How Parents Can Help with Homework Without Doing It

The most effective thing a parent can do when homework is hard is to ask questions rather than give answers. That one shift — from explaining to prompting — keeps the thinking where it belongs: with the child. It also prevents the quiet erosion of confidence that happens when students come to rely on a parent to rescue them.

Why does parental homework help often backfire?

Research published by the Education Endowment Foundation on parental engagement shows that the quality of involvement matters more than the quantity. Parents who supervise, encourage and ask questions about schoolwork tend to produce children with stronger outcomes than parents who sit alongside them correcting every mistake or completing tasks themselves.

When a parent does the thinking — writes the topic sentence, solves the equation, looks up and reads out the answer — the child gets a completed piece of homework but misses the struggle that actually builds understanding. Over time, they learn that difficulty is a signal to stop and wait for rescue, rather than a normal part of learning.

What does effective parental support look like?

Effective support can be broken into four levels, ranging from setting the conditions for success to actively coaching the process. Choose the level that fits the situation.

Level | What it looks like | When to use it
1. Environment | Quiet space, no phone, set time | Every homework session
2. Presence | Being nearby and available | Child is anxious or easily distracted
3. Questioning | "What do you already know about this?" | Child is stuck
4. Resource-finding | "Which page in your textbook covers this?" | Child has exhausted their own ideas

Notice that levels 1 and 2 require almost no subject knowledge. Most homework support happens at levels 3 and 4, not because the topic is genuinely beyond the child but because they have not yet learned to tolerate being stuck.

How to respond when your child says "I don't understand any of it"

This is the most common trigger for parental take-over, and it rarely reflects what the child actually means. A few follow-up questions usually reveal they understand more than they think:

"What is the task asking you to do?" — If they cannot say, start there. Understanding the question is the first step.

"What do you know about this topic?" — Almost always, they know something. Saying it aloud shifts them from frozen to moving.

"Where did your class learn about this?" — Direct them to their exercise book, a textbook or BBC Bitesize.

"What have you tried so far?" — If the answer is "nothing," encourage one attempt before you discuss it further.

These questions model the internal monologue of a self-regulated learner. Over weeks, students start asking themselves the same questions before turning to a parent.

Practical strategies for common homework types

Written essays and extended answers

Do not write or rewrite their sentences. Instead:

Ask: "What point do you want to make first?"

Once they have spoken the idea, say: "Can you write that down exactly as you just said it?"

If the grammar or structure is unclear, ask: "What do you mean by that?" rather than correcting it yourself.

The voice in the essay must stay the student's. Teachers recognise a parent-polished paragraph immediately and, more importantly, the student learns nothing from it.

Maths problems

Work through one similar example from their textbook or exercise book, not a fresh one you construct. Ask: "What is the first step in this method?" Let them attempt it, then check: "Does that answer feel reasonable?"

Do not reach for a calculator on their behalf. If they are stuck on a calculation, show them how to set out the working — layout often reveals the error.

Science revision and keywords

Make flashcards together: you read the definition, they write the keyword (or vice versa). Then quiz each other. This is active recall and it works — but the student must still be the one doing the retrieving, not the copying.

History and geography projects

Help them find two or three credible sources (BBC Bitesize, encyclopaedia, school-approved websites) rather than Googling a ready-made essay. Ask: "What are the main points from this source? Can you write them in your own words?"

How to reduce homework arguments

Conflict tends to escalate at the point where a child refuses to attempt something and a parent insists. A few principles that keep the temperature down:

Agree a start time in advance, not when it has already been left too late and everyone is tired.

Separate the emotional and academic problems. If a child is upset, address the emotion first: "I can see you are frustrated. Let us take five minutes, then look at it together." Trying to teach through tears rarely works.

Normalise not knowing. Say: "Being stuck is normal. Let us find where your class covered this." Framing difficulty as a process problem ("we need to find the information") rather than a personal failing reduces shame.

Let small consequences happen. If a student submits incomplete homework because they chose not to try, the mild consequence from the teacher is more instructive than a parent-driven rescue at 10pm.

When to involve the school

If a student is consistently unable to access homework despite reasonable effort, that is useful information for the teacher. It may signal a gap in classroom understanding, an undetected learning need, or work that is genuinely pitched too hard. A brief email — "Sophie spent 45 minutes on question 3 last night and could not get started; could you revisit the method?" — is more productive than either doing the work or ignoring the problem.

Frequently asked questions

How much time should a KS3 student spend on homework each night?

The government does not set a national homework policy, but most secondary schools aim for around 45 to 90 minutes across all subjects per evening for KS3 students. If a single homework task is consistently taking longer than one hour, it is worth a word with the teacher.

What if I do not know the subject myself?

You do not need to know the subject. Your job is not to teach — it is to create the conditions and ask the questions. "I do not know this either, but let us find where your class covered it" is an honest and helpful response. It also models the skill of finding information, which is itself a valuable lesson.

Should I check their homework before they hand it in?

A brief check is fine — looking for whether they have answered all parts of the question, or that written work is legible. Correcting every error is counterproductive: teachers need to see where the gaps are so they can address them. A homework covered in parental corrections tells the teacher nothing useful.

How do I stop my child going straight to their phone for answers?

Agree upfront that the phone is in another room during homework time, with a fixed end time. Searching for answers before attempting is different from searching after a genuine attempt has been made. Normalise using exercise books, textbooks and BBC Bitesize first — these are slower, but the friction is the point.

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