why does it take me so long to do assignments

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By submitting my email address. i certify that i am 13 years of age or older, agree to recieve marketing email messages from the princeton review, and agree to terms of use., 8 easy ways to finish your homework faster.

How many times have you found yourself still staring at your textbook around midnight (or later!) even when you started your homework hours earlier? Those lost hours could be explained by Parkinson’s Law, which states, “Work expands to fill the time available for its completion.” In other words, if you give yourself all night to memorize those geometry formulas for your quiz tomorrow, you’ll inevitably find that a 30 minute task has somehow filled your entire evening.

We know that you have more homework than ever. But even with lots and lots to do, a few tweaks to your study routine could help you spend less time getting more accomplished. Here are 8 steps to make Parkinson’s Law work to your advantage:

1. Make a list

This should be a list of everything that has to be done that evening. And we mean, everything—from re-reading notes from this morning’s history class to quizzing yourself on Spanish vocabulary.

2. Estimate the time needed for each item on your list

You can be a little ruthless here. However long you think a task will take, try shaving off 5 or 10 minutes. But, be realistic. You won’t magically become a speed reader.

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3. Gather all your gear

Collect EVERYTHING you will need for the homework you are working on (like your laptop for writing assignments and pencils for problem sets). Getting up for supplies takes you off course and makes it that much harder to get back to your homework.

The constant blings and beeps from your devices can make it impossible to focus on what you are working on. Switch off or silence your phones and tablets, or leave them in another room until it’s time to take a tech break.

Read More: How to Calculate Your GPA

5. Time yourself

Noting how much time something actually takes will help you estimate better and plan your next study session.

6. Stay on task

If you’re fact checking online, it can be so easy to surf on over to a completely unrelated site. A better strategy is to note what information you need to find online, and do it all at once at the end of the study session.

7. Take plenty of breaks

Most of us need a break between subjects or to break up long stretches of studying. Active breaks are a great way to keep your energy up. Tech breaks can be an awesome way to combat the fear of missing out that might strike while you are buried in your work, but they also tend to stretch much longer than originally intended. Stick to a break schedule of 10 minutes or so.

8. Reward yourself! 

Finish early? If you had allocated 30 minutes for reading a biology chapter and it only took 20, you can apply those extra 10 minutes to a short break—or just move on to your next task. If you stay on track, you might breeze through your work quickly enough to catch up on some Netflix.

Our best piece of advice? Keep at it. The more you use this system, the easier it will become. You’ll be surprised by how much time you can shave off homework just by focusing and committing to a distraction-free study plan.

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• Learning Disorders
• Too Much Time Doing Homework

Hi, I have always had a very hard time trying to concentrate on doing my homework. It takes me about 6 hours to do something that should take just 1 (not even exaggerating). I get great marks in all my classes, I can zoom through math problems super quick, but when I have to write an essay or give complete answers for questions, it takes me way longer than it should. For answering questions in science, I have to read the question over and over again until I can be sure I haven’t missed anything. I feel that my work has to be perfect or else it’s just not good enough. I put more pressure on myself than anyone else does. I have always struggled with spelling but I have never been diagnosed with a learning disability. I also suffer from anxiety (again I haven’t been diagnosed with anything). Is it possible that I might have a learning disability? Maybe it’s related to the anxiety? Is there anything I can do to help focus and get my work done quicker? var googletag = googletag || {}; googletag.cmd = googletag.cmd || []; googletag.cmd.push(function() { googletag.defineSlot( '/22836344208/Article_Top_300x250', [300,250], 'gpt-ad-8315842314292-0' ) .addService(googletag.pubads()); googletag.enableServices(); googletag.display( 'gpt-ad-8315842314292-0' ); }); Ad Thanks, Cal

• Dr. Schwartz responds to questions about psychotherapy and mental health problems, from the perspective of his training in clinical psychology.
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It is interesting that something that can be viewed as a disorder under one set of circumstances can also be viewed as a good coping mechanism at other times. What I mean is that, unless I am mistaken, your perfectionism helps you achieve very high grades in school. In the study of science, this would be considered very good.

At the same time, you find yourself spending more time at homework that you feel you should. I want to point out that the word, “should” also varies as to it’s meaning and that depends on the context. If your career goals include work in the sciences, whether it’s medical or other, most people would tell you that you are not spending too much time. The field of science is very competitive and success depends on real academic achievement.

Nevertheless, you are not comfortable with the time you are spending nor with your level of anxiety.

It is entirely possible that you have a learning disability, especially in light of the many spelling errors in your email question. Don’t feel bad a out that because it’s merely a symptom. If you do indeed have a learning disability, it might account for your level of anxiety when doing school work and with the amount of time you spend studying.

Therapists are Standing By to Treat Your Depression, Anxiety or Other Mental Health Needs

Explore Your Options Today

You have several options open to you: 1. You could go to the counselling department at your school and discuss your problem with them. They will have you tested and make recommendations based on the results. 2. You could see a psychologist, discuss the problem and he will have you tested and referred for training to help you deal with the disability and the anxiety. 3. I know some people who went to the “Sylvan Learning Center”and see what they may have to offer.

