It seems like by loading students up with mountains of homework each night in an attempt to get them into these colleges, we actually make their chances of success worse .

When assigning homework, it is common practice to recommend that families provide a quiet, well-lit place for the child to study. After all, it’s often difficult to complete assignments after a long day. Having this space, time, and energy must always be considered in the context of the family’s education, income, available time, and job security. For many people, jobs have become less secure and less well paid over the course of the last two decades.

In a United States context, we work the longest hours of any nation . Individuals in 2006 worked 11 hours longer than their counterparts in 1979. In 2020, 70% of children lived in households where both parents work. We are the only country in the industrial world without guaranteed family leave. And the results are staggering: 90% of women and 95% of men report work-family conflict . According to the Center for American Progress , “the United States today has the most family-hostile public policy in the developed world due to a long-standing political impasse.”

As a result, parents have much less time to connect with their children. This is not a call to a return to traditional family roles or to have stay-at-home parents – rather, our occupation-oriented society is structured inadequately which causes problems with how homework is meant to function. 

For those who work in entry level positions, such as customer service and cashiers, there is an average 240% turnover per year due to lack of pay, poor conditions, work-life balance, and mismanagement. Family incomes continue to decline for lower- and middle-class Americans, leaving more families to work increased hours or multiple jobs. In other words, families, especially poor families, have less opportunities to spend time with their children, let alone foster academic “gains” via homework.

Even for students with ample resources who attend “elite schools”, the amount of homework is stressful. In a 2013 study in The Journal of Experiential Education, researchers conducted a survey of 4,317 students in 10 high-performing upper middle class high schools. These students had an average of more than 3 hours of homework a night. In comparison to their peers, they had more academic stress, notable physical health problems, and spent a worrying amount of time focused entirely on school and nothing else. Competitive advantage came at the cost of well-being and just being a kid.

A similar study in Frontiers of Psychology found that students pressured in the competitive college admissions process , who attended schools assigning hours of homework each night and promoting college-level courses and resume building extracurriculars, felt extreme stress. Two-thirds of the surveyed students reported turning to alcohol and drugs to cope.

In fact, a paper published by Dr. Suniya Luthar and her colleagues concluded that upper middle-class youth are actually more likely to be troubled than their middle class peers . There is an extreme problem with academic stress, where young people are engaging in a rat race toward the best possible educational future as determined by Ivy League colleges and scholarships. To add fuel to the fire, schools continue to add more and more homework to have students get ahead – which has a massively negative impact on both ends of the economic spectrum.

A 2012 study by Dr. Jonathan Daw indicated that their results,

“...imply that increases in the amount of homework assigned may increase the socioeconomic achievement gap in math, science, and reading in secondary school.”

In an effort to increase engagement with homework, teachers have been encouraged to create interesting, creative assignments. In fact, most researchers seem to agree that the quality of assignments matters a whole lot . After all, maybe assigning all of this homework won’t matter as long as it’s interesting and relevant to students? Although this has good intentions, rigorous homework with increased complexity places more impetus on parents. As researcher and author Gary Natrillo, an initial proponent of creative homework , stated later:

…not only was homework being assigned as suggested by all the ‘experts,’ but the teacher was obviously taking the homework seriously, making it challenging instead of routine and checking it each day and giving feedback. We were enveloped by the nightmare of near total implementation of the reform recommendations pertaining to homework…More creative homework tasks are a mixed blessing on the receiving end. On the one hand, they, of course, lead to higher engagement and interest for children and their parents. On the other hand, they require one to be well rested, a special condition of mind not often available to working parents…

Time is a luxury to most people. With increased working hours, in conjunction with extreme levels of stress, many people don’t have the necessary mindset to adequately supply children with the attention to detail for complex homework. As Kralovec and Buell state,

To put it plainly, I have discovered that after a day at work, the commute home, dinner preparations, and the prospect of baths, goodnight stories, and my own work ahead, there comes a time beyond which I cannot sustain my enthusiasm for the math brain teaser or the creative story task.

Americans are some of the most stressed people in the world. Mass shootings, health care affordability, discrimination, racism, sexual harassment, climate change, the presidential elections, and literally: staying informed on current events have caused roughly 70% of people to report moderate or extreme stress , with increased rates for people of color, LGBTQIA Americans, and other discriminated groups. 90% of high schoolers and college students report moderate or higher stress, with half reporting depression and a lack of energy and motivation .

In 2015, 1,100 parents were surveyed on the impact of homework on family life. Fights over homework were 200% more likely in families where parents didn’t have a college degree. Generally, these families believed that if their children didn’t understand a homework assignment then they must have been not paying attention at school. This led to young people feeling dumb or upset, and parents feeling like their child was lying or goofing off. The lead researcher noted, 

All of our results indicate that homework as it is now being assigned discriminates against children whose parents don’t have a college degree, against parents who have English as a second language, against, essentially, parents who are poor.

Schooling is so integrated into family life that a group of researchers noted that “...homework tended to recreate the problems of school, such as status degradation.” An online survey of over 2,000 students and families found that 90% of students reported additional stress from homework, and 40% of families saw it as nothing more than busy work. Authors Sara Bennett and Nancy Kalish wrote the aptly titled The Case Against Homework which conducted interviews across the mid-2000s with families and children, citing just how many people are burdened with overscheduling homework featuring over-the-top assignments and constant work. One parent remarked,

I sit on Amy's bed until 11 p.m. quizzing her, knowing she's never going to use this later, and it feels like abuse," says Nina of Menlo Park, California, whose eleven-year-old goes to a Blue Ribbon public school and does at least three-and-a-half hours of homework each night. Nina also questions the amount of time spent on "creative" projects. "Amy had to visit the Mission in San Francisco and then make a model of it out of cardboard, penne pasta, and paint. But what was she supposed to be learning from this? All my daughter will remember is how tense we were in the garage making this thing. Then when she handed it in, the teacher dropped it and all the penne pasta flew off." These days, says Nina, "Amy's attitude about school has really soured." Nina's has, too. "Everything is an emergency and you feel like you're always at battle stations."

1/3rd of the families interviewed felt “crushed by the workload.” It didn’t matter if they lived in rural or suburban areas, or if they were rich or poor.

Learning this way is also simply ineffective because well, that’s just not how kids learn! Young people build upon prior knowledge. They use what they know to make what they’re currently doing easier. Adding more and more content to a student’s plate – having to connect the dots and build upon more information – especially with the distractions of home life is unrealistic. Plus, simply put…it’s just not fun! Why would I want to spend all of my free time on homework rather than hanging out with my friends or playing video games?

Even with all that said – if other countries demonstrate educational success on standardized testing with little to no assigned homework and limited school hours (nevermind the fact that this is measured through the questionable method of standardized testing), shouldn’t we take a step back and analyze the system as a whole, rather than figure out better homework policies? If other countries do this with limited to no homework , why can’t everyone else?

Investigating Systemic Problems

Perhaps the solution to academic achievement in America isn’t doubling down on increasing the work students do at home, but solving the underlying systemic inequities: the economic and discriminatory problems that plague our society. Yes, the United States tends to fall behind other countries on math and reading scores. Many countries impose increased workloads on students because they are afraid that they will fall behind economically with the standard of living to the rest of the world. But perhaps the problem with education doesn’t lie in not having enough “rigorous” methods, but with how easy it is for a family to simply live and be content.

Finland, frequently cited as a model education system which grew to prominence during the 2000s through popular scholars like Pasi Sahlberg, enjoys some of the highest standards of living in the world:

• Finland’s life expectancy is 81.8 years, compared to the US’ 78.7 years . Unlike Finland, there’s a notable difference between the richest and poorest Americans . The richest Americans are expected to live, on average, nearly 15 years longer than the poorest. Further, America’s life expectancy is declining, the only industrialized country with this statistic .
• Finland’s health care is rated best in the world and only spends $3,078 per capita, compared to $8,047 in the US.
• Finland has virtually no homelessness , compared to the 500,000 (and growing) homeless population in the United States .
• Finland has the lowest inequality levels in the EU , compared to the United States with one of the highest inequality levels in the world . Research has demonstrated that countries with lower inequality levels are happier and healthier .

These statistics reflect that potentially — instead of investing hundreds of millions of dollars in initiatives to increase national test scores , such as homework strategies, curriculum changes, and nationwide “raising the bar” initiatives — that we should invest in programs that improve our standard of living, such as universal healthcare and housing. The solution to test scores is rooted in solving underlying inequities in our societies — shining a light on our core issues — rather than making teachers solve all of our community’s problems.

This doesn’t mean that there’s no space for improving pedagogy, schooling, or curriculums, but at the end of the day the solution cannot solely be by improving education.

‍ Creating Future Workers

Education often equates learning with work. As a teacher, I had to stop myself from behaving like an economics analyst: telling students to quit “wasting time”, stating that the purpose of the lesson is useful for securing a high salary career, seeing everything as prep for college and career (and college’s purpose as just for more earnings in a career), and making blanket assumptions that those who aren’t motivated will ultimately never contribute to society, taking on “low levels” of work that “aren’t as important” as other positions.

A common argument exists that the pressure of homework mirrors the real world – that we should assign homework because that’s “just the way things are.” If we want kids to succeed in the “real world”, they need to have this pressure.

But this mentality is unhealthy and unjust. The purpose of education should be to develop purpose. People live happier and healthier lives as a result of pursuing and developing a core purpose. Some people’s purpose is related to their line of work, but there is not necessarily a connection. However, the primary goal for education stated by districts, states, and the national government is to make “productive members of society” – those who are “prepared for the future” through “college and career readiness.” When we double down on economic principles, rather than look to developmental psychology and holistic care, to raise young people, it’s no wonder we’re seeing such horrific statistics related to childhood .

Further, the consistent pressure to solely learn for future economic gain raises generations of young people to believe that wealth is a measurement of success, and that specific lines of work create happiness. Teachers and parents are told to make their children “work hard” for future success and develop “grit.” Although grit is an important indicator of overcoming obstacles , it is not developed by enforcing grit through authoritarian classrooms or meaningless, long tasks like homework. In fact, an argument could be made that many Americans accept their dramatically poor work-life balance and lack of access to needs such as affordable health care by being brought up in a society that rewards tasks of “working through it” to “eventually achieve happiness.”

Many families have shifted from having children participate in common household chores and activities to have them exclusively focus on their school work. Americans have more difficulty than ever raising children, with increasing demands of time and rising childcare costs . When teachers provide more and more homework, they take away from the parents’ ability to structure their household according to their needs. In fact, children with chores show completely positive universal growth across the board , from time management skills to responsibility to managing a healthy work-life balance. 

Of course, this is not to say that it is all the teacher’s fault. Educators face immense pressure to carry out governmental/school policies that place test scores at the forefront. Plus, most families had homework themselves – so continuing the practice only makes sense. Many of these policies require homework, and an educator’s employment is centered on enacting these changes. Barbara Stengel , an education professor, noted that the reason why so much homework isn’t necessarily interesting or applicable to a student’s lived experience is because “some of the people who would really have pushed the limits of that are no longer in teaching.” The constant pressure on teachers to raise test scores while simultaneously being overworked and underpaid is making many leave the profession. Etta Kralovec and John Buell add:

As more academic demands are placed on teachers, homework can help lengthen the school day and thus ensure ‘coverage’ — that is, the completion of the full curriculum that each teacher is supposed to cover during the school year…This in itself places pressure on teachers to create meaningful homework and often to assign large amounts of it so that the students’ parents will think the teacher is rigorous and the school has high academic standards. Extensive homework is frequently linked in our minds to high standards.

Therefore, there’s a connection to be made between the school- or work-life balance of children and the people who are tasked with teaching them. 8% of the teacher workforce leaves every year , with one of the primary reasons being poor work-life balance . Perhaps teachers see an increased desire to “work” students in their class and at home due to the pressures they face in their own occupation?

The more we equate work with learning, and the more we accept that a school’s primary purpose is to prepare workers, the less we actually succeed at promoting academics. Instead, we bolster the neoliberal tendencies of the United States (and others like it) to work hard, yet comparably to other countries’ lifestyle gains, achieve little.

This is why so many families demand that their children have ample amounts of homework. In fact, the majority of parents believe their students have just the right amount. They’re afraid that their kids are going to fall behind, doomed to a life within an increasingly hostile and inequitable society. They want the best for their children, and taking the risk of not assigning homework means that someone else may take that top slot. The same could be said for many parts of the “tracks toward college and career readiness” that professor William Deresiewicz refers to as “zombication” – lurching through each stage of the rat race in competitive admissions: a lot of assignments, difficult courses, sports, clubs, forced volunteerism, internships, and other things to pack our schedules.

The United States must examine the underlying inequities of peoples’ lives, rather than focus on increasing schools’ workloads and lessening children’s free time for mythical academic gains that lead to little change. Teacher preparation programs and popular authors need to stop promoting “interesting and fun ways to teach ‘x’!” and propose systemic changes that radically change the way education is done, including systemic changes to society at large. Only then will the United States actually see improved livelihoods and a better education system for all.

And what could be done instead? Much of the research and writing on homework tends to conclude that we should find a “happy middle ground” to continue the practice of homework, just in case it does indeed work. However, based on the decades of studies we have on this issue…I’m not really sure. It seems the best practice, by far, is to eliminate homework altogether outside of incredibly niche and rare scenarios. If a student asks for more things to do at home because they want to explore something that interests them, great! But that doesn’t need to be mandated homework.

Human Restoration Project believes that the four recommendations of the late educator and scholar Ken Robinson allows young people to learn for themselves and make the most of their lives:

• Let children spend time with their families. The single strongest predictor of academic success and fewer behavioral problems for a child, 3-12 years old, is eating as a family. Make planned time during the day to catch up with children, talking to them about what they’re learning, and encouraging them to achieve.
• Give children time to play outside or create something, preferably not always with a screen. Let them dive into their passions and plan a trip to a library, park, or museum. Explore free online resources to discover new skills and interests.
• Give children opportunities to read by themselves or with their family. One of the best ways to learn about the world is developing a lifelong love of reading. Children who prioritize reading are more motivated to learn and see drastically improved academic outcomes.
• Let children sleep! Elementary students should sleep at least 10 hours each night and adolescents, 9 hours. Being awake and ready to tackle each day keeps us energized and healthy.

