Exploring the impact of homework on student and teacher wellbeing: an ethnographic study

John, Matthew Richard (2026). Exploring the impact of homework on student and teacher wellbeing: an ethnographic study. University of Birmingham. Ed.D.

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Abstract

Student and teacher wellbeing is an important issue in education and has been a growing concern since the Covid-19 pandemic. There has been a rise in student anxiety nationally, as well as a teacher recruitment and retention crisis due to workload. As an experienced teacher in a school, first-hand observations have revealed the effects of workload, particularly on teachers and students. These can vary from an increase of workload, feelings of stress and a dislike of education. One major contributor to workload is that of homework, for both students and teachers. Although there has been an abundance of research about homework and the effects on attainment, progress and grades, very little has been conducted on the effects of homework on wellbeing. This research addresses this gap by using an opportunity for conducting an ethnography over two years within the same multi racial, urban city in England. The school was an academy with higher than average disadvantaged students with students aged 11 – 19 years of age. This doctoral thesis is the only one of its kind which has focused on the impact of homework on wellbeing using an ethnographical approach.

The participants included 35 students - from years 7 to 13 and studying a range of subjects and 17 teachers - who held different positions in the school, had varying levels of experience and specialised in teaching different subjects. Individual interviews and focus groups were conducted with students and staff and photographs were taken to gain rich insights into the effects of homework on student and teacher wellbeing. The interviews and photographs were coded and thematically analysed where nine main themes were identified for students, and eleven main themes were identified for teachers. From these main themes and subsequent sub-themes, recommendations and changes for homework were made to improve the wellbeing of students and staff. Together, these findings and analyses have resulted in the development of what is called ‘The Four P’ model of homework. The thesis concludes with recommendations for schools about how to review their homework policies and practice using the model to reduce the negative impact of homework on student and staff wellbeing. Implications for future research are discussed.

Type of Work:

Thesis (Doctorates > Ed.D.)

Award Type:

Doctorates > Ed.D.

Supervisor(s):