Mainly, you really have to get yourself diagnosed so that you know what you are dealing with and so that you can take the correct actions.

You are a good student and the idea is to not let anything, such as a learning disorder or anxiety, interfere with that.

Best of Luck

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Sat / act prep online guides and tips, how to do homework: 15 expert tips and tricks.

Coursework/GPA

Everyone struggles with homework sometimes, but if getting your homework done has become a chronic issue for you, then you may need a little extra help. That’s why we’ve written this article all about how to do homework. Once you’re finished reading it, you’ll know how to do homework (and have tons of new ways to motivate yourself to do homework)!

We’ve broken this article down into a few major sections. You’ll find:

• A diagnostic test to help you figure out why you’re struggling with homework
• A discussion of the four major homework problems students face, along with expert tips for addressing them
• A bonus section with tips for how to do homework fast

By the end of this article, you’ll be prepared to tackle whatever homework assignments your teachers throw at you .

So let’s get started!

How to Do Homework: Figure Out Your Struggles 

Sometimes it feels like everything is standing between you and getting your homework done. But the truth is, most people only have one or two major roadblocks that are keeping them from getting their homework done well and on time. 

The best way to figure out how to get motivated to do homework starts with pinpointing the issues that are affecting your ability to get your assignments done. That’s why we’ve developed a short quiz to help you identify the areas where you’re struggling. 

Take the quiz below and record your answers on your phone or on a scrap piece of paper. Keep in mind there are no wrong answers! 

1. You’ve just been assigned an essay in your English class that’s due at the end of the week. What’s the first thing you do?

A. Keep it in mind, even though you won’t start it until the day before it’s due  B. Open up your planner. You’ve got to figure out when you’ll write your paper since you have band practice, a speech tournament, and your little sister’s dance recital this week, too.  C. Groan out loud. Another essay? You could barely get yourself to write the last one!  D. Start thinking about your essay topic, which makes you think about your art project that’s due the same day, which reminds you that your favorite artist might have just posted to Instagram...so you better check your feed right now. 

2. Your mom asked you to pick up your room before she gets home from work. You’ve just gotten home from school. You decide you’ll tackle your chores: 

A. Five minutes before your mom walks through the front door. As long as it gets done, who cares when you start?  B. As soon as you get home from your shift at the local grocery store.  C. After you give yourself a 15-minute pep talk about how you need to get to work.  D. You won’t get it done. Between texts from your friends, trying to watch your favorite Netflix show, and playing with your dog, you just lost track of time! 

3. You’ve signed up to wash dogs at the Humane Society to help earn money for your senior class trip. You: 

A. Show up ten minutes late. You put off leaving your house until the last minute, then got stuck in unexpected traffic on the way to the shelter.  B. Have to call and cancel at the last minute. You forgot you’d already agreed to babysit your cousin and bake cupcakes for tomorrow’s bake sale.  C. Actually arrive fifteen minutes early with extra brushes and bandanas you picked up at the store. You’re passionate about animals, so you’re excited to help out! D. Show up on time, but only get three dogs washed. You couldn’t help it: you just kept getting distracted by how cute they were!

4. You have an hour of downtime, so you decide you’re going to watch an episode of The Great British Baking Show. You: 

A. Scroll through your social media feeds for twenty minutes before hitting play, which means you’re not able to finish the whole episode. Ugh! You really wanted to see who was sent home!  B. Watch fifteen minutes until you remember you’re supposed to pick up your sister from band practice before heading to your part-time job. No GBBO for you!  C. You finish one episode, then decide to watch another even though you’ve got SAT studying to do. It’s just more fun to watch people make scones.  D. Start the episode, but only catch bits and pieces of it because you’re reading Twitter, cleaning out your backpack, and eating a snack at the same time.

5. Your teacher asks you to stay after class because you’ve missed turning in two homework assignments in a row. When she asks you what’s wrong, you say: 

A. You planned to do your assignments during lunch, but you ran out of time. You decided it would be better to turn in nothing at all than submit unfinished work.  B. You really wanted to get the assignments done, but between your extracurriculars, family commitments, and your part-time job, your homework fell through the cracks.  C. You have a hard time psyching yourself to tackle the assignments. You just can’t seem to find the motivation to work on them once you get home.  D. You tried to do them, but you had a hard time focusing. By the time you realized you hadn’t gotten anything done, it was already time to turn them in. 

Like we said earlier, there are no right or wrong answers to this quiz (though your results will be better if you answered as honestly as possible). Here’s how your answers break down: 

• If your answers were mostly As, then your biggest struggle with doing homework is procrastination. 
• If your answers were mostly Bs, then your biggest struggle with doing homework is time management. 
• If your answers were mostly Cs, then your biggest struggle with doing homework is motivation. 
• If your answers were mostly Ds, then your biggest struggle with doing homework is getting distracted. 