If you’re interested in learning more, see The Case Against Homework by Nancy Kalish and Sara Bennett, The Homework Myth by Alfie Kohn, The End of Homework by Etta Kralovec and John Muelle, or one of the many citations linked in the show notes.

You can also watch a modified video version of this piece on our YouTube channel:

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Plante, T. (2018, December 3). Americans are stressed out, and it is getting worse . Psychology Today. https://www.psychologytoday.com/us/blog/do-the-right-thing/201812/americans-are-stressed-out-and-it-is-getting-worse

Pinsker, J. (2019, March 28). Does homework work? The Atlantic . https://www.theatlantic.com/education/archive/2019/03/homework-research-how-much/585889/

Pressman, R. M., Sugarman, D. B., Nemon, M. L., Desjarlais, J., Owens, J. A., & Schettini-Evans, A. (2015). Homework and family stress: With consideration of parents’ self confidence, educational level, and cultural background. The American Journal of Family Therapy , 43 (4), 297–313. https://doi.org/10.1080/01926187.2015.1061407

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And I think another thing, in terms of academics in the classroom, the value of going into a class and walking out of it, maybe tired, like, "Oh, that was a lot of work." But feeling like you really took something from it, like an accomplishment, like you literally just built something in your brain, like a new piece of knowledge, it's like, "Oh, yes." It's satisfying. It's an achievement.

Where's this from?

Why I Think All Schools Should Abolish Homework

H ow long is your child’s workweek? Thirty hours? Forty? Would it surprise you to learn that some elementary school kids have workweeks comparable to adults’ schedules? For most children, mandatory homework assignments push their workweek far beyond the school day and deep into what any other laborers would consider overtime. Even without sports or music or other school-sponsored extracurriculars, the daily homework slog keeps many students on the clock as long as lawyers, teachers, medical residents, truck drivers and other overworked adults. Is it any wonder that,deprived of the labor protections that we provide adults, our kids are suffering an epidemic of disengagement, anxiety and depression ?

With my youngest child just months away from finishing high school, I’m remembering all the needless misery and missed opportunities all three of my kids suffered because of their endless assignments. When my daughters were in middle school, I would urge them into bed before midnight and then find them clandestinely studying under the covers with a flashlight. We cut back on their activities but still found ourselves stuck in a system on overdrive, returning home from hectic days at 6 p.m. only to face hours more of homework. Now, even as a senior with a moderate course load, my son, Zak, has spent many weekends studying, finding little time for the exercise and fresh air essential to his well-being. Week after week, and without any extracurriculars, Zak logs a lot more than the 40 hours adults traditionally work each week — and with no recognition from his “bosses” that it’s too much. I can’t count the number of shared evenings, weekend outings and dinners that our family has missed and will never get back.

How much after-school time should our schools really own?

In the midst of the madness last fall, Zak said to me, “I feel like I’m working towards my death. The constant demands on my time since 5th grade are just going to continue through graduation, into college, and then into my job. It’s like I’m on an endless treadmill with no time for living.”

My spirit crumbled along with his.

Like Zak, many people are now questioning the point of putting so much demand on children and teens that they become thinly stretched and overworked. Studies have long shown that there is no academic benefit to high school homework that consumes more than a modest number of hours each week. In a study of high schoolers conducted by the Organization for Economic Cooperation and Development (OECD), researchers concluded that “after around four hours of homework per week, the additional time invested in homework has a negligible impact on performance.”

In elementary school, where we often assign overtime even to the youngest children, studies have shown there’s no academic benefit to any amount of homework at all.

Our unquestioned acceptance of homework also flies in the face of all we know about human health, brain function and learning. Brain scientists know that rest and exercise are essential to good health and real learning . Even top adult professionals in specialized fields take care to limit their work to concentrated periods of focus. A landmark study of how humans develop expertise found that elite musicians, scientists and athletes do their most productive work only about four hours per day .

Yet we continue to overwork our children, depriving them of the chance to cultivate health and learn deeply, burdening them with an imbalance of sedentary, academic tasks. American high school students , in fact, do more homework each week than their peers in the average country in the OECD, a 2014 report found.

It’s time for an uprising.

Already, small rebellions are starting. High schools in Ridgewood, N.J. , and Fairfax County, Va., among others, have banned homework over school breaks. The entire second grade at Taylor Elementary School in Arlington, Va., abolished homework this academic year. Burton Valley Elementary School in Lafayette, Calif., has eliminated homework in grades K through 4. Henry West Laboratory School , a public K-8 school in Coral Gables, Fla., eliminated mandatory, graded homework for optional assignments. One Lexington, Mass., elementary school is piloting a homework-free year, replacing it with reading for pleasure.

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Across the Atlantic, students in Spain launched a national strike against excessive assignments in November. And a second-grade teacher in Texas, made headlines this fall when she quit sending home extra work , instead urging families to “spend your evenings doing things that are proven to correlate with student success. Eat dinner as a family, read together, play outside and get your child to bed early.”

It is time that we call loudly for a clear and simple change: a workweek limit for children, counting time on the clock before and after the final bell. Why should schools extend their authority far beyond the boundaries of campus, dictating activities in our homes in the hours that belong to families? An all-out ban on after-school assignments would be optimal. Short of that, we can at least sensibly agree on a cap limiting kids to a 40-hour workweek — and fewer hours for younger children.

Resistance even to this reasonable limit will be rife. Mike Miller, an English teacher at Thomas Jefferson High School for Science and Technology in Alexandria, Va., found this out firsthand when he spearheaded a homework committee to rethink the usual approach. He had read the education research and found a forgotten policy on the county books limiting homework to two hours a night, total, including all classes. “I thought it would be a slam dunk” to put the two-hour cap firmly in place, Miller said.

But immediately, people started balking. “There was a lot of fear in the community,” Miller said. “It’s like jumping off a high dive with your kids’ future. If we reduce homework to two hours or less, is my kid really going to be okay?” In the end, the committee only agreed to a homework ban over school breaks.

Miller’s response is a great model for us all. He decided to limit assignments in his own class to 20 minutes a night (the most allowed for a student with six classes to hit the two-hour max). His students didn’t suddenly fail. Their test scores remained stable. And they started using their more breathable schedule to do more creative, thoughtful work.

That’s the way we will get to a sane work schedule for kids: by simultaneously pursuing changes big and small. Even as we collaboratively press for policy changes at the district or individual school level, all teachers can act now, as individuals, to ease the strain on overworked kids.

As parents and students, we can also organize to make homework the exception rather than the rule. We can insist that every family, teacher and student be allowed to opt out of assignments without penalty to make room for important activities, and we can seek changes that shift practice exercises and assignments into the actual school day.

We’ll know our work is done only when Zak and every other child can clock out, eat dinner, sleep well and stay healthy — the very things needed to engage and learn deeply. That’s the basic standard the law applies to working adults. Let’s do the same for our kids.

Vicki Abeles is the author of the bestseller Beyond Measure: Rescuing an Overscheduled, Overtested, Underestimated Generation, and director and producer of the documentaries “ Race to Nowhere ” and “ Beyond Measure. ”

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No More Homework: 12 Reasons We Should Get Rid of It Completely

Last Updated: February 16, 2024 Fact Checked

This article was co-authored by wikiHow staff writer, Finn Kobler . Finn Kobler graduated from USC in 2022 with a BFA in Writing for Screen/Television. He is a two-time California State Champion and record holder in Original Prose/Poetry, a 2018 finalist for the Los Angeles Youth Poet Laureate, and he's written micro-budget films that have been screened in over 150 theaters nationwide. Growing up, Finn spent every summer helping his family's nonprofit arts program, Showdown Stage Company, empower people through accessible media. He hopes to continue that mission with his writing at wikiHow. There are 12 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 118,195 times. Learn more...

The amount of homework students are given has increased dramatically in the 21st century, which has sparked countless debates over homework’s overall value. While some have been adamant that homework is an essential part of a good education, it’s been proven that too much homework negatively affects students’ mood, classroom performance, and overall well-being. In addition, a heavy homework load can stress families and teachers. Here are 12 reasons why homework should be banned (or at least heavily reduced).

School is already a full-time job.

• For years, teachers have followed the “10-minute rule” giving students roughly 10 minutes of homework per grade level. However, recent studies have shown students are completing 3+ hours of homework a night well before their senior years even begin. [2] X Trustworthy Source American Psychological Association Leading scientific and professional organization of licensed psychologists Go to source

Homework negatively affects students’ health.

Homework interferes with student’s opportunities to socialize.

Homework hinders students’ chances to learn new things.

Homework lowers students’ enthusiasm for school.

Homework can lower academic performance.

Homework cuts into family time.

Homework is stressful for teachers.

Homework is often irrelevant and punitive.

• There are even studies that have shown homework in primary school has no correlation with classroom performance whatsoever. [9] X Research source

Homework encourages cheating.

Homework is inequitable.

Other countries have banned homework with great results.

• There are even some U.S. schools that have adopted this approach with success. [13] X Research source

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• ↑ https://www.edutopia.org/no-proven-benefits
• ↑ https://www.apa.org/monitor/2016/03/homework
• ↑ https://healthier.stanfordchildrens.org/en/health-hazards-homework/
• ↑ https://teensneedsleep.files.wordpress.com/2011/04/galloway-nonacademic-effects-of-homework-in-privileged-high-performing-high-schools.pdf
• ↑ https://time.com/4466390/homework-debate-research/
• ↑ https://www.tandfonline.com/doi/abs/10.1080/00220485.2022.2075506?role=tab&scroll=top&needAccess=true&journalCode=vece20
• ↑ https://kappanonline.org/teacher-stress-balancing-demands-resources-mccarthy/
• ↑ https://www.chicagotribune.com/lifestyles/ct-life-homework-pros-cons-20180807-story.html
• ↑ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6294446/
• ↑ https://www.theatlantic.com/business/archive/2016/06/homework-inequality-parents-schedules-grades/485174/
• ↑ https://www.bbc.com/news/education-37716005
• ↑ https://www.wsj.com/articles/no-homework-its-the-new-thing-in-u-s-schools-11544610600

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Should homework be banned?

Social media has sparked into life about whether children should be given homework - should students be freed from this daily chore? Dr Gerald Letendre, a professor of education at Pennsylvania State University, investigates.

We’ve all done it: pretended to leave an essay at home, or stayed up until 2am to finish a piece of coursework we’ve been ignoring for weeks. Homework, for some people, is seen as a chore that’s ‘wrecking kids’ or ‘killing parents’, while others think it is an essential part of a well-rounded education. The problem is far from new: public debates about homework have been raging since at least the early-1900s, and recently spilled over into a Twitter feud between Gary Lineker and Piers Morgan.

Ironically, the conversation surrounding homework often ignores the scientific ‘homework’ that researchers have carried out. Many detailed studies have been conducted, and can guide parents, teachers and administrators to make sensible decisions about how much work should be completed by students outside of the classroom.

So why does homework stir up such strong emotions? One reason is that, by its very nature, it is an intrusion of schoolwork into family life. I carried out a study in 2005, and found that the amount of time that children and adolescents spend in school, from nursery right up to the end of compulsory education, has greatly increased over the last century . This means that more of a child’s time is taken up with education, so family time is reduced. This increases pressure on the boundary between the family and the school.

Plus, the amount of homework that students receive appears to be increasing, especially in the early years when parents are keen for their children to play with friends and spend time with the family.

Finally, success in school has become increasingly important to success in life. Parents can use homework to promote, or exercise control over, their child’s academic trajectory, and hopefully ensure their future educational success. But this often leaves parents conflicted – they want their children to be successful in school, but they don’t want them to be stressed or upset because of an unmanageable workload.

However, the issue isn’t simply down to the opinions of parents, children and their teachers – governments also like to get involved. In the autumn of 2012, French president François Hollande hit world headlines after making a comment about banning homework, ostensibly because it promoted inequality. The Chinese government has also toyed with a ban, because of concerns about excessive academic pressure being put on children.

The problem is, some politicians and national administrators regard regulatory policy in education as a solution for a wide array of social, economic and political issues, perhaps without considering the consequences for students and parents.

Does homework work?

Homework seems to generally have a positive effect for high school students, according to an extensive range of empirical literature. For example, Duke University’s Prof Harris Cooper carried out a meta-analysis using data from US schools, covering a period from 1987 to 2003. He found that homework offered a general beneficial impact on test scores and improvements in attitude, with a greater effect seen in older students. But dig deeper into the issue and a complex set of factors quickly emerges, related to how much homework students do, and exactly how they feel about it.

In 2009, Prof Ulrich Trautwein and his team at the University of Tübingen found that in order to establish whether homework is having any effect, researchers must take into account the differences both between and within classes . For example, a teacher may assign a good deal of homework to a lower-level class, producing an association between more homework and lower levels of achievement. Yet, within the same class, individual students may vary significantly in how much homework improves their baseline performance. Plus, there is the fact that some students are simply more efficient at completing their homework than others, and it becomes quite difficult to pinpoint just what type of homework, and how much of it, will affect overall academic performance.

Over the last century, the amount of time that children and adolescents spend in school has greatly increased

Gender is also a major factor. For example, a study of US high school students carried out by Prof Gary Natriello in the 1980s revealed that girls devote more time to homework than boys, while a follow-up study found that US girls tend to spend more time on mathematics homework than boys. Another study, this time of African-American students in the US, found that eighth grade (ages 13-14) girls were more likely to successfully manage both their tasks and emotions around schoolwork, and were more likely to finish homework.

So why do girls seem to respond more positively to homework? One possible answer proposed by Eunsook Hong of the University of Nevada in 2011 is that teachers tend to rate girls’ habits and attitudes towards work more favourably than boys’. This perception could potentially set up a positive feedback loop between teacher expectations and the children’s capacity for academic work based on gender, resulting in girls outperforming boys. All of this makes it particularly difficult to determine the extent to which homework is helping, though it is clear that simply increasing the time spent on assignments does not directly correspond to a universal increase in learning.

Can homework cause damage?

