With few students interested in higher education, and due to the necessity to complete daily chores, homework was discouraged not only by parents, but also by school districts.
In 1901, the California legislature passed an act that effectively abolished homework for those who attended kindergarten through the eighth grade.
In a single study, parents and teachers of middle school students believed that homework improved students' study skills and personal responsibility skills.
Leone & Richards (1989) found that students generally had negative emotions when completing homework and reduced engagement compared to other activities.
The students slept an average of 6 hours 48 minutes, lower than the recommendations prescribed by various health agencies.
In the Cheung & Leung-Ngai (1992) survey, failure to complete homework and low grades where homework was a contributing factor was correlated with greater conflict; some students have reported teachers and parents frequently criticizing their work.
British students get more homework than many other countries in Europe. The main distinction for UK homework is the social gap, with middle-class teenagers getting a disproportionate amount of homework compared to Asia and Europe.
From time immemorial, students were a social group that needed constant support.
The authors of Sallee & Rigler (2008), both high school English teachers, reported that their homework disrupted their students' extracurricular activities and responsibilities. (2009) found that parents were less likely to report homework as a distraction from their children's activities and responsibilities.
Galloway, Conner & Pope (2013) recommended further empirical study relating to this aspect due to the difference between student and parent observations.