Now that you’ve identified why you’re having a hard time getting your homework done, we can help you figure out how to fix it! Scroll down to find your core problem area to learn more about how you can start to address it. 

And one more thing: you’re really struggling with homework, it’s a good idea to read through every section below. You may find some additional tips that will help make homework less intimidating. 

How to Do Homework When You’re a Procrastinator  

Merriam Webster defines “procrastinate” as “to put off intentionally and habitually.” In other words, procrastination is when you choose to do something at the last minute on a regular basis. If you’ve ever found yourself pulling an all-nighter, trying to finish an assignment between periods, or sprinting to turn in a paper minutes before a deadline, you’ve experienced the effects of procrastination. 

If you’re a chronic procrastinator, you’re in good company. In fact, one study found that 70% to 95% of undergraduate students procrastinate when it comes to doing their homework. Unfortunately, procrastination can negatively impact your grades. Researchers have found that procrastination can lower your grade on an assignment by as much as five points ...which might not sound serious until you realize that can mean the difference between a B- and a C+. 

Procrastination can also negatively affect your health by increasing your stress levels , which can lead to other health conditions like insomnia, a weakened immune system, and even heart conditions. Getting a handle on procrastination can not only improve your grades, it can make you feel better, too! 

The big thing to understand about procrastination is that it’s not the result of laziness. Laziness is defined as being “disinclined to activity or exertion.” In other words, being lazy is all about doing nothing. But a s this Psychology Today article explains , procrastinators don’t put things off because they don’t want to work. Instead, procrastinators tend to postpone tasks they don’t want to do in favor of tasks that they perceive as either more important or more fun. Put another way, procrastinators want to do things...as long as it’s not their homework! 

3 Tips f or Conquering Procrastination 

Because putting off doing homework is a common problem, there are lots of good tactics for addressing procrastination. Keep reading for our three expert tips that will get your homework habits back on track in no time. 

#1: Create a Reward System

Like we mentioned earlier, procrastination happens when you prioritize other activities over getting your homework done. Many times, this happens because homework...well, just isn’t enjoyable. But you can add some fun back into the process by rewarding yourself for getting your work done. 

Here’s what we mean: let’s say you decide that every time you get your homework done before the day it’s due, you’ll give yourself a point. For every five points you earn, you’ll treat yourself to your favorite dessert: a chocolate cupcake! Now you have an extra (delicious!) incentive to motivate you to leave procrastination in the dust. 

If you’re not into cupcakes, don’t worry. Your reward can be anything that motivates you . Maybe it’s hanging out with your best friend or an extra ten minutes of video game time. As long as you’re choosing something that makes homework worth doing, you’ll be successful. 

#2: Have a Homework Accountability Partner 

If you’re having trouble getting yourself to start your homework ahead of time, it may be a good idea to call in reinforcements . Find a friend or classmate you can trust and explain to them that you’re trying to change your homework habits. Ask them if they’d be willing to text you to make sure you’re doing your homework and check in with you once a week to see if you’re meeting your anti-procrastination goals. 

Sharing your goals can make them feel more real, and an accountability partner can help hold you responsible for your decisions. For example, let’s say you’re tempted to put off your science lab write-up until the morning before it’s due. But you know that your accountability partner is going to text you about it tomorrow...and you don’t want to fess up that you haven’t started your assignment. A homework accountability partner can give you the extra support and incentive you need to keep your homework habits on track. 

#3: Create Your Own Due Dates 

If you’re a life-long procrastinator, you might find that changing the habit is harder than you expected. In that case, you might try using procrastination to your advantage! If you just can’t seem to stop doing your work at the last minute, try setting your own due dates for assignments that range from a day to a week before the assignment is actually due. 

Here’s what we mean. Let’s say you have a math worksheet that’s been assigned on Tuesday and is due on Friday. In your planner, you can write down the due date as Thursday instead. You may still put off your homework assignment until the last minute...but in this case, the “last minute” is a day before the assignment’s real due date . This little hack can trick your procrastination-addicted brain into planning ahead! 

If you feel like Kevin Hart in this meme, then our tips for doing homework when you're busy are for you. 

How to Do Homework When You’re too Busy

If you’re aiming to go to a top-tier college , you’re going to have a full plate. Because college admissions is getting more competitive, it’s important that you’re maintaining your grades , studying hard for your standardized tests , and participating in extracurriculars so your application stands out. A packed schedule can get even more hectic once you add family obligations or a part-time job to the mix. 

If you feel like you’re being pulled in a million directions at once, you’re not alone. Recent research has found that stress—and more severe stress-related conditions like anxiety and depression— are a major problem for high school students . In fact, one study from the American Psychological Association found that during the school year, students’ stress levels are higher than those of the adults around them. 

For students, homework is a major contributor to their overall stress levels . Many high schoolers have multiple hours of homework every night , and figuring out how to fit it into an already-packed schedule can seem impossible. 

3 Tips for Fitting Homework Into Your Busy Schedule

While it might feel like you have literally no time left in your schedule, there are still ways to make sure you’re able to get your homework done and meet your other commitments. Here are our expert homework tips for even the busiest of students. 