The lack of empirical data supporting homework in the early years of education, along with an emerging trend to assign more work to this age range, appears to be fuelling parental concerns about potential negative effects. But, aside from anecdotes of increased tension in the household, is there any evidence of this? Can doing too much homework actually damage children?

Evidence suggests extreme amounts of homework can indeed have serious effects on students’ health and well-being. A Chinese study carried out in 2010 found a link between excessive homework and sleep disruption: children who had less homework had better routines and more stable sleep schedules. A Canadian study carried out in 2015 by Isabelle Michaud found that high levels of homework were associated with a greater risk of obesity among boys, if they were already feeling stressed about school in general.

For useful revision guides and video clips to assist with learning, visit BBC Bitesize . This is a free online study resource for UK students from early years up to GCSEs and Scottish Highers.

It is also worth noting that too much homework can create negative effects that may undermine any positives. These negative consequences may not only affect the child, but also could also pile on the stress for the whole family, according to a recent study by Robert Pressman of the New England Centre for Pediatric Psychology. Parents were particularly affected when their perception of their own capacity to assist their children decreased.

What then, is the tipping point, and when does homework simply become too much for parents and children? Guidelines typically suggest that children in the first grade (six years old) should have no more that 10 minutes per night, and that this amount should increase by 10 minutes per school year. However, cultural norms may greatly affect what constitutes too much.

A study of children aged between 8 and 10 in Quebec defined high levels of homework as more than 30 minutes a night, but a study in China of children aged 5 to 11 deemed that two or more hours per night was excessive. It is therefore difficult to create a clear standard for what constitutes as too much homework, because cultural differences, school-related stress, and negative emotions within the family all appear to interact with how homework affects children.

Should we stop setting homework?

In my opinion, even though there are potential risks of negative effects, homework should not be banned. Small amounts, assigned with specific learning goals in mind and with proper parental support, can help to improve students’ performance. While some studies have generally found little evidence that homework has a positive effect on young children overall, a 2008 study by Norwegian researcher Marte Rønning found that even some very young children do receive some benefit. So simply banning homework would mean that any particularly gifted or motivated pupils would not be able to benefit from increased study. However, at the earliest ages, very little homework should be assigned. The decisions about how much and what type are best left to teachers and parents.

As a parent, it is important to clarify what goals your child’s teacher has for homework assignments. Teachers can assign work for different reasons – as an academic drill to foster better study habits, and unfortunately, as a punishment. The goals for each assignment should be made clear, and should encourage positive engagement with academic routines.

Parents should inform the teachers of how long the homework is taking, as teachers often incorrectly estimate the amount of time needed to complete an assignment, and how it is affecting household routines. For young children, positive teacher support and feedback is critical in establishing a student’s positive perception of homework and other academic routines. Teachers and parents need to be vigilant and ensure that homework routines do not start to generate patterns of negative interaction that erode students’ motivation.

Likewise, any positive effects of homework are dependent on several complex interactive factors, including the child’s personal motivation, the type of assignment, parental support and teacher goals. Creating an overarching policy to address every single situation is not realistic, and so homework policies tend to be fixated on the time the homework takes to complete. But rather than focusing on this, everyone would be better off if schools worked on fostering stronger communication between parents, teachers and students, allowing them to respond more sensitively to the child’s emotional and academic needs.

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Why Homework Should Be Banned: Exposing the Downsides

Ever find yourself tangled in the timeless debate over homework's place in the grand scheme of education? We've all been there, juggling report writing, math headaches, and the daunting task of creating scientific masterpieces. But here's the real head-scratcher: Is homework truly the indispensable learning buddy we've always thought it to be, or is it time for a reevaluation? Some swear by its magic and explain why should homework not be banned, while others can't help but wonder if it's become more of a cumbersome load on our students. Surveys even hint at a connection between too much schoolwork and the stress and health woes of our budding scholars. Beyond the academic hustle, there's a rallying cry for an all-out homework ban for a host of other reasons.

In the spirit of our friendly exploration, let's roll up our sleeves and delve into the nitty-gritty of why some folks champion schoolwork as a necessary companion on the learning journey while others share reasons why homework should be banned. Our essay writing service experts will sift through real-life success stories of schools or places where the ban-homework movement has gained traction, exploring the outcomes and implications.

10 Reasons Why Homework Should Be Banned

Now, let's shine a spotlight on the crux of the matter – the top 10 reasons why the cry for banned homework is getting louder.

Too Much Homework

School takes up all time, messes with sleep and health, no time for exercise.

• Makes Stress and Anxiety Worse
• Less Time to Hang Out with Friends
• Not Enough Time for Myself
• Less Time with Family
• Fights with Parents
• Limits Student Freedom

From the perennial issue of too much homework to the struggle for personal time and the toll it takes on sleep, health, and relationships, each reason is a thread in the tapestry of the anti-homework movement. So, let our ' do my homework ' writers uncover the challenges that homework poses on multiple fronts.

 Tired of Wrestling with Homework Monsters?

Let our team of academic superheroes swoop in! Essays, assignments, no challenge too big.

Ah, the perpetual struggle against the mountainous pile of homework! It seems like every student's lament, doesn't it? The argument for why homework should be banned isn't about shirking responsibilities but rather about striking a balance. When the load becomes overwhelming, it can lead to stress, burnout, and a loss of the joy of learning.

Imagine the energy and enthusiasm that high school or college students could channel into exploring their passions or honing other essential life skills if they weren't constantly buried beneath assignments. The quantity of homework should complement the learning process, not overshadow it. A bit of reflection on the purpose and effectiveness of each assignment might just be the key to making homework a valuable tool rather than a source of dread.

But fear not! Here's a game-changer to transform your homework woes into a breeze – our homework planner online . This nifty tool is all about making school life simpler and boosting your study game. Easily keep tabs on tasks, exams, seminars, and even classmates' birthdays. No more missing deadlines – get timely notifications for upcoming classes, pending homework, and approaching exams. Take the reins of your schedule, customize your school calendar, and stay ahead with our clever homework manager. You can even hand off tasks to experienced experts. Consider it your go-to for acing your academic adventure!

The education system plays a pivotal role in shaping young minds, but should it consume every waking hour? The argument here isn't against the significance of learning but rather about reclaiming a sense of balance. School should be a place that nurtures well-rounded individuals, not a 24/7 commitment that leaves no room for personal exploration and growth. The discussion around the need for a homework ban amplifies this call for a more balanced and holistic educational experience.

Think about it—what about those hobbies that spark creativity, the friendships that build character, and the downtime that allows for self-reflection? When school takes up all the time, these crucial elements of personal development often fall by the wayside. The question then becomes: Are we preparing students for a life of constant work, or are we instilling in them the tools to navigate a diverse and fulfilling existence? It's time to reconsider the hours spent on school-related activities and ensure that students have the time and space to become well-rounded individuals who are not just academically adept but also equipped for the complexities of the real world.

Picture this: a student burning the midnight oil to complete assignments, sacrificing precious hours of sleep. It's a scenario all too common in the realm of repetitive homework tasks, and it begs the question—what's the cost to one's well-being? Sleep is not a luxury; it's a biological necessity. When homework interferes with this fundamental aspect of health, it becomes a cause for concern.

The repercussions extend beyond just feeling groggy in class. Lack of sleep can impact cognitive function, memory, and even mood. The irony is that the very tasks meant to enhance learning might be hindering it by compromising the health of students. Perhaps it's time to ask whether the pursuit of academic excellence should come at the expense of a good night's sleep and overall well-being.

In the hustle and bustle of academic demands, physical activity often takes a back seat. The argument here isn't about making everyone a fitness enthusiast but recognizing the vital role exercise plays in maintaining a healthy body and mind. When homework becomes an insurmountable obstacle, the opportunity for physical activity diminishes, contributing to a sedentary lifestyle that can have long-term consequences.

Exercise is not just about staying fit; it's a natural stress reliever and mood enhancer. By sidelining physical activity, we risk compromising not only physical health but also mental and emotional well-being. As we advocate for a balanced and holistic education, let's consider the importance of creating space for exercise and fostering healthy habits that extend beyond the confines of the classroom.

More Stress and Worry

Our dissertation service experts believe that homework, when excessive, can turn into a breeding ground for stress and worry. It's not just about meeting deadlines; it's about the toll it takes on the mental health of students. The pressure to excel academically is a given, but when the scale tips too far, it can result in a generation of students burdened with anxiety and worry.

Education is meant to be empowering, not anxiety-inducing. The worry about grades, completing assignments, and maintaining a stellar academic record can overshadow the joy of learning. Striking a balance that allows for intellectual growth without compromising mental health is not just a plea for sanity but a call for a more compassionate approach to education. After all, education should be a journey that enlightens, not a path wrought with stress and constant apprehension.

Homework Gets in the Way of Friends

Remember the laughter, camaraderie, and shared moments with friends? Excessive homework seems to have a knack for wedging itself between these precious connections. Friendships are not just a delightful aspect of student life; they contribute significantly to social development, emotional support, and the overall well-being of individuals.

When homework monopolizes time, the opportunity to nurture these vital friendships dwindles. It's not merely about hanging out; it's about the exchanges that shape character, build resilience, and offer perspectives beyond the confines of textbooks. Perhaps it's time to question whether homework should stand as a barrier to the formation of these meaningful relationships.

Not Enough Time for Oneself

In the race to complete assignments and meet deadlines, one casualty often overlooked is personal time. Every student needs moments of solitude and self-reflection. It's in these moments that passions are discovered, creativity thrives, and a sense of self deepens. Yet, the perpetual avalanche of homework leaves little room for this crucial aspect of personal development.

Time for oneself is not a luxury but a necessity. It's the space where one explores interests, dreams, and aspirations beyond the academic realm. When homework becomes an all-consuming force, it deprives students of the opportunity to discover their unique strengths and inclinations. The discussion on why should homework be banned calls for the reevaluation of the true purpose of education – is it merely about grades, or is it also about nurturing individuals who are self-aware, curious, and passionate about their own journeys?

Less Family Time

Family, the cornerstone of support and love, often takes a backseat when homework becomes the tyrant of time. Quality family time is not just a sentimental ideal; it plays a pivotal role in shaping values, building strong foundations, and fostering emotional well-being. However, when the demands of school spill over into every corner of a student's life and there is constant worry about how to write a coursework , family time inevitably suffers.

Think about the conversations around the dinner table, the shared activities, and the simple joys of being together. Excessive homework disrupts these essential moments, potentially eroding the very support system that is crucial for a student's success and happiness. It's a call to reconsider the balance between academic pursuits and the priceless moments spent with family members – moments that contribute to a well-rounded, emotionally resilient individual.

Arguments with Parents

Homework often becomes the battlefield for nightly skirmishes between parents and students. While parents may perceive themselves as enforcers of responsibility, the constant struggle over completing assignments can strain the parent-child relationship. It's not just about completing tasks; it's about the quality of family interactions and the emotional toll these conflicts can take.

The pressure to excel academically, often exacerbated by homework, can create a tense atmosphere at home. Arguments over study hours, completion of assignments, and academic performance can overshadow the nurturing and supportive role that parents are ideally meant to play, emphasizing the importance of parents' support. The discussion around a potential homework ban prompts us to question whether the burden of excessive homework is fostering a healthy parent-child dynamic or inadvertently becoming a source of familial tension.

Limits Students' Freedom

Ah, freedom—the essence of youth. Yet, excessive homework can feel like an invisible chains, restricting the very freedom that defines the student experience. Beyond academic pursuits, students need the freedom to explore, create, and discover their passions. At our college essay writing service , we firmly believe when homework becomes an all-encompassing force, it infringes upon this fundamental aspect of personal growth.

Think about the projects left unfinished, the books unread, and the hobbies neglected. The lack of freedom extends beyond the physical confines of the classroom; it infiltrates the very essence of what it means to be a student. It's time to reflect on whether education should be a process of liberation, encouraging students to spread their intellectual wings, or if it should be a rigid structure that confines them to a predetermined path.

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Why Should Homework Not Be Banned: Exploring 5 Benefits

Now that we've delved into the challenges and concerns surrounding homework let's pivot to the other side of the debate. While there are valid arguments against excessive homework, it's essential to consider the potential benefits that well-structured assignments can bring to a student's academic and personal development. Let's explore five reasons why homework, when approached thoughtfully, may have its merits.

Instills Discipline in Students

According to our essay writer , assigning homework in moderation serves as a valuable tool for instilling discipline in students. The process of setting aside time, managing tasks, and adhering to deadlines cultivates essential skills that extend far beyond the academic realm. It lays the foundation for time management, responsibility, and a strong work ethic—qualities that are undeniably beneficial as students transition into adulthood.

Consider homework as a training ground for life's challenges. Completing assignments teaches students to prioritize, organize, and persevere in the face of tasks that may not always align with their immediate desires. In this sense, homework becomes more than just a task; it becomes a character-building exercise that prepares students for the responsibilities they'll encounter in various facets of life.

Fosters Improved Understanding Among Peers

Collaboration is a cornerstone of effective learning, and well-designed homework assignments can facilitate improved understanding among peers. When considering why should homework not be banned, doing group projects or assignments with others not only helps students grasp the subject more deeply but also gets them better at teamwork.

Homework that encourages group discussions, knowledge sharing, and joint problem-solving contributes to a dynamic learning environment. Students learn not only from textbooks and lectures but also from the diverse perspectives of their peers. This fosters a sense of community within the classroom, promoting a cooperative spirit that extends beyond the completion of assignments and into the broader context of learning and growth.

Equips Students for Real-World Challenges

One of the often-overlooked benefits of homework lies in its capacity to prepare students for the challenges they'll face in the real world. Assignments that require critical thinking, problem-solving, and independent research mirror the complexities of professional and personal life beyond the classroom.

Consider a scenario where students are tasked with solving real-world problems, conducting interviews, or researching current events. These assignments not only deepen their understanding of the subject matter but also equip them with the practical skills needed for navigating the complexities of adulthood. Homework, when designed with an eye toward relevance, becomes a bridge between theoretical knowledge and the practical application of that knowledge in the real world.

Cultivates Skills and Expertise

Homework, when thoughtfully crafted, serves as a platform for students to cultivate a diverse set of skills and expertise. Beyond the acquisition of knowledge, assignments can hone analytical thinking, research skills, and the ability to articulate ideas effectively. Whether it's a written essay, a science project, or a math homework paper , each task contributes to the development of specific skills that are crucial for success in various fields.