#1: Make a Prioritized To-Do List 

You probably already have a to-do list to keep yourself on track. The next step is to prioritize the items on your to-do list so you can see what items need your attention right away. 

Here’s how it works: at the beginning of each day, sit down and make a list of all the items you need to get done before you go to bed. This includes your homework, but it should also take into account any practices, chores, events, or job shifts you may have. Once you get everything listed out, it’s time to prioritize them using the labels A, B, and C. Here’s what those labels mean:

• A Tasks : tasks that have to get done—like showing up at work or turning in an assignment—get an A. 
• B Tasks : these are tasks that you would like to get done by the end of the day but aren’t as time sensitive. For example, studying for a test you have next week could be a B-level task. It’s still important, but it doesn’t have to be done right away.
• C Tasks: these are tasks that aren’t very important and/or have no real consequences if you don’t get them done immediately. For instance, if you’re hoping to clean out your closet but it’s not an assigned chore from your parents, you could label that to-do item with a C.

Prioritizing your to-do list helps you visualize which items need your immediate attention, and which items you can leave for later. A prioritized to-do list ensures that you’re spending your time efficiently and effectively, which helps you make room in your schedule for homework. So even though you might really want to start making decorations for Homecoming (a B task), you’ll know that finishing your reading log (an A task) is more important. 

#2: Use a Planner With Time Labels

Your planner is probably packed with notes, events, and assignments already. (And if you’re not using a planner, it’s time to start!) But planners can do more for you than just remind you when an assignment is due. If you’re using a planner with time labels, it can help you visualize how you need to spend your day.

A planner with time labels breaks your day down into chunks, and you assign tasks to each chunk of time. For example, you can make a note of your class schedule with assignments, block out time to study, and make sure you know when you need to be at practice. Once you know which tasks take priority, you can add them to any empty spaces in your day. 

Planning out how you spend your time not only helps you use it wisely, it can help you feel less overwhelmed, too . We’re big fans of planners that include a task list ( like this one ) or have room for notes ( like this one ). 

#3: Set Reminders on Your Phone 

If you need a little extra nudge to make sure you’re getting your homework done on time, it’s a good idea to set some reminders on your phone. You don’t need a fancy app, either. You can use your alarm app to have it go off at specific times throughout the day to remind you to do your homework. This works especially well if you have a set homework time scheduled. So if you’ve decided you’re doing homework at 6:00 pm, you can set an alarm to remind you to bust out your books and get to work. 

If you use your phone as your planner, you may have the option to add alerts, emails, or notifications to scheduled events . Many calendar apps, including the one that comes with your phone, have built-in reminders that you can customize to meet your needs. So if you block off time to do your homework from 4:30 to 6:00 pm, you can set a reminder that will pop up on your phone when it’s time to get started. 

This dog isn't judging your lack of motivation...but your teacher might. Keep reading for tips to help you motivate yourself to do your homework.

How to Do Homework When You’re Unmotivated 

At first glance, it may seem like procrastination and being unmotivated are the same thing. After all, both of these issues usually result in you putting off your homework until the very last minute. 

But there’s one key difference: many procrastinators are working, they’re just prioritizing work differently. They know they’re going to start their homework...they’re just going to do it later. 

Conversely, people who are unmotivated to do homework just can’t find the willpower to tackle their assignments. Procrastinators know they’ll at least attempt the homework at the last minute, whereas people who are unmotivated struggle with convincing themselves to do it at a ll. For procrastinators, the stress comes from the inevitable time crunch. For unmotivated people, the stress comes from trying to convince themselves to do something they don’t want to do in the first place. 

Here are some common reasons students are unmotivated in doing homework : 

• Assignments are too easy, too hard, or seemingly pointless 
• Students aren’t interested in (or passionate about) the subject matter
• Students are intimidated by the work and/or feels like they don’t understand the assignment 
• Homework isn’t fun, and students would rather spend their time on things that they enjoy 

To sum it up: people who lack motivation to do their homework are more likely to not do it at all, or to spend more time worrying about doing their homework than...well, actually doing it.

3 Tips for How to Get Motivated to Do Homework

The key to getting homework done when you’re unmotivated is to figure out what does motivate you, then apply those things to homework. It sounds tricky...but it’s pretty simple once you get the hang of it! Here are our three expert tips for motivating yourself to do your homework. 

#1: Use Incremental Incentives

When you’re not motivated, it’s important to give yourself small rewards to stay focused on finishing the task at hand. The trick is to keep the incentives small and to reward yourself often. For example, maybe you’re reading a good book in your free time. For every ten minutes you spend on your homework, you get to read five pages of your book. Like we mentioned earlier, make sure you’re choosing a reward that works for you! 

So why does this technique work? Using small rewards more often allows you to experience small wins for getting your work done. Every time you make it to one of your tiny reward points, you get to celebrate your success, which gives your brain a boost of dopamine . Dopamine helps you stay motivated and also creates a feeling of satisfaction when you complete your homework !  