Consider the student who delves into a research project or a creative endeavor as part of their homework. This isn't merely about completing an assignment; it's an opportunity for them to explore their interests, deepen their expertise in a particular area, and develop a passion for lifelong learning. Homework, in this sense, becomes a vehicle for skill development and personal growth, nurturing students into well-rounded individuals equipped to face the challenges of a rapidly evolving world.

Fosters a Sense of Responsibility

Responsibility is a trait that transcends academic achievements and holds immense value in the broader spectrum of life. Homework, when approached with a sense of accountability, instills in students the importance of meeting obligations and honoring commitments.

Consider the student who consistently completes assignments, meets deadlines, and takes ownership of their academic responsibilities. This isn't just about earning good grades; it's about fostering a sense of responsibility that will serve them well in future endeavors. So, when arguing for why should homework not be banned, it becomes a microcosm of life's demands, teaching students the significance of reliability and accountability—qualities that are indispensable in both personal and professional spheres.

Banning Homework: Successful Cases

As the debate over homework rages on, some educational institutions and communities have taken a bold step—banning or significantly reducing homework. Let's explore a few stories of schools that have embraced this approach and the impact it has had on students, families, and the overall learning environment.

The Case of P.S. 116 in New York City:

In a groundbreaking move, P.S. 116, a public elementary school in New York City, decided to ban traditional homework for its students. Instead, the school focused on fostering a love for reading and encouraged students to engage in activities outside the classroom. The decision was based on research indicating that excessive homework might not necessarily lead to improved academic outcomes, and it could even contribute to stress and burnout.

The results were compelling. Parents reported a positive change in their children's attitude toward learning, with elementary students becoming more motivated and enthusiastic. Teachers noted that without the burden of traditional homework, they had more time for meaningful interactions with students during class hours. The experiment not only challenged conventional norms but also showcased the potential benefits of reimagining the role of homework in the learning process.

Finland's Education System:

Finland, often lauded for its innovative approach to education, has significantly reduced the emphasis on homework in its schools. Instead of focusing on quantity, Finnish educators prioritize the quality of instruction during school hours. Students are encouraged to engage in extracurricular activities, spend time with their families, and pursue interests outside of the academic realm.

The success of this approach is reflected in Finland's consistently high rankings in global education assessments. Students in Finland not only perform well academically but also report higher levels of satisfaction and well-being. The Finnish model challenges the notion that copious amounts of homework are essential for academic success and underscores the importance of a balanced and holistic approach to education.

The Harris Cooper Study:

While not a case of a specific school, the work of Harris Cooper, a renowned homework researcher, provides valuable insights into the impact of homework. Cooper's comprehensive analysis of various studies on homework found that, in elementary school, homework has little to no effect on academic achievement. In high school, the correlation between homework and achievement is modest, and excessive homework can have negative effects on well-being.

These cases and studies collectively suggest that reevaluating the role of homework can lead to positive outcomes for students and contribute to a more balanced and effective education system. As schools and communities continue to experiment with homework policies, these stories offer valuable lessons in shaping the future of education.

Final Outlook

So, here we are, exploring the reasons people say why homework should be banned, a mix of worries and possible advantages. It's a bit like navigating the ever-shifting currents of education, isn't it?

As we contemplate the future of education, let's pause. Let's ponder a landscape where the weight of assignments doesn't overshadow the joy of discovery. It's a quest for balance—where academic rigor dances with personal well-being, creating a melody that echoes through the halls of learning.

So, here's to an education that nurtures not just the mind but the spirit, an education that cherishes the uniqueness of each learner. As we stride forward, let's envision a realm where homework isn't a battleground but a bridge to knowledge and where the pursuit of excellence walks hand in hand with the pursuit of happiness. Cheers to finding that sweet spot in the symphony of education!

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Why (Most) Homework Should Be Banned

The 30-minute rule is there to justify giving a lot of homework

Anthony Malcolm ‘23 , Staff Writer December 8, 2022

There are plenty of reasons why (most) homework should be banned. I’ll start out with some general facts and look at homework in general, then go into some detail about our school.

Stanford conducted a study surveying over 4,300 students in 10 high performing high schools in California. More than 70% of the students said they were “often or always stressed over schoolwork,” with 56% claiming that homework was the main stressor. But here’s the kicker: Less than 1% said homework was not a stressor. 

The researchers then asked the students if they had exhibited symptoms of stress like headaches, exhaustion, sleep deprivation, weight loss, and stomach problems. More than 80% of the students reported at least one stress related symptom recently and 44% claimed they experienced 3 or more symptoms. The study also found that students who spend a lot of time working on homework experience more stress, physical health problems, and a lack of balance in their lives. The study claimed that any more than 2 hours of homework per night was counterproductive, and that the students who spent too much time on homework were more likely to not participate in activities and hobbies, and stop seeing friends and family. 

A smaller NYU study claimed that students at elite high schools are susceptible to chronic stress, emotional exhaustion, and alcohol and drug abuse. About half of the students said they received at least 3 hours of homework a night on top of being pressured to take college level classes and participate in extracurricular activities (sound familiar?). The study claims that many of the students felt they were being worked as hard as adults, and they said that their workload seemed inappropriate for their development level. The study reported that the students felt that they had little time for relaxing and hobbies. More than two thirds of students said they used alcohol or drugs, primarily marijuana, to cope with the stress.

Back to the Stanford study for a second; many of the students claimed that the homework was “pointless” or “mindless.” The study argues that homework should have a purpose and benefit, which should be to cultivate learning. One of the main reasons is that school feels like a full-time job at this point. We, as in BC High students, are in school from 8:25 till 2:40; most of us have some sort of extracurricular activity on top of that, and most of us have significant commutes, which means we are getting home much later. On top of a rigorous day at school, an afterschool activity, and a commute, we have to deal with a varying amount of homework every night. Sometimes it is 2 hours, sometimes 3, sometimes even 4. I will give you an example of a day in my life last year to provide a specific example, because we are not a one size fits all community. 

I live in Middleboro and Bridgewater, so I ride the train to school which takes 50 minutes to an hour. A spring day last year would start by waking up at 5:30 and then leaving my house to get to the train at 6:30-6:35, getting on the train at 6:50, getting off the train at 7:50, and arriving at the school before classes started at 8:20. I would go through the school day and stay after for track practice. After track, I would most likely get on the train at 5:00 and get home at 6:15. I would eat dinner, shower, and then start my homework around 7:30-8, and usually I would finish somewhere between 10:30ish to 11:30ish. Can you see how that can be misconstrued as a full-time job?

Some of you might be thinking (especially any teacher reading this), why didn’t you use the 30-minute rule? Well, because most (and I mean MOST) of the time the 30-minute rule is an ineffective rule that justifies giving students a lot of homework. If you use the 30-minute rule and don’t finish a homework assignment, it still has to be completed sometime, and you’ll be behind in class. It is only effective when a teacher plans for the 30-minute rule and tells you to stop at 30 minutes to get an idea of how long an assignment takes their students. The 30-minute rule is there to justify giving a lot of homework because if you say in class that the homework took a long time, you will probably be told about the 30-minute rule. But if you used the 30-minute rule, you would have an unfinished homework assignment which means, depending on the class, you would be lost and behind, and you would still have to do it at some point. If you should have to justify giving a lot of homework, then it is probably too much. 

Parker, Clifton B. “Stanford Research Shows Pitfalls of Homework.” Stanford University , 10 Mar. 2014, http://news.stanford.edu/news/2014/march/too-much-homework-031014.html . 

Communications, NYU Web. NYU Study Examines Top High School Students’ Stress and Coping Mechanisms . http://www.nyu.edu/content/nyu/en/about/news-publications/news/2015/august/nyu

-study-examines-top-high-school-students-stress-and-coping-mechanisms . 

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Top Reasons Why Homework Should Be Banned To Improve Student’s Life

In the modern education system, homework has long been a contentious topic, sparking debates among educators, parents, and students alike. While it is often viewed as an integral part of the learning process, there is growing evidence suggesting that homework may not be as beneficial as previously thought. This article explores the reasons why homework should be banned, shedding light on the potential negative effects it can have on students’ well-being and academic performance.

Why should ban homework?

Table of Contents

Exploring the reasons behind advocating for a ban on homework reveals various perspectives and concerns. Here are some common arguments put forth by those who believe homework should be banned:

Lack of Time for Other Activities

One of the primary reasons for banning homework is the belief that it consumes a significant portion of a student’s time, leaving little room for extracurricular activities, family time, or pursuing personal interests.

Critics argue that this imbalance can lead to stress, burnout, and an overall lack of well-rounded development.

Negative Impact on Mental Health

Excessive homework can have detrimental effects on students’ mental health. The pressure to complete assignments, coupled with high expectations and tight deadlines, can contribute to stress, anxiety, and sleep deprivation.

Critics argue that a ban on homework would alleviate these pressures and promote healthier well-being among students.

Inequality and Disadvantaged Students

Homework can exacerbate educational inequalities. Not all students have equal access to resources, such as a quiet study environment or parental assistance.

This discrepancy can widen the achievement gap and place disadvantaged students at a further disadvantage. Advocates for a ban argue that eliminating homework would help level the playing field and promote equity in education.

Questioning Effectiveness

Critics also question the effectiveness of homework in terms of enhancing learning outcomes. Some argue that the benefits of homework.

Such as increased academic achievement, can be achieved through alternative methods that are less burdensome and more engaging for students. They suggest that class time should be optimized for active learning and meaningful teacher-student interactions instead.

Encouraging Autonomy and Personalized Learning

Banning homework can allow students to have more autonomy over their learning and promote personalized approaches to education.

Advocates argue that students should have the freedom to explore their interests, engage in self-directed learning, and pursue projects that align with their passions and strengths.

It is important to note that opinions on banning homework can vary, and there are counterarguments supporting the value of homework. These counterarguments emphasize the reinforcement of learning, development of discipline and responsibility, and preparation for higher education.

What are 10 disadvantages of homework?

There are several perceived disadvantages of homework that critics often raise. Here are ten commonly mentioned drawbacks associated with homework:

Time Constraints

Homework can consume a significant amount of a student’s time, leaving little room for leisure activities, family time, or pursuing personal interests.

Increased Stress

The pressure to complete homework assignments within tight deadlines can lead to heightened stress levels, especially when students have multiple subjects to focus on simultaneously.

Lack of Balance

Excessive homework can disrupt the balance between academic commitments and other aspects of a student’s life, such as extracurricular activities, hobbies, and social interactions.

Heavy workloads and the associated stress can contribute to anxiety, sleep deprivation, and other mental health issues among students.

Limited Learning Autonomy

Homework often requires students to follow specific instructions and guidelines, limiting their ability to explore alternative approaches or pursue their own learning interests.

Potential for Inequality

Not all students have equal access to resources or support systems outside of school, which can create disparities in completing homework and lead to educational inequalities.

Loss of Interest and Engagement

Lengthy or repetitive homework tasks can result in a loss of interest, leading to decreased motivation, disengagement, and a negative attitude towards learning.

Negative Impact on Family Life

Excessive homework can strain family dynamics, as it may limit quality time spent together, disrupt meal times, or cause conflicts between parents and children.

Increased Pressure on Students

The need to perform well in homework assignments, coupled with the fear of negative consequences for incomplete or subpar work, can intensify academic pressure on students.

Potential for Burnout

Overwhelming workloads and constant deadlines can contribute to feelings of burnout among students, leading to exhaustion and a decline in overall well-being.

It is important to note that these perceived disadvantages may vary among individuals and are influenced by factors such as the educational system, workload distribution, and the specific practices implemented by teachers and schools.

Who invented homework 😡?

The invention of homework cannot be attributed to a single individual. The concept of assigning academic tasks to be completed outside of school has evolved over centuries. The origins of homework can be traced back to ancient civilizations where scholars and educators recognized the value of practice and independent study.

The practice of assigning homework as we know it today has its roots in the educational reforms of the 19th century. Influential figure.

Such as Horace Mann in the United States and Johann Heinrich Pestalozzi in Europe played significant roles in shaping modern education systems, including the incorporation of homework as a regular part of students’ academic routine.

However, it is worth noting that the implementation and practices of homework have evolved over time and vary across different educational systems and cultures. The purpose, amount, and approach to homework continue to be subject to ongoing research, debate, and adaptation in response to changing educational needs and goals.

Is homework a punishment for kids?

The perception of homework as a punishment for kids is a matter of perspective and can vary among individuals. While some may argue that homework is a form of punishment, it is important to consider the intention and purpose behind assigning homework.

Homework is primarily designed to reinforce learning, provide opportunities for independent practice, and extend the learning process beyond the classroom. It serves as a tool for students to review and apply what they have learned, develop skills, and prepare for assessments.

When used effectively, homework can contribute to academic growth and help students develop important habits such as responsibility, time management, and self-discipline.

Should homework be banned for kids?

The question of whether homework should be banned for kids is a topic of ongoing debate in the field of education. While there is no definitive answer that applies universally to all situations, it is important to consider the different perspectives and weigh the potential benefits and drawbacks of homework.

Advocates for banning homework argue the following points:

Reduced Stress and Well-being

Banning homework can alleviate stress levels among students, allowing them to focus on their well-being, mental health, and other activities outside of school. It can promote a healthier balance between academic responsibilities and personal life.

Increased Engagement and Interest

Without the burden of homework, students may have more time and energy to engage in extracurricular activities, pursue their passions, and explore personal interests. This freedom can foster a love for learning and intrinsic motivation.

Equity and Access

Banning homework can help address educational inequalities. Not all students have equal access to resources and support systems outside of school, which can create disparities in completing homework assignments. Eliminating homework can level the playing field and promote fairness.

Enhanced Learning Strategies

Advocates argue that alternative approaches, such as project-based learning, experiential learning, and collaborative activities, can be more effective in promoting critical thinking, problem-solving, and creativity compared to traditional homework assignments.

On the other hand, opponents of banning homework raise the following arguments:

Reinforcement of Learning

Homework provides an opportunity for students to reinforce what they have learned in class, practice skills, and develop a deeper understanding of the subject matter.