#2: Form a Homework Group 

If you’re having trouble motivating yourself, it’s okay to turn to others for support. Creating a homework group can help with this. Bring together a group of your friends or classmates, and pick one time a week where you meet and work on homework together. You don’t have to be in the same class, or even taking the same subjects— the goal is to encourage one another to start (and finish!) your assignments. 

Another added benefit of a homework group is that you can help one another if you’re struggling to understand the material covered in your classes. This is especially helpful if your lack of motivation comes from being intimidated by your assignments. Asking your friends for help may feel less scary than talking to your teacher...and once you get a handle on the material, your homework may become less frightening, too. 

#3: Change Up Your Environment 

If you find that you’re totally unmotivated, it may help if you find a new place to do your homework. For example, if you’ve been struggling to get your homework done at home, try spending an extra hour in the library after school instead. The change of scenery can limit your distractions and give you the energy you need to get your work done. 

If you’re stuck doing homework at home, you can still use this tip. For instance, maybe you’ve always done your homework sitting on your bed. Try relocating somewhere else, like your kitchen table, for a few weeks. You may find that setting up a new “homework spot” in your house gives you a motivational lift and helps you get your work done. 

Social media can be a huge problem when it comes to doing homework. We have advice for helping you unplug and regain focus.

How to Do Homework When You’re Easily Distracted

We live in an always-on world, and there are tons of things clamoring for our attention. From friends and family to pop culture and social media, it seems like there’s always something (or someone!) distracting us from the things we need to do.

The 24/7 world we live in has affected our ability to focus on tasks for prolonged periods of time. Research has shown that over the past decade, an average person’s attention span has gone from 12 seconds to eight seconds . And when we do lose focus, i t takes people a long time to get back on task . One study found that it can take as long as 23 minutes to get back to work once we’ve been distracte d. No wonder it can take hours to get your homework done! 

3 Tips to Improve Your Focus

If you have a hard time focusing when you’re doing your homework, it’s a good idea to try and eliminate as many distractions as possible. Here are three expert tips for blocking out the noise so you can focus on getting your homework done. 

#1: Create a Distraction-Free Environment

Pick a place where you’ll do your homework every day, and make it as distraction-free as possible. Try to find a location where there won’t be tons of noise, and limit your access to screens while you’re doing your homework. Put together a focus-oriented playlist (or choose one on your favorite streaming service), and put your headphones on while you work. 

You may find that other people, like your friends and family, are your biggest distraction. If that’s the case, try setting up some homework boundaries. Let them know when you’ll be working on homework every day, and ask them if they’ll help you keep a quiet environment. They’ll be happy to lend a hand! 

#2: Limit Your Access to Technology 

We know, we know...this tip isn’t fun, but it does work. For homework that doesn’t require a computer, like handouts or worksheets, it’s best to put all your technology away . Turn off your television, put your phone and laptop in your backpack, and silence notifications on any wearable tech you may be sporting. If you listen to music while you work, that’s fine...but make sure you have a playlist set up so you’re not shuffling through songs once you get started on your homework. 

If your homework requires your laptop or tablet, it can be harder to limit your access to distractions. But it’s not impossible! T here are apps you can download that will block certain websites while you’re working so that you’re not tempted to scroll through Twitter or check your Facebook feed. Silence notifications and text messages on your computer, and don’t open your email account unless you absolutely have to. And if you don’t need access to the internet to complete your assignments, turn off your WiFi. Cutting out the online chatter is a great way to make sure you’re getting your homework done. 

#3: Set a Timer (the Pomodoro Technique)

Have you ever heard of the Pomodoro technique ? It’s a productivity hack that uses a timer to help you focus!

Here’s how it works: first, set a timer for 25 minutes. This is going to be your work time. During this 25 minutes, all you can do is work on whatever homework assignment you have in front of you. No email, no text messaging, no phone calls—just homework. When that timer goes off, you get to take a 5 minute break. Every time you go through one of these cycles, it’s called a “pomodoro.” For every four pomodoros you complete, you can take a longer break of 15 to 30 minutes.

The pomodoro technique works through a combination of boundary setting and rewards. First, it gives you a finite amount of time to focus, so you know that you only have to work really hard for 25 minutes. Once you’ve done that, you’re rewarded with a short break where you can do whatever you want. Additionally, tracking how many pomodoros you complete can help you see how long you’re really working on your homework. (Once you start using our focus tips, you may find it doesn’t take as long as you thought!)

Two Bonus Tips for How to Do Homework Fast

Even if you’re doing everything right, there will be times when you just need to get your homework done as fast as possible. (Why do teachers always have projects due in the same week? The world may never know.)

The problem with speeding through homework is that it’s easy to make mistakes. While turning in an assignment is always better than not submitting anything at all, you want to make sure that you’re not compromising quality for speed. Simply put, the goal is to get your homework done quickly and still make a good grade on the assignment! 

Here are our two bonus tips for getting a decent grade on your homework assignments , even when you’re in a time crunch. 

#1: Do the Easy Parts First 

This is especially true if you’re working on a handout with multiple questions. Before you start working on the assignment, read through all the questions and problems. As you do, make a mark beside the questions you think are “easy” to answer . 

Once you’ve finished going through the whole assignment, you can answer these questions first. Getting the easy questions out of the way as quickly as possible lets you spend more time on the trickier portions of your homework, which will maximize your assignment grade. 

(Quick note: this is also a good strategy to use on timed assignments and tests, like the SAT and the ACT !) 

#2: Pay Attention in Class 

Homework gets a lot easier when you’re actively learning the material. Teachers aren’t giving you homework because they’re mean or trying to ruin your weekend... it’s because they want you to really understand the course material. Homework is designed to reinforce what you’re already learning in class so you’ll be ready to tackle harder concepts later.

When you pay attention in class, ask questions, and take good notes, you’re absorbing the information you’ll need to succeed on your homework assignments. (You’re stuck in class anyway, so you might as well make the most of it!) Not only will paying attention in class make your homework less confusing, it will also help it go much faster, too.

What’s Next?

If you’re looking to improve your productivity beyond homework, a good place to begin is with time management. After all, we only have so much time in a day...so it’s important to get the most out of it! To get you started, check out this list of the 12 best time management techniques that you can start using today.

You may have read this article because homework struggles have been affecting your GPA. Now that you’re on the path to homework success, it’s time to start being proactive about raising your grades. This article teaches you everything you need to know about raising your GPA so you can

Now you know how to get motivated to do homework...but what about your study habits? Studying is just as critical to getting good grades, and ultimately getting into a good college . We can teach you how to study bette r in high school. (We’ve also got tons of resources to help you study for your ACT and SAT exams , too!)

These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links, PrepScholar may receive a commission.

Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

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A Few Strategies to Help Slow-Working Students

March 27, 2016

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A parent recently asked me for advice about her son. Although his academic skills are strong, he feels the need to complete every task to absolute perfection; this means he finishes his work long, long after the rest of his peers. Not only are his teachers frustrated by the time it takes him to complete assignments, he doesn’t especially enjoy spending hours every night making all of his work just right.

It’s easy enough to say we want all our students to work at their own pace, and in most classrooms, some flexibility is built in to allow for this. Still, when a student completes work at a significantly slower pace than his peers, sometimes taking three or four times longer than everyone else, it can create problems for the student and his teachers: Group work gets more complicated, whole-class instruction is limited, and the student is too often put in an uncomfortable position as the one everyone else is waiting for . Furthermore, working at this slow pace means the student is simply putting too many hours in on school work, time that could be spent playing, reading, socializing, relaxing, or exploring other interests.

To help this parent and her son’s teachers come up with some ways to help him, I did a bit of research, pulled together some of my own suggestions, and added strategies offered by other teachers. I shared what I knew on my weekly Periscope broadcast (you can see a replay here ) and got lots more good tips from the teachers who were watching. Here’s a summary of what we all came up with.

First, Rule Out a More Serious Issue

Your first step in finding the best way to help this student is to determine whether a more serious issue is at the root of the problem. For an excellent overview of many of the causes of slow-paced work, read Steven Butnik’s article  Understanding, Diagnosing, and Coping with Slow Processing Speed . In the article, Butnik focuses on twice exceptional students—gifted students who also have additional learning challenges such as a learning disability or attention deficit disorder. “Understanding the role of slow processing speed is essential,” Butnik writes. “Gifted students with processing speed problems who are ‘missed,’ misdiagnosed, or mis-taught may become discouraged, depressed, undereducated, underemployed, or worse. By contrast, when these twice-exceptional (2e) children are understood and well-addressed educationally, they can become treasures who shine in unique ways.”

Consider whether the student is being held back by anxiety, a learning disability that is making the content difficult to process, a condition like dysgraphia that makes handwriting especially challenging, eyesight issues that make the board or papers hard to read, or auditory processing difficulties that make working in a busy, noisy classroom very difficult. If one or more of these underlying challenges is found to be the cause, you may be able to address the problem with an IEP or 504 plan, which could establish modifications for the student such as extended time on assignments, voice-to-text support, or reducing the number of tasks required to demonstrate competence.

Whether or not the student’s slower pace can be given an official diagnosis, the strategies below are all possible ways to help.

Validate the Student’s Concerns

Sometimes, when a person demonstrates a thought or feeling that is problematic—such as the idea that she has to perfect an assignment before she turns it in—we attempt to change that feeling by dismissing it. We’ll say something like, “Perfect isn’t important! Your standards are too high!” What we think we’re doing is helping the person get past those feelings, but by flat-out denying her reality, we can actually make her cling more tightly to it.