Responsibility and Time Management

Homework helps students develop important life skills such as responsibility, self-discipline, organization, and time management. These skills are crucial for success in higher education and the workforce.

Parental Involvement

Homework can promote parental involvement and engagement in a child’s education. It provides an opportunity for parents to understand their child’s learning progress and support their academic development.

Preparation for Higher Education

Homework is often seen as a preparation for the demands of higher education, where independent study and self-directed learning are essential.

Ultimately, the decision to ban or retain homework depends on various factors, including the educational context, the quality and quantity of assignments, and the specific needs and circumstances of the students. Striking a balance between academic requirements, student well-being, and promoting effective learning experiences is crucial to ensure a holistic and meaningful education.

Why homework should not be banned?

While the debate on whether homework should be banned continues, there are compelling arguments in favor of retaining homework as an integral part of the educational system. Here are some reasons why homework should not be banned:

Homework provides an opportunity for students to reinforce and consolidate what they have learned in class. Through independent practice, students can solidify their understanding of concepts, apply knowledge to new situations, and develop essential skills.

Preparation for Future Responsibilities

Homework helps students develop important skills such as time management, organization, self-discipline, and responsibility. These skills are essential for success not only in academics but also in future endeavors, including higher education and the workplace.

Extension of Learning Beyond the Classroom

Homework allows students to delve deeper into a subject, explore additional resources, and engage in independent research. It promotes self-directed learning and encourages students to take ownership of their education.

Practice and Mastery

Regular practice through homework enables students to master foundational concepts and skills. Repetition and reinforcement help solidify learning, improve retention, and build fluency in various subjects.

Individualized Learning

Homework assignments can be tailored to meet the individual needs and abilities of students. Teachers can provide differentiated tasks or additional challenges to cater to varying levels of understanding and promote personalized learning.

Parental Involvement and Support

Homework provides an avenue for parents to be involved in their child’s education. It allows parents to monitor their child’s progress, understand their strengths and weaknesses, and offer guidance and support when needed.

Accountability and Assessment

Homework assignments contribute to the assessment and evaluation of a student’s progress. They provide valuable feedback for both students and teachers, highlighting areas that require further attention or additional instruction.

Homework prepares students for the rigors of higher education, where independent study, research, and self-directed learning are essential components. By engaging in homework, students develop the necessary skills and work habits to succeed in advanced academic pursuits.

The Purpose of Homework

The purpose of homework extends beyond the completion of tasks and assignments outside of the classroom. Homework serves several important educational objectives that contribute to students’ learning and academic development.

Homework provides an opportunity for students to reinforce and apply the concepts, skills, and knowledge they have learned in class.

It allows them to practice and solidify their understanding through independent work, which can lead to better retention and mastery of the material.

Extension of Learning

Homework extends learning beyond the classroom, encouraging students to explore topics in greater depth and engage in independent research.

It promotes critical thinking, problem-solving, and independent inquiry, fostering a deeper understanding of the subject matter.

Skill Development

Homework helps students develop important skills such as time management, organization, self-discipline, and responsibility.

By completing assignments within designated time frames, students learn to prioritize tasks, manage their workload, and meet deadlines – skills that are valuable in both academic and professional settings.

Preparation for Assessments

Homework prepares students for assessments, such as tests, quizzes, and exams. It allows them to practice applying their knowledge, review concepts, and identify areas that require further clarification or study. This helps build confidence and improves performance in formal evaluations.

Engagement and Active Learning

Homework can promote active engagement in the learning process by involving students in activities that require reflection, analysis, and problem-solving. It encourages independent thinking, creativity, and self-expression, fostering a deeper connection to the subject matter.

Communication and Collaboration

Homework can serve as a means of communication between teachers, students, and parents. It provides an avenue for teachers to provide feedback, track progress, and identify areas of improvement.

It also enables parents to be involved in their child’s education and gain insight into their academic development.

Preparation for Real-World Responsibilities

Homework instills a sense of responsibility and accountability in students, mirroring the expectations they will encounter in higher education and future careers.

It prepares them for the demands of college or workplace environments, where self-directed learning and independent work are often required.

Why Homework Should Be Banned?

While homework has been a longstanding practice in education, it is important to acknowledge the negative effects it can have on students.

These effects should be taken into consideration when evaluating the overall impact of homework on students’ well-being, mental health, and academic performance.

Increased Stress and Pressure

Excessive homework assignments can lead to heightened stress levels among students. The pressure to complete numerous tasks within tight deadlines can cause anxiety, burnout, and feelings of being overwhelmed.

This can negatively affect students’ mental well-being and hinder their ability to perform at their best.

The time-consuming nature of homework can limit students’ opportunities to engage in extracurricular activities, pursue hobbies, spend quality time with family and friends, and participate in physical exercise.

Balancing homework with other aspects of life is crucial for a well-rounded education and healthy development.

Reduced Sleep and Fatigue

Homework often extends into evenings and weekends, leaving students with inadequate time for rest and sleep. Insufficient sleep can result in fatigue, decreased concentration, and diminished cognitive functioning, ultimately impacting students’ ability to learn effectively and retain information.

Loss of Interest in Learning

When homework becomes monotonous, repetitive, or disconnected from students’ interests, it can lead to a loss of enthusiasm for learning.

Excessive or uninspiring homework assignments may cause students to view education as a chore rather than a source of curiosity and growth, potentially diminishing their intrinsic motivation.

Inequality and Academic Pressure

The burden of homework can disproportionately affect students from disadvantaged backgrounds who may lack access to resources or support systems outside of school.

Additionally, excessive homework can contribute to a competitive academic environment, fostering a culture of intense pressure and comparison among students.

Potential for Negative Parental Involvement

Excessive homework can strain parent-child relationships when parents feel compelled to assume the role of enforcer or tutor. This can lead to increased stress within the family and diminish the quality of parent-child interactions.

Limited Personalization and Creativity

Homework assignments often follow a standardized approach, leaving little room for personalization, creativity, and individual learning styles.

This can hinder students’ ability to explore their own interests, think critically, and develop problem-solving skills outside of the prescribed curriculum.

Inequality in Access and Support

Students from disadvantaged backgrounds may face challenges in completing homework due to limited access to resources such as textbooks, computers, or internet connectivity.

This inequality in access can widen the achievement gap and contribute to educational disparities.

Limited Time for Self-Reflection and Creativity

Excessive homework can leave little room for self-reflection, introspection, and creative expression. Students may feel compelled to prioritize completing assignments over exploring their own interests, pursuing independent projects, or engaging in self-directed learning.

Impact on Physical Health

Prolonged periods of sitting and excessive mental exertion associated with homework can contribute to sedentary behaviors and physical health issues.

lack of writing of physical activity and prolonged screen time can lead to a sedentary lifestyle, posture problems, eye strain, and musculoskeletal issues.

Loss of Autonomy and Personal Agency

Excessive homework can diminish students’ sense of autonomy and personal agency over their learning. When assignments are rigidly structured and dictate how, when, and what students must learn.

It limits their ability to explore topics of interest or pursue personalized learning pathways.

Negative Attitudes towards Learning

A heavy emphasis on homework can inadvertently foster negative attitudes towards learning. Students may associate education with stress, pressure, and repetitive tasks, leading to a disengagement from the learning process and a diminished desire to explore new ideas or develop a growth mindset.

Impact on Mental Health

The stress, anxiety, and pressure associated with homework can have a detrimental effect on students’ mental health. It can contribute to symptoms of depression, anxiety disorders, sleep disturbances, and overall emotional well-being.

Promoting a balanced approach to learning is crucial for safeguarding students’ mental health.

Overemphasis on Grades and Performance

Homework-centric education systems often prioritize grades and performance over holistic development and individual growth.

The focus on completing assignments for the sake of achieving high marks can overshadow the joy of learning, creativity, and the development of critical thinking skills.

Limitations for Multidimensional Assessment

Excessive homework may restrict teachers’ ability to assess students comprehensively. Relying heavily on homework as a primary mode of assessment can overlook other aspects of a student’s abilities, such as communication skills, creativity, problem-solving, and social-emotional development.

Alternative Approaches to Homework

In recent years, alternative approaches to learning have gained recognition for their potential to address the limitations and negative effects associated with traditional homework.

These approaches prioritize student well-being, engagement, and meaningful learning experiences. Here are some examples of alternative approaches that can enhance the educational landscape:

Project-Based Learning

Project-based learning involves students working on real-world projects or inquiries that promote critical thinking, collaboration, and problem-solving skills.

Instead of assigning repetitive homework, educators design projects that allow students to apply their knowledge in practical contexts, fostering a deeper understanding of the subject matter.

Flipped Classroom

In a flipped classroom model, students access instructional materials, such as videos or readings, outside of class time. Classroom sessions are then dedicated to active learning, discussions, and hands-on activities.

This approach encourages students to engage with the content during class, receive immediate feedback, and collaborate with peers and teachers.

Experiential Learning

Experiential learning focuses on providing students with firsthand experiences to explore and understand concepts. Field trips, simulations, role-playing activities, and hands-on experiments are examples of experiential learning methods.

By actively engaging with the subject matter, students develop a deeper understanding and retain knowledge more effectively.

Personalized Learning

Personalized learning recognizes that students have unique learning styles, interests, and paces of learning. This approach tailors instruction to individual students’ needs, allowing them to progress at their own pace and explore topics of interest.

Adaptive technology, differentiated instruction, and individualized projects are key components of personalized learning.

Collaborative Learning

Collaborative learning emphasizes cooperation, teamwork, and peer interaction. Students work together in groups or pairs to solve problems, discuss ideas, and share knowledge.

This approach promotes social skills, communication, and the development of a supportive learning community.

Authentic Assessments

Authentic assessments go beyond traditional exams and quizzes. They assess students’ understanding and skills through real-world tasks and demonstrations of learning.

Portfolios , presentations, performances, and exhibitions are examples of authentic assessments that provide a more holistic view of students’ capabilities.

Mindfulness and Well-being Practices

Incorporating mindfulness techniques, such as breathing exercises , meditation, and reflection, into the learning environment can help students manage stress, enhance focus, and promote overall well-being.

Creating a positive and nurturing classroom environment is essential for fostering healthy learning experiences.

By embracing these alternative approaches, educators can create engaging and meaningful learning opportunities that cater to students’ diverse needs and promote their overall development.

These approaches not only mitigate the negative effects associated with traditional homework but also cultivate a lifelong love for learning and empower students to become active participants in their education.

In conclusion, the debate surrounding whether homework should be banned is a complex and multifaceted issue. While homework has long been seen as a fundamental part of education.

It is important to consider the potential negative effects it can have on students’ well-being, mental health, and overall learning experience.

The arguments against homework being assigned to students are rooted in the belief that it can lead to increased stress levels, limited free time for other activities, and a lack of opportunity for students to explore their own interests and develop essential life skills.

Banning homework would allow students to have a better balance between their academic responsibilities and personal lives. It would provide them with the opportunity to engage in extracurricular activities, pursue hobbies, and spend quality time with family and friends.

Additionally, it could encourage students to take ownership of their learning by fostering a love for knowledge rather than treating education as a mere checklist of assignments.

However, it is important to note that eliminating homework entirely may not be the most effective solution. Homework, when designed thoughtfully and aligned with the learning objectives, can reinforce concepts, encourage independent thinking, and develop crucial skills such as time management and self-discipline.

Therefore, a more balanced approach is necessary, focusing on quality over quantity and considering the individual needs and abilities of students.

Ultimately, the decision of whether homework should be banned or not should be based on comprehensive research, open dialogue between educators, students, and parents, and a deep understanding of the educational goals and needs of each student.

Striking a balance between academic responsibilities and overall well-being is crucial in fostering a positive and effective learning environment.

Frequently Asked Questions

Will banning homework affect students’ academic performance negatively.

No, banning homework allows for alternative learning approaches that can enhance academic performance.

How can parents support their child’s education without homework?

Parents can engage in meaningful discussions about school topics, provide resources, and encourage active learning beyond the classroom.

What are the potential benefits of project-based learning?

Project-based learning promotes critical thinking, problem-solving, and the practical application of knowledge.

How can teachers ensure fairness in assessments without homework?

Teachers can implement various assessment methods, including formative assessments, presentations, and project evaluations, to gauge students’ progress fairly.

What steps can schools take to address the concerns of homework opponents?

Schools can establish open dialogues with parents, students, and educators, while exploring alternative approaches that prioritize student well-being and engagement.

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Homework Should Be Banned

Should students be given homework tasks to complete outside school? Or are such tasks pointless?

All the Yes points:

Homework has little educational worth and adds nothing to the time spent in school. some schools an…, homework is almost always done when a child is already tired from a long day at school. as a result…, setting homework does little to develop good study skills. it is hard to check whether the homework…, homework produces large amount of pointless work of little educational value, but marking it ties up…, homework puts students off learning. studies have shown that many children find doing homework very…, homework takes a lot of time up. being young is not just about doing school work. it should also a…, homework is a class issue. in school everyone is equal, but at home some people have advantages bec…, all the no points:, yes because….

Homework has little educational worth and adds nothing to the time spent in school. Some schools and some countries don’t bother with homework at all, and their results do not seem to suffer from it. Studies show that homework adds nothing to standardised test scores for primary/ elementary pupils. International comparisons of older students have found no positive relationship between the amount of homework set and average test scores. If anything, countries with more homework got worse results!

No because…

Homework is a vital and valuable part of education. There are only a few hours in each school day – not enough time to cover properly all the subjects children need to study. Setting homework extends study beyond school hours, allowing a wider and deeper education. It also makes the best use of teachers, who can spend lesson time teaching rather than just supervising individual work that could be done at home. Tasks such as reading, writing essays, researching, doing maths problems, etc. are best done at home, away from the distractions of other students.

Homework is almost always done when a child is already tired from a long day at school. As a result few students are at their best when they sit down in the evening to yet more work. Homework ends up being done in a hurry, by students fighting fatigue, and poor quality work is produced. Worse still, students who have been up late trying to finish off their homework, then come tired into school the next day, and so are less ready to learn. Really, what is the point?