Instead, if we begin by validating her feelings, we can help her manage the behavior that comes from them. In  The Power of Validation , Karyn Hall and Melissa Cook define validation as “the recognition and acceptance that your child has feelings and thoughts that are true and real to him regardless of logic or whether it makes sense to anyone else.” Validation is not the same as agreeing with her feelings or supporting the choices that come from them; it’s just letting her know that her feelings are recognized. Instead of trying to dismiss her desire to do perfect work, acknowledge it by saying something like “Doing high-quality work is important to you.” Once you have communicated to the student that you understand her feelings, you can then move toward helping her solve the problems this feeling creates for her.

Model Your Own Process

Students who frequently get stuck on school work may lack the problem-solving skills they need to get unstuck. So whenever you can, model your own strategies with teacher think-alouds, and get other students to do the same thing. Think-alouds can also help students let go of the kind of perfectionism that slows down creative tasks: Many kids believe that “good” students start a task at the beginning, do every part perfectly the first time around, then finish perfectly at the end. But real creative work is much less linear, so let them see you draft an idea, cross some things out, draft some more, skip over something you’re stuck on and move on to something else, then come back around and around until you reach a point where it’s good enough. And that last part is the most important—the part where you stop trying to get it perfect and declare the work good enough.

Talk Them Through It

Second-grade teacher Michael Dunlea finds that in many cases students get hung up on one specific aspect of an assignment, so if he is able to figure out what’s confusing them, he can help them continue. Sometimes it’s just that they don’t understand one particular word in the instructions, or they can’t answer the first part of a question, and that’s keeping them from moving on to the rest of it. If the child is shy or doesn’t know what they don’t know, they may not be capable of asking for the help they need; it just feels like they don’t get it.

With my own children, when they come to me for help with their homework, the first thing I’ll ask them to do is read the instructions to me out loud. They hate this, by the way, because they want me to just tell them what to do. But more than half the time, when they re-read the instructions, they discover some detail they had overlooked the first time around. Then they go, “Oh, never mind,” and wander away.

Set a Timer

For some people, simply setting a time limit for a task is enough to get them moving more quickly, so it’s worth a try with your slow-paced students. Use this one carefully, though: For some students, it could cause even more anxiety and make them shut down completely. So present this as one possible strategy you’d like to try, and see if the student thinks it might work. If it does, and you want to get more structured with this approach, take a look at the Pomodoro Technique , a method that has you work in 25-minute increments, then give yourself a small reward before starting another 25-minute chunk.

Break Large Tasks into Small Ones

Plenty of adults I know, including myself, have trouble getting started on a large task. And depending on the person, some tasks seem larger than others. Show the student how to take any assignment and break it into small, manageable chunks. Then put those chunks on some kind of checklist, so the student can mark off items as he finishes them. You create the list for the student the first time, then do it with him the second time, but eventually release responsibility so that he is able to create his own checklist.

Offer a “Can Do” and a “Must Do”

Lauren Bright often gives her second graders a list of tasks to complete. One task is a “must-do” that has to be done first, no matter what. Then she offers them up to three “can do” options to choose from after the “must do” is finished. Having these optional activities waiting at the end is often a good incentive for students to get the “must do”s taken care of.

Provide Estimated Times for Each Activity

When she noticed that some of her students took a lot longer than most to complete written assessments, high school English teacher Ruth Arseneault decided to add estimated times in parentheses beside each item. She found that this simple tweak helped slower-paced students get better at planning their work and rationing the time they spent on each task. This principle could be expanded to almost any classroom task: Whether it’s a written activity, a science lab, cleaning up after a project, or doing a set of math problems, letting students know about how long something should take can help them set a reasonable pace for themselves.

I learned this strategy when I was a college student from the book Problem-Solving Strategies for Writing by Linda Flower. You use it when you get stuck on a writing task. If you get to a point where you can’t figure out how to say something, just write “What I really mean is…” and continue in whatever language you would use if you were describing the idea to a friend.

Establish a Bare-Minimum Goal for Formative Assessment

Although he often lets his students take work home to finish, high school English and journalism teacher Gerard Dawson will have his slow-working students complete a specific portion of a task and show it to him before they take the rest home. This allows him to quickly assess whether the student is on the right track before they continue the work on their own.

Mix Low-Stakes with High-Stakes Tasks

To help her perfectionistic students learn how to flex their “good enough” muscles, high school English teacher Jori Krulder deliberately mixes high-pressure with low-pressure tasks. She alternates between the kinds of activities that require close attention to detail, like polished pieces, with quicker tasks that require a less rigid approach, like free writes, where students just have to get their ideas down as fast as possible.

Mark Problem Items for Later

Instructional coach Gretchen Schultek Bridgers advises students who get stuck on an item, especially on a test, to mark it with a small post-it note, a highlighter, or a star as a reminder to come back to the item later. This kind of strategy will be useful to everyone, not just your slow working students.

Whatever You Do…

I think it’s important to be sure you are strategizing with the student, not for him: Talk about this process as a team effort. Present a few of the above solutions and ask which one he’d like to try first. Then debrief afterwards to see how it worked. By giving the student ownership of the problem and its solution, you are building his self-efficacy. This is not something you’re “making” the student do; you’re just helping him figure it out. ♥

What Works for You?  Do you have an effective approach for helping slower workers pick up the pace? Share them in the comments so we can all learn together.