Having homework also allows students to really fix in their heads work they have done in school. Doing tasks linked to recent lessons helps students strengthen their understanding and become more confident in using new knowledge and skills. For younger children this could be practising reading or multiplication tables. For older ones it might be writing up an experiment, revising for a test, reading in preparation for the next topic, etc.

Setting homework does little to develop good study skills. It is hard to check whether the homework students produce is really their own. Some students have always copied off others or got their parents to help them. But today there is so much material available on the internet that teachers can never be sure. It would be better to have a mixture of activities in the classroom which help students to develop a whole range of skills, including independent learning.

Homework prepares students to work more independently, as they will have to at college and in the workplace. Everyone needs to develop skills in personal organisation, working to deadlines, being able to research, etc. If students are always “spoon-fed” topics at school they will never develop study skills and self-discipline for the future.

Homework produces large amount of pointless work of little educational value, but marking it ties up much of teachers’ time. This leaves teachers tired and with little time to prepare more effective, inspiring lessons. The heavy workload also puts young graduates off becoming teachers, and so reduces the talent pool from which schools can recruit.

Teachers accept that marking student work is an important part of their job. Well planned homework should not take so long to mark that the rest of their job suffers, and it can inform their understanding of their students, helping them design new activities to engage and stretch them. As for recruitment, although teachers do often work in the evenings, they are not alone in this and they get long holidays to compensate.

Homework puts students off learning. Studies have shown that many children find doing homework very stressful, boring and tiring. Often teachers underestimate how long a task will take, or set an unrealistic deadline. Sometimes because a teacher has not explained something new well in class, the homework task is impossible. So children end up paying with their free time for the failings of their teachers. They also suffer punishments if work is done badly or late. After years of bad homework experiences, it is no wonder that many children come to dislike education and switch off, or drop out too early.

If homework puts students off learning, then it has been badly planned by the teacher. The best homework tasks engage and stretch students, encouraging them to think for themselves and follow through ideas which interest them. Over time, well planned homework can help students develop good habits, such as reading for pleasure or creative writing.

Homework takes a lot of time up. Being young is not just about doing school work. It should also about being physically active, exploring the environment through play, doing creative things like music and art, and playing a part in the community. It is also important for young people to build bonds with others, especially family and friends, but homework often squeezes the time available for all these things.

Again, just because some teachers are bad at setting homework that is not a reason to scrap it altogether. Homework needs to be well designed and should not take up all of students’ spare time. Recent American surveys found that most students in the USA spent no more than an hour a night on homework. That suggests there does not seem to be a terrible problem with the amount being set.

Homework is a class issue. In school everyone is equal, but at home some people have advantages because of their family background. Middle-class families with books and computers will be able to help their children much more than poorer ones can. This can mean working class children end up with worse grades and more punishments for undone or badly done homework. On the other hand pushy parents may even end up doing their kids’ homework for them – cheating. And homework is one of the most common causes of family arguments.

Education is a partnership between the child, the school and the home. Homework is one of the main ways in which the student’s family can be involved with their learning. Many parents value the chance to see what their child is studying and to support them in it. And schools need parents’ support in encouraging students to read at home, to help with the practising of tables, and to give them opportunities to research new topics.

Teachers don’t understand the students’ pain and struggle they are going through, they just assign some exercises, look at the solution and present it the next day.

Students spend up to a third of their day working hard at school; they deserve to have a break. Not only do students deserve to have a break, but they also deserve to have time for themselves to indulge in extracurricular activities like, sports, music, and swimming, etc. So homework must be banned

Homework should be giving as much as the student can take but not so much that students will have bad filling about books.

I think that kids like me spend a lot of time playing video games . I also think that some kids get torn by homework especially during quarantine. Kids are forced to do school from home and homework from home as well. This can be hours and hours of work and can be very stressful.

If you keep your mind fully on studies you don’t need o do homework but if you don’t follow the class then you need to do homework as it makes us revise what you have studied in school but obviously the sclools give us a lot homework in our holidays which is not needed.But what if your child has not understood a thing in school? if you do homework the child will ask you the thing that he has not understood.So homework is needed but not always.

at the top it looks like shes crying of homework that is just toter

i dont like it because it is a waste of time plus no one cares about it thats why it is boring

i think homewrok is waste of time because you might get stressed and it just takes away time with your family

Homework should be a choice. School is already stressing enough and students need to be able to have a life outside of school so they can relax and not have to worry about school anymore. If a student needs help then they could ask for some extra work in order to be able to help themselves.

Kids, remember that homework is a waste of time, its just extra work school gives you

you are so right

I don’t think it is right in many situations. You see, homework are meant to make you better, not worse, but too much is just tiring.

who said it was making you worse?

But Homework Does More Bad Than Good. Many Even Try Suicide Because Of Homework. 

Then how teachers will understand that which student did understand the lesson and which one not?? . Homework is the way to understand that which student is improving and which one is not. Who lazy and bad student they talk like that.

Well the 7-8 hours that students are already in school apparently doesn’t let them do a ten minute knowledge check on the topic.

homework should be banned from schools because it makes students very tired . It puts more pushers on the child and the child does not wasn’t to do it . The child is already tired from school and they get more work . It is very stressful for a child Excess homework causes children to feel ‘burnt out’ Do you thing my worth opponent is excess of homework good for a child? No it is not good for a child as it leads to coping and negative attitude in them it ruins the child’s life. its also a waste of time. you could be doing something you love like hanging with your friends, or spending quality time with your family homework takes all the time . homework is an unnecessary pain to parents, teachers, and most of all, students. Homework is worthless. It does nothing but creates a monstrous picture of our studies in our minds

uhm what is homework ???

homework sucks

i have homework and find that it has help me a lot with my school work. i believe that some teachers are the cause of not liking homework but you never really know. personally i love homework and think it shouldn’t be banned

I just wanted to say that I had an exam question received late at night which i had forgotten about, about the topic of homework being banned. THIS SAVED MY FRICKING LIFE! THANK YOU WHOEVER MADE THIS!

So you plagiarized?

well, thank you for the comments and opinions it totally helps a lot to make a research about “banning homework”

I am a 5th grade student. Simply put, I absolutely HATE homework! It is stressful and leaves me no time to independently read! (I love to read) I did some research, and found that countries/states with no homework don’t do bad, but actually do good. Finland has banned homework, yet it is deemed the “happiest country” and comes at the top of exams. Ban homework!!!

I’m in 6th grade and I agree with you all except reading I like games

Personally, I don’t quite have the same opinion. It’s different for everyone. I also dislike homework, but I have to do it because I think it’s important

In my opinion, homework should not be banned entirely. The workload should be lessened. Often times, the amount of work children have to do can deprive them of sleep, which can lead to many negative side effects such as depression. Often times, the children at the schools I’ve been to have had to drink coffee or other caffeinated beverages to get through the day, and needed melatonin to sleep, just to wake up 4 hours later. This is mainly due to the homework weighing down on them. Homework should still be assigned in schools, but the amount of homework given to students should be lessened.

here is a summary of whats above about why homework should be banned. I added a few things. Also, its in my own words so if anybody wants it for their school classwork they can copy it and put it in their classwork.

 I think homework should be banned. Because first it’s hard to see if a student homework is really done by himself. Second many people copy other friend work and get many helps from their families. It would be much better to have a mixture of work (activities) in the class which will help the student to develop skills which includes learning independently. Also, there is evidence, did you know that an estimated of 17 percent of kids don’t do their homework. And an estimated 20 percent of kids copy their homework from other students. Moreover, did you know that over 70% of kids don’t like to do their homework.  Even a famous Author named Justin Coulson does want homework to be banned. He said, “They spend enough time in class.”  

the entire internet thanks you

i think either classwork or homework should be banned cause in my country you have to do like atleast 4 homeworks ( do note that i am in 6th) and on average per day you hae to do 6 homeworks plus whatever extra work your teacher gives you ( unless they are nice like my eng teacher ). schoolwork consumes 6 HOURS of my screen time plus 2 or 1 hour of hw screentime. i am a lucky kid cause i can do 11 homeworks in 1 day but that is just not fair. my hobbie is ti play games and stream that but parents say that it takes up 3 hours of my time. one question i ask you, doesnt school take up doeble the fricking time schoo – 6hours + 1 hour of hw + 1 hour of extraa work. games = 3 hours ( at max ) + 1 hour of tv ( i watch like once in a week ) now you only tell me what is affecting my health more, school or games ? i wake up late at 830 thinking that today is a good day but all of a sudden school f@#ks with me and screws me up.

schoo – 6hours + 1 hour of hw + 1 hour of extraa work.this 

We are doing a debate for school on whether we should have homework or not so me and my group decided to search it up. 😉

i believe it shouldnt be “banned” as im a kid. i sometimes enjoy homework, sometimes i don’t. but i believe its not all positive. i get done with online school, i do my homework, but man am i exhausted. i think homework should only be done as a punishment.

Yes, I am always against the motion.

Your having fun then ur mom asks “have you done your homework yet!”

It turns out, homework was made as a punishment by an Italian pedagog Roberto Nevilis for his students. So for those who disagree that homework should not be banned, have empathy for students who have to take up their social time only for homework. Like many people commented, it’ll waste their childhood.

STOP THE HOMEWORK STOP THE HOMEWORK STOP THE HOMEWORK STOP THE HOMEWORK

ofc it should be banned. I spend HOURS a day trying to complete a simple math problem because my brain was fried at school. school is the majority of my day. I dont want to spend the little time I have with my busy parents and busier siblings alone doing friggin spanish or something. Optional homework is fine, since that is available for the people who have time for it. But for people like me who have siblings to look after and dinner to cook, adding homework to the mix is too much. And now with covid, the workload DOUBLED. fall of 2020 better be better because this spring just wasnt it. Before you fuck up my brain and drive me crazy, please think about how we are entering high school and thats just a little stressful. Think about how we have responsibilites. smh

Please don’t use insult words.

homework is the worst

I hate homeworks

Homework shouldn’t be ban, but too much homework should. No more then an hour of homework. Kids can’t handle that stress like adults can.

uhm. no HOMEWORK! HOMEWORK IS GONNA MAKE US SUICIDE IF WE CONTINUE THIS. AHHHHHHHHHHH

Don’t you know that homework is a punishment? Look it up. You shouldn’t be doing school at home. You should be doing school at school. Just a little homework is still considered a punishment. I hope homework doesn’t become a regular thing, oh wait it is.

hw’s so bad ,i hate hw✄

Homework should be banned it should be banned you telling me that they don’t have “enough time” to learn what they need to learn. It takes time out of a students life. You people say that childhood is most precious Well how can they have one if they are spending hours upon hours on homework. It waste their free time and their parents time to spend on them. Is homework that important to take away a Childs freedom huh. huh explain it explain it I want to know. homework is a waste of time Childhood is something you can’t get back. 8th grade has already made it to were I might have a mental breakdown. Yes I am a 8th grader so your hearing the opinion of one. Homework should be banned. I spend 8 hours at school and 3 hours on homework even more. Why should school have the authority to stick its fucking fingers in my lives and other students. Its no wonder why students our stressed and mentally unstable. Home should be a time to spend time with family, relaxing, maybe spend a hour or hour and thirty or so to have me time. These are the many reasons why my school system and others are fucked up. so get your fucking head on straight when you think about whether homework is good for kids or not

I also forgot that some parents don’t care I live with my grandparents and my Nana once said to me that this was more important than eating and that point if I run away its she needs to know its her fault

Homework should be limited if not banned. I’m in 6th grade and have a mental breakdown at least once a week. I get about 10 pieces of homework A DAY. I get home from school at 3 and am working on homework till 8. I get to spend about 10 MINUTES with my family before going to bed.

Limited? It should be banned. Pretty stupid for a 6th grader.

I’m in 5th grade. I have to study 7th grade work. :(

It turns out, homework was made as a punishment by an Italian pedagog Roberto Nevilis for his students. So for those who disagree that homework should not be banned, have empathy for students who have to take up their social time only for homework. Like many people commented, it’ll waste their childhood.

whos the author

love him/her

What is school for if all the learning is done at home?

Its not school its just work!

i hate homework.

me too teachers suck

Hello have you guys heard about coronavirus? Search an article on this website!

I have my father keeps on searchin’ stuff ’bout it. I am bored coz of it.😒

Yes of course

stop trying to sell your rubbish nobody cares

ofc we heard. were not dumb

I really do think that homework should be banned. First off kids work 8 hours in school and they have to do homework right when they get home. A lot of kids stress doing homework when they get home because they wan’t to spend their free time.

I think that homework should be banned cause as a senior in high school I can honestly say that this has been my best year yet without worrying about the amount of homework and how long it would take me. I have done better this year because the lack of homework has taken a lot of stress off and has given me time to work on assignments that we do in class and get ahead. SO yeah I think homework should be banned.

Thanks for hearing me out yours truly, Cookie monster

Thanks for hearing me out yours truly, alex

Homework Should Be Banned Yes because… Homework is almost always done when a child is already tired from a long day at school. As a result… Homework is almost always done when a child is already tired from a long day at school. As a result few students are at their best when they sit down in the evening to yet more work. Homework ends up being done in a hurry, by students fighting fatigue, and poor quality work is produced. Worse still, students who have been up late trying to finish off their homework, then come tired into school the next day, and so are less ready to learn. Really, what is the point?

Homework is practice. But too much is no good. At the same time, it every student of mine has 30 minutes of homework from each lesson he attends in a day, it adds up to 3 thirds of his school day, leaving little room to explore other interests. I also believe that teachers need to add value to the cirriculum by adding things that are left out, like how to learn, using imagination and teaching budgeting, house work and other subjects deemed unsuitable for class environment.

It’s not a practice it’s a punishment.

i think homework should be banned because statistics show that homework can cause disengage students from families and cause anxiety/depression

Finland is known as the happiest country in the world for students and thats because kids arent even given a hint of homework and the graduation rate is 93% while in the US kids are given 50 minutes of homework a day and the graduation rate is 73% what does that tell you about the effect of homework

That tells us nothing about the effect of homework. There may be correlation, but that does not mean causation.

bruh.. its a website on why homework should be BANNED not the effects of homework

homework should be banned because it causes unnecessary stress

In China, every student should do homework for 2 to 3 hours.

Shut up and go to China.

BRO you guy only need 2-3 hours in Vietnam we have to do it more than 3.5 hours :P

Alright, I’m here at finland, and I live here, and I go to school. You see, there’s alot of homework. And extra in quarentine. So, the “kids arent even given a hint of homework” is kinda false. We DO get homework. Alot actually, if I say so myself. But it’s not alot. I can deal with it.

Stop spreading false information.

Finally someone with a brain.

U r angílina harry ?

it more like anywhere from 1- 8 hours of homework jsut depends on the day and the teacher

Reason 1: Studies tell us that homework doesn’t help us at all on standardised test scores for elementary students. International comparisons of students that are older have noticed no good relationship between the amount of homework set and average test scores. Also countries that have more homework have worse results on tests! So if you get worse results on your test, what’s the point?

Reason 2: Homework is mostly done when a child is already tired from School. The result is that few students are are ready for homework when they sit down in the evening to . Homework ends up being done in a hurry, by students fighting fatigue, and poor quality work is produced. Even worse , students who have stayed up late trying to finish their homework, come to school tired, and are less ready for work. So really, what is the point? That’s why homework should be banned.

Homework takes away from family time. If your son/daughter is so tierd after school and they have to do homework and don’t do good u would want too help and that’s cheeting. Then you cant do family stuff like play games together or eat diner together. Homework is like a dementor, sucking tha happiness out of life

homework gives self-confidence and self-motivation to a student to do well.it checks our ability and capacity to do well

In other words, destroys our self confidence

Oh look the most downv- I mean disliked comment on the page.

Homework is almost always done when a child is already tired from a long day at school. As a result few students are at their best when they sit down in the evening to yet more work

all homework does is just help you redo the hard lesson ALL OVER AGAIN and barely even helps you. a school that abolished homework didn’t suffer from it, and a school with more homework got worse grades! it also makes it hard for teachers to prepare for learning just from marking homework. what is the point of doing one hard page of homework when you barely even get celebrated for it? its just pointless work for hours instead of going outside to play, doing creative things like music and art, helping your friends and family or watching TV and playing video games.

Homework Shouldn’t be banned It improves your child’s thinking and memory. It helps your child develop positive study skills and habits that will serve him or her well throughout life.

NO, it doesn’t If there is one person you need to hear from about homework, It’s kids who actually have homework. Homework has done nothing good for me except for putting pressure on me and when I don’t do it, my grades go down even when I do well in class it’s just the homework that hurts kid’s grades for no reason.

That is not true because they need to spend time with family as well as that they also need excersice so you are wrong and I don’t think anyone would disagree with my dession.

How does it improve children’s thinking and memory? How does it help them develop positive study skills if they have to miss out on family time, sport etc. The only thing that would do is make children hate homework for taking them away from other activities.

This is more disliked than the reply I said was the most disliked.

MY friend, you have chosen the wrong place to talk about your opinion :P

I think homework should be banned the students do enough work in class. Another reason is I believe it takes away from time spent with family,friends,sports or even just playing outside.

Statistics show that homework causes: -Stress,headaches,stomach problems -Also arguments between parents and children -Lack of sleep -Can affect “physical health” and “mental health” -Less than 1% of students say homework is not a stressor.

In some countries teachers don’t bother giving homework and their results turn out to be perfectly fine!

I have anxiety cause of overwhelming homework and I sleep at 3:00am finishing it. Sometimes I don’t even do it and that what makes my grades suffer. If it weren’t for homework, I would probably get better grades

Homework should be banned because not all families have good educational facilities and students have also varying family pressure. The often work on errands and not always get adequate time. Also many schools give very hard topics in homework.

‪Homework should be banned as our children do enough in school… there is too much pressure on children to grow up quick, they do not get the time to rest, have fun and be children… I would also like to add when it comes to after school or weekends I like to spend quality time as a family doing fun things not push them into doing additional school work that is what teachers are paid for and to do in school time!!‬

Homework shouldn’t take so long as to hardly spend any family quality time together. Each school is different in the amount of homework they give, and if a school is giving a lot of homework, that should be changed, and it should be lessened, but not banned. If it’s banned, then what are they going to do all day? Just play with no intellectual mind whatsoever? How will that prepare them for the real world? Not to mention, summer break, winter break, fall break, and spring break is a time of relaxation. What’s the harm in giving homework on school days. After all, school is a place of education, and if the homework is given correctly and efficiently, it shouldn’t be a problem.

if school is a place of education why should a home be the same? and clearly you forgot about holiday homework, which turns a relaxing break into a time of stress as these assignments often take much longer to complete. and also that, in the UK at least) only 12 weeks of a year are spent in breaks which means 76% percent of a year is spent in school and doing homework. and not to mention the time teachers say homework takes is often underestimated.

The problem is, homework ISN’t given correctly and efficiently… Secondly, whose job is it to help children learn? The government? No, it’s the parents job to look after their children. If the children are ‘playing with no intellectual mind whatsoever’, who’s job is it to fix that? Certainly not the government…

Excuse me? Did you get say

“Not to mention, summer break, winter break, fall break, and spring break is a time of relaxation. What’s the harm in giving homework on school days.”

Well obviously YOU haven’t had the packets and packets of the homework that my teachers have given me on those “ times of relaxation “. So next time, maybe refresh your memory.

homework should be either an option or banned because children are kept up late trying to finish it.Those how do finish are tired and grumpy and will most likely get growled at and those how don’t finish will either get a growling or detention and or is tired. When kids do homework they don’t get time for there self and to top it off they won’t get time to do anything when at college and high school.

School equal? You must be insane.

Homework is not worthless guys.Homework is such a thing that helps us to check our abilities.It also helps us to revise the lectures of school.If anyone says that they do not get time to play or spend time with their family than manage yourself.Make a time table and follow it.Homework also teaches us to tackle with the suitation .If anyone rather says that he/she got glasses because of this homework than just think that getting glasses by using electronic things is more good than getting glasses than studying ?? just think with calm mind!! and write what you feel about……..

how would you manage yourself with such little time i mean if you get about 30 minutes of homework for each class 30 times 7 is 3 1/2 hours and if you get home at 3 then it is 6:30 when you are done ad you also have to eat i go to bed at 7.

Homework is worthless.It does nothing but creates a monstrous picture of our studies in our minds. Albert Einstein once said “Imagination rules the world but our current educational system has changed the word “imagination” with “education”. Moreover, Albert Einstein also said that “Playing is the highest form of research” so we should first focus on laying which leads to creativity. And through creativity, we can automatically have knowledge; the knowledge we get through playing will forever be cherished not the knowledge we get through mountains of memorizing

Homework is turning children into couch potatoes as they spend an increasing amount of their time in their bedrooms instead of playing outside

I am currently a sophomore and I have to deal with homework on a day to day basis, plus the additional packet I must complete every week. It is not hard but it is very time consuming and I barely spend time with anymore. I am to the point of bring too and I’m constanly having suicidal thoughts. I can’t do this anymore.

I know its hard and i know it sucks, but hang in there. You’ve got only got a few more years left but at the same time you don’t have to look at this as a completely terrible time, life is a journey not a destination. What that means is that you should not expect the future to hold bliss. Every single moment is one which you can enjoy. Happiness is a state, be open to it and it will come. So what do you wanna do Now? do you have a hobby? Maybe you wanna read that book. you do that! Hang out with some pals? Go right ahead. Learn something new? what are you waiting for?! Live life in the Now, the best way you know how. That will automatically benefit your future as well. Now, a lot of people say, work hard. I say work efficiently. Try and get your homework done in as little time as possible, with effective output. Using methods of effective work: I highly recommend watching Thomas Frank on you tube for this.

Good luck :)

Homework is an unecesary pain to parents, teachers, and most of all, students. it causes disfunction in mental health, and could even effect families private lives. its also a waste of time. you could be doing something you love like hanging with your friends, or spending quality time with your family, but NO! honestly… i dont think homework should be banned… i think it should be optional. i hope you found this helpful.

Homework is almost always done when a child is already tired from a long day at school. As a result few students are at their best when they sit down in the evening to yet more work. Homework ends up being done in a hurry, by students fighting fatigue, and poor quality work is produced. Worse still, students who have been up late trying to finish off their homework, then come tired into school the next day, and so are less ready to learn. Really, what is the point

I think homework is a bad learning tool for multiple reasons: A)If the student can do the homework than it was a large waste of time. B) if the student cannot do the homework, they would ask thier parents for help, therefore makeing the homework usless for the fact that the parent did the homework. C) if the student cannot do the homework and does not do it, that will lower thier grades without learning what the right the right thing to do, therefore makeing the homework usless.

Homework is a class issue. In school everyone is equal, but at home some people have advantages because of their family background. Middle-class families with books and computers will be able to help their children much more than poorer ones can. This can mean working class children end up with worse grades and more punishments for undone or badly done homework. On the other hand pushy parents may even end up doing their kids’ homework for them – cheating. And homework is one of the most common causes of family arguments

I don’t know if homework should be banned completely, but it most certainly should be lessened. Kids are coming home with hours of homework and no time to have social relationships. Homework should be optional. If a student is struggling they can choose to do homework, but if they aren’t struggling they don’t need to waste their time doing home that doesn’t help them.

i think its a no because its part of the education and its like practicing what you’ve learnt. hope you guys are thinking the same way.

Why would we be thinking the same?

If the kids didn’t get the topic by the end of class then they should have homework, but if they did understand it, then what it the point of having it. That just takes up their time to spend time with friends or family. Why should kids get homework on weekends as well? The weekends are the days when kids actually get to do something besides school, they get to have fun or rest. And they should be aloud to do that. The kids go to school to learn and do good quality work, but when they do work at home they just do sloppy work and don’t get a lot of the questions right. And that is because they have other things to do. Homework should be band.

Homework can cause actual pain. Yes, that´s right. Lugging around that 10-20 pound book bag everyday can cause severe back, shoulder, and neck pains, and could even possibly lead to something worse. Every time I bring home my book bag from school, it weighs around 15 pounds with all of the homework inside of it. Please NO MORE HOMEWORK

Most schools now do homework on computers provided by the school, or they have block schedules, that way the student doesn’t have to carry as much around with them. Homework is normally a few papers, and maybe a book. If you really have that much pain, only take the things for the classes you need that day. Also, be sure to be using a backpack with two straps and not a messenger bag.

Undoubtedly, homework hinders learning. There are only 3 outcomes possible when doing homework: A) You do the homework, proving you were able to do it in the first place and the work was therefore unnecessary B)You do the homework even though you were unable to do so, thus learning to solve the problem the wrong way. C) You do not do the homework because you were unable, and therefore did not learn anything.

I disagree with this point, especially with point b. There is a textbook and the internet for a reason. A student can find out how to do it. Resources exist. Therefore, your point C becomes the student’s problem. Now to attack A. If the person already knows the topic, he or she still needs practice. For example, practice reduces occurrence of mistakes. My test scores have significantly improved once I started doing homework, even though I already and always knew the concept. Also, the voting system is biased, as all pro homework stuff have negative votes.

Now you for your response on point A I disagree because You don’t really need to practice If you’ve already been practicing the whole day in school and you’re not going to forget the whole topic in one day.

sorry but homework is gay

Homework or rather busy work is not as useful of a tool as it may seem. There is no clear evidence supporting the claim that homework improves the grades or the understanding of the students

We would love to hear what you think – please leave a comment!

I think homework should be banned because at first kids think “let’s get this over with.” Then later on they realize all of that was for nothing because sure it prepares you for the test but what about the hours you spent on 1 page of homework!

Homework can affect both students’ physical and mental health. According to a study by Stanford University, 56 percent of students considered homework a primary source of stress. Too much homework can result in lack of sleep, headaches, exhaustion and weight loss.

Homework does not help younger students, and may not help high school students. We've known for a while that homework does not help elementary students. A 2006 study found that "homework had no association with achievement gains" when measured by standardized tests results or grades. [ 7]

Examining these arguments offers important perspectives on the wider educational and developmental consequences of homework practices. 1. Elevated Stress and Health Consequences. According to Gitnux, U.S. high school students who have over 20 hours of homework per week are 27% more likely to encounter health issues.

Excessive workload. The issue of excessive workload is a common complaint among students. Spending several hours on homework after a full school day can be mentally and physically draining. This workload can lead to burnout, decreased motivation, and negative attitudes toward school and learning.

Banning homework would help to reduce these risks as well. 6. It increases the amount of socialization time that students receive. People who are only spending time in school and then going home to do more work are at a higher risk of experiencing loneliness and isolation.

A defense of rote practice through homework might seem revanchist at this moment, but if we truly believe that schools should teach children lessons that fall outside the meritocracy, I can't ...

Reasons Why Homework Should Be Banned. 1. It Contributes to Increased Anxiety. If there's one word that describes middle-school and high-school students, it's anxiety. In my homework statistics article, I cite research showing that 74% of students cite homework as a source of stress.

This is why we should stop giving homework. Chris McNutt. January 27, 2023. The United States must examine the underlying inequities of peoples' lives, rather than focus on increasing schools' workloads and lessening children's free time for mythical academic gains that lead to little change. At Human Restoration Project, one of the core ...

All in all, perhaps homework shouldn't be banned completely, but it needs to be considered in a fair and balanced way. Here are some important points to remember that take the individual needs and resources of students into account: Everyone is different: Every person is unique, and each student learns differently.

American high school students, in fact, do more homework each week than their peers in the average country in the OECD, a 2014 report found. It's time for an uprising. Already, small rebellions ...

Homework must be challenging and purposeful for kids to recognize its value. For this reason, at Success, we take great care with the design of our homework assignments, ensuring they are engaging and relevant to what takes place in class the next day. When done well, homework can be a form of the "flipped classroom"—a model developed by ...

Homework negatively affects students' health. Download Article. Homework takes a toll physically. Recent studies have demonstrated that too much homework can disrupt a student's sleep cycle, and cause stress headaches, stomach problems, and depression. [3] 3.

Homework is a polarising topic among students, teachers and parents. The research shows that the impact varies based on lots of different factors. Read more about the pros and cons and join the debate. Homework is a polarising topic among students, teachers and parents. The research shows that the impact varies based on lots of different factors.

Bans proposed and implemented in the U.S. and abroad. The struggle of whether or not to assign homework is not a new one. In 2017, a Florida superintendent banned homework for elementary schools in the entire district, with one very important exception: reading at home. The United States isn't the only country to question the benefits of ...

Now, let's shine a spotlight on the crux of the matter - the top 10 reasons why the cry for banned homework is getting louder. Too Much Homework. School Takes Up All Time. Messes with Sleep and Health. No Time for Exercise. Makes Stress and Anxiety Worse. Less Time to Hang Out with Friends.

There are plenty of reasons why (most) homework should be banned. I'll start out with some general facts and look at homework in general, then go into some detail about our school. Stanford conducted a study surveying over 4,300 students in 10 high performing high schools in California. More than 70% of the students said they were "often or ...

Here are some reasons why homework should not be banned: Reinforcement of Learning. Homework provides an opportunity for students to reinforce and consolidate what they have learned in class. Through independent practice, students can solidify their understanding of concepts, apply knowledge to new situations, and develop essential skills. ...

3 years ago. homework should be banned from schools because it makes students very tired . It puts more pushers on the child and the child does not wasn't to do it . The child is already tired from school and they get more work . It is very stressful for a child.

10 Reasons Why Homework Should Be Banned. 1. Overburdened students need rest for mental health. 2. Homework may exacerbate inequalities among students. 3. It consumes valuable family time that is crucial for bonding. Discover why homework should be banned: from mental health concerns to inequality issues, explore 10 compelling reasons in this ...

These are some of the reasons why homework should be banned -: Homework Restricts A Student's Freedom. No Time For Exercises. No Time To Play Outdoor Games. Often Breaks Students' Confidence. Homework Doing Not An Achievement. Most Homework Creates Bad Habits. Less Time To Spend With Family Members.

Conclusion. In conclusion, there are compelling reasons why homework should be banned. Its negative impact on students' mental health, lack of evidence supporting its benefits, and potential for alternative approaches to promote learning all call into question the value of assigning homework. By eliminating homework, students would have more time for self-care, engage in more effective ...

4 Reasons Why Homework Should Be Banned - The Student View. March 20, 2019. 2:08 pm. 4 Reasons Why Homework Should Be Banned. It can be hard to cope with the amount of pressure that homework can put on a young person. Prev5 Reasons Why Doing Homework Is Actually Important. 3 Reasons Why Prisons Are A MessNext. It can be hard to cope with the ...

3 Reasons Why Homework Should Be Banned. There are a lot of young children who are going through a lot of stress and having a hard time in school, which many adults attribute to bullying. But that is not the whole story.

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Essay on Drugs and Alcohol Abuse among Students in Malayalam

Essay on Drugs and Alcohol Abuse among Students in Malayalam : ലഹരി വസ്തുക്കളും യുവ തലമുറയും ഉപന്യാസം, വിദ്യാർത്ഥികളും ലഹരി പദാർത്ഥങ്ങളും ഉപന്യാസം.

Essay on Drugs and Alcohol Abuse among Students in Malayalam Language  : In this article, we are providing  ലഹരി വസ്തുക്കളും യുവ തലമുറയും ഉപന്യാസം ,  വിദ്യാർത്ഥികളും ലഹരി പദാർത്ഥങ്ങളും ഉപന്യാസം .

ലഹരി വസ്തുക്കളും യുവ തലമുറയും ഉപന്യാസം : ലഹരിവസ്തകളുടെ നിരോധനത്തിന്റെ ആവശ്യകതയെപ്പറ്റി ഗാന്ധിജി തന്റെ അഞ്ചിനകർമ്മപദ്ധതിയിൽ ഊന്നിപ്പറഞ്ഞിട്ടുണ്ട്. മദ്യപാനവും ലഹരിവസ്തുക്കളുടെ ഉപയോഗവും ഒരു സാമൂഹികവിപത്തായി വളർന്നുവരികയാണ്. പ്രത്യേകിച്ച് കുട്ടികളിൽ. ഇപ്പോൾ മദ്യപാനത്ത ക്കാൾ മയക്കുമരുന്നുകളുടെ ഉപയോഗം വളരെ കൂടുതലായിട്ടുണ്ട്. ഇവിടെയും വിദ്യാർത്ഥികളാണ് മുൻപന്തിയിൽ. മയക്കുമരുന്നിന് അടി മകളായിത്തീരുന്ന നാളത്തെ പൗരന്മാരായ വിദ്യാർത്ഥികളുടെ പെരു കുന്ന എണ്ണം ഭയപ്പെടുത്തുകയാണ്. മദ്യത്തിന്റെ ഉപയോഗരീതിയും ലഹരിമരുന്നുകളുടെ ഉപയോഗരീതിയും തമ്മിൽ വ്യത്യാസമുണ്ട്. ചാരാ യത്തിന്റെ ലഭ്യതയും രൂപവും ഏകമുഖമാണ്. എന്നാൽ ലഹരിമരു ന്നുകളുടെ ഉപയോഗവും സ്രോതസ്സും വിഭിന്നമാണ്. അവ ഗുളികയുടെ രൂപത്തിലും കുത്തിവയ്പായും പുകയായും ലഭ്യമാണ്.

ലഹരിമരുന്നുകൾ ആദ്യമായി ഉപയോഗിക്കുമ്പോൾ ഒരുവനു കിട്ടുന്ന ആനന്ദവും ഉന്മേഷവും വീണ്ടും അതിന്റെ ഉപയോഗത്തിന് അയാളെ പ്രേരിപ്പിക്കുന്നു. ക്രമേണ അതിന് അടിമപ്പെട്ടുപോകുകയും ചെയ്യുന്നു. ഈ പ്രവണത മുതലാക്കിയാണ് മയക്കുമരുന്നു മാഫിയകൾ വിദ്യാർത്ഥി കൾക്കു മയക്കുമരുന്നു കലർന്ന ഐസ്ക്രീമുകളും മിഠായികളും മറ്റു പാനീയങ്ങളും നല്കി വലയിലാക്കുന്നത്. അവർ കുട്ടികൾക്ക് ആദ്യ ഡോസ്സ് സൗജന്യമായി വിതരണം ചെയ്യുന്നു. ഇതു വാങ്ങി ഉപയോ ഗിക്കുന്ന കുട്ടികൾ അവരുടെ വലയിൽപ്പെട്ടുപോകുന്നു. പിന്നീട് അവ കിട്ടാൻ വേണ്ടി അവർ എന്തും ചെയ്യാൻ തയ്യാറാകും. മയക്കുമരുന്നു കളുടെ സ്ഥിരം ഉപഭോക്താക്കളായിത്തീരുന്നു. ക്രമേണ ആ ജീവിതം ഒരു ലക്ഷ്യത്തിലുമെത്താതെ രോഗഗ്രസ്തമായി തകർന്നടിയും. അല്ലെ ങ്കിൽ ആത്മഹത്യയിൽ ചെന്നു കലാശിക്കും. അതുമല്ലെങ്കിൽ ഭ്രാന്ത നായി അലയും.

മയക്കുമരുന്നിന്റെ ഉപയോഗത്തോടെ ഇരയുടെ ശരീരം ശോഷിക്കു വാൻ തുടങ്ങും. തലച്ചോറിന്റെ പ്രവർത്തനം താറുമാറാകും. കാഴ്ച യും കേൾവിയും അവതാളത്തിലായെന്നു വരാം. പിന്നീടൊരിക്കലും അയാൾക്ക് മയക്കുമരുന്നിന്റെ ഉപയോഗത്തിൽനിന്നു രക്ഷനേടാനാ കാതെ വരുന്നു. പരിപൂർണ്ണമായും അയാൾ അതിന്റെ ഇരയായി ത്തീരും. അതുകൊണ്ട് ഈ വിഷത്തിന്റെ മാസ്മരികതയുടെ പിന്നാല പായുന്നവൻ താൻ സ്വയം നാശത്തിന്റെ കുഴിയിലേക്കു ചാടുകയാ ണെന്നു മനസ്സിലാക്കണം.

അമേരിക്കയെപ്പോലെയുള്ള രാജ്യങ്ങളിൽ മയക്കുമരുന്നിന് അടി മപ്പെട്ടുപോയവരെ ചികിത്സിച്ചു രക്ഷപ്പെടുത്താൻ സഹായിക്കുന്ന കേന്ദ്രങ്ങളുണ്ട്. ഇപ്പോൾ നമ്മുടെ നാട്ടിലും ഇവ പ്രവർത്തിക്കുന്നു. ഇത്തരം ദൗർഭാഗ്യവാന്മാരെ ലഹരിയുടെ നീരാളിക്കയിൽനിന്നും രക്ഷപ്പെടുത്തുവാൻ ഈ കേന്ദ്രങ്ങൾക്കു സാധിക്കുന്നുണ്ട്. 

കറുപ്പ്, എൽ. എസ്. ഡി., ഹെറോയിൻ, കൊക്കെയ്ൻ തുടങ്ങിയവ യാണ് ഇന്നു പ്രചാരത്തിലുള്ള കുപ്രസിദ്ധമായ മയക്കുമരുന്നുകൾ. ഇന്ന് എവിടെയും ഇത് ലഭ്യമാണ്. ഇവ കൈയിൽ വയ്ക്കുന്നതും ഉപയോഗി ക്കുന്നതും വിതരണം ചെയ്യുന്നതും ഗുരുതരമായ കുറ്റകൃത്യമാണ്. ദേശദ്രോഹികളായ ലാഭക്കൊതിയന്മാർ നമ്മുടെ ഭാവിതലമുറയെ കൊന്നുമുടിക്കുന്നതിനായി സ്കൂളുകളും കോളെജുകളും കേന്ദ്രമാക്കി പ്രവർത്തിക്കുകയാണ്.

ഒട്ടനവധി എഞ്ചിനീയറിങ് കോളജുകളും, മറ്റു പ്രൊഫഷണൽ കോള ജുകളും ഇന്നു ഡ്രഗ്സ്സ് വിപണികളാണ്. ഇവിടെ വിദ്യാഭ്യാസത്തി നായി എത്തുന്നവരിൽ ഭൂരിഭാഗവും നല്ല സാമ്പത്തികശേഷിയുള്ള കുടുബങ്ങളിൽനിന്നുമാണ്. വിദേശത്തുനിന്നുള്ള വിദ്യാർത്ഥികളും ഇവിടെ ഉണ്ടാവും. സ്വർണ്ണത്തേക്കാൾ വിലപിടിച്ച ഇവയുടെ വിപണ നത്തിന് ഇതിനേക്കാൾ പറ്റിയ ഒരിടമില്ലെന്നു മാഫിയകൾ മനസ്സിലാ ക്കിയിരിക്കുന്നു. മാത്രമല്ല, പോലീസിന്റെയും മറ്റും ശ്രദ്ധയിൽപ്പെടാ തിരിക്കാനും ഇവിടം സുരക്ഷിതമാണ്.

മയക്കുമരുന്നിന്റെ ഉപയോഗവും വിപണനവും ഇപ്പോൾ കേരള ത്തിലെ സ്കൂളുകളിലേക്കും വ്യാപിച്ചിരിക്കുകയാണ്. സ്കൂൾ കുട്ടി കളിൽ ഇതിന്റെ ഉപയോഗം വർദ്ധിച്ചുവരുന്നതായി കാണുന്നു. പ്ലസ ക്ലാസ്സുകൾകൂടി സ്കൂളുകളിലേക്കു വന്നതോടെയാണ് ഇത് ഇത്ര വ്യാപകമായിത്തുടങ്ങിയത്. ഇത് വളരെ ഗുരുതരമായ ഒരു സ്ഥിതി വിശേഷമാണ്. പല സ്രോതസ്സുകളിലൂടെ സമൂഹം ഇന്നു വിഷലിപ്ത മാകുകയാണ്. 

സർക്കാരിനെക്കൊണ്ടുമാത്രം ഈ സ്ഥിതിവിശേഷത്തിനു തടയിട നാകില്ല. കൈകാര്യം ചെയ്യാനാവില്ല. പോലീസിന്റെ പ്രവർത്തനങ്ങ ൾക്കും പരിധിയുണ്ട്. പൊതുജനങ്ങളുടെ സഹകരണവും ഇടപെടലുകളുമാണ് അത്യാവശ്യമായി വേണ്ടത്. ഈ വിഷയത്തിന്റെ ഗൗരവത്തെ സംബ ന്ധിച്ച് വേണ്ടത്ര അവബോധം പൊതുസമൂഹത്തിനു നൽകണം. കുട്ടി കളുടെയും വിദ്യാർത്ഥിസമൂഹത്തിന്റെയും സംഘടനകളുടെയും സഹ കരണവും ഈ പ്രശ്നത്തിൽ ഉണ്ടാവണം. മയക്കുമരുന്ന് ഉപയോഗത്തിന്റെ അപകടത്തെക്കുറിച്ച് കുട്ടികളെ ബോധവാന്മാരാക്കണം. മാധ്യമങ്ങൾക്ക് ഇക്കാര്യത്തിൽ വലിയ ഉത്തരവാദിത്തമാണ് ഉള്ളത്. സിനിമയ്ക്കും ടെലിവിഷനും ഈ ദുഷിച്ച പ്രവണതയ്ക്കെതിരേ വളരെയേറെ പ്രവർ ത്തിക്കാനുണ്ട്. ഈ വിപത്തിനെതിരെ പൊതുജനങ്ങളെ ബോധവാന്മാ രാക്കാൻ കഴിയണം. വിദ്യാർത്ഥികൾ തങ്ങളിൽ മാതാപിതാക്കളും സമൂ ഹവും അർപ്പിച്ചിരിക്കുന്ന പ്രതീക്ഷകൾ തകർക്കരുത്. രാഷ്ട്രത്തിന്റെ ഭാവി നാളത്തെ പൗരന്മാരായ കുട്ടികളിലാണ്. അവർ ജീവിതം അറി ഞ്ഞാ അറിയാതെയോ ദൂഷിതവലയങ്ങളിൽ കൊണ്ടറിഞ്ഞ് നശി പ്പിക്കരുത്. 

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