What to Read Next

Categories: Classroom Management , Instruction

Tags: differentiation , Grades 3-5 , Grades 6-8 , Grades 9-12 , Grades K-2 , time management

57 Comments

Love this post! Any ideas for slow note takers? I teach high school world history and slow note takers drive me crazy! Any strategies to get them moving? I can lose a whole class (chatty) while one or two people finish writing notes.Thanks!

Take a look at item #2 on this post about ineffective teaching practices . It’s all about note-taking, and while I would obviously not advocate giving them prepared notes, there are some links in that section that will take you to other articles about specific note-taking scaffolds and strategies that might help these students learn how to take notes in a way that works for them. I hope this helps!

I am generally a slow worker, but I was always fast at note taking. My method: In a high school class I would have about 10 pages of notes at the end of a semester, where other students took 10 pages a week. Remind those students they don’t have to write down EVERY SINGLE THING you say!

Some kids are slow note takers because they need some OT or PT therapies. All should see a special eye doctor called Vision Therapist to test if his eyes are able to work together. He may have a neurological disorder that inhibits his brain from tell his hand wht to write. But, until any of that gets done, ask the best student if she would get her notes copied (wherever there is a copier) and give them to you so you could give them to a student who has trouble writing. Decades ago we used carbon paper. The slow student will be grateful as long as no one knows about the “deal”.

I find using structured notes with some of the parts and the organization provided speeds things up a lot. I use an interactive notebook. Students with difficulty copying from the board and organizing the info spatially will be much faster. The early finishers color code, highlight their notes, or make colorful boarders with the time. Encourage those done to reread and check they have everything and think of questions. This also allows more processing time for everyone.

Hi! I’m in my second year of teaching high school math, grades 10 and 11, and I always post my own class notes on Google Classroom to help students who are slow note takers, struggle with taking neat organized notes, or who are absent. I think this is helpful for many students in my class, but I still worry that this method has holes in it. Can you offer any insight or feedback on this accommodation and it’s effectiveness?

Hey Justin,

Check out Note-Taking: A Research Roundup , particularly section #7. I think you’ll find some helpful information there.

Olá Jennifer!

Eu gostei dessa edição como um bom conselho para os educadores. Parabéns! Eloir

Obrigado, Eloir!

Great ideas here! This is something that often occurs in my classroom and is something that I have personally struggled with as well. I connected with this both as a teacher and learner! Thanks for the tips!

Thanks, Samantha! I’m glad you found them useful.

Great ideas thank you. I sometimes find that students don’t know how much is “enough”. At times, during writing I rule off where the children need to write too. I also tell them that they can write past the line and usually they do. They even get quite excited about it. I teach 8 and 9 year olds.

Rachel, thanks for sharing that idea!

I love the WIRMI idea! What a great idea to get students past their writer’s block and to add voice to their writing! Thanks for posting!

Thanks, Jessica! I find myself using that one all the time to write blog posts. I hope it helps your students as well!

Thank you so much for these suggestions! This year, I have an exceptionally bright, focused student who happens to be a much slower worker than my other students. You have provided more strategies to consider, and I appreciate that you stressed that I need to strategize WITH him and not FOR him. I want him to feel empowered and find ways to be able to pace and help himself.

Dawn, I love hearing this. I would love an update later on what worked for him!

I have taught me students visualization techniques, including 12 structures of visualization, which they can use to increase their own comprehension of a learning task. This has been a powerful tool, especially for my slower learners. My students feel success with their ability to tap into their thoughts…and relate this thinking to task completion. In addition, I found that drawing is a tool which assists students (especially when paired with the visualization process).

Susanne, that’s a great suggestion. Do you happen to have any resources I could link to so other teachers can learn specific visualization techniques?

I would suggest that teachers check out the Lindamood-Bell program Visualization and Verbalization (V/V). This program provided a model of introducing the visualization strategy and structures to students to increase comprehension. I have added the drawing piece to my teaching, as well, and have found it to be very effective with students of all abilities.

This could not be more timely. I’m working with a 3rd grader who does legitimately need a little more time to process (not enough to qualify for anything) but is also an extreme perfectionist. I am going to work with her classroom teacher to chunk out tasks and work with the student to set reasonable time limits for each chunk. Thanks!!

Thank you so much for providing the link to Steven Butnik’s article. I found it, along with your article, to be extremely timely and helpful. I have a high school freshman who is extremely frustrated right now. These resources have given me some ideas to discuss with him. Thank you!!

I found some great ideas in your article. I’m trying to see how any of them can work best with a 6 year old. I had a kindergartner in my K/1 combo this year that was very bright, but moved and worked extremely slow. Just packing up his things at the end of the day was at times difficult to watch. Teaching in a group setting, he was often way behind and appeared lost. However, if I just sat and talked with him, giving him all the time he needed, he proved to be quite verbal with advanced vocabulary and critical thinking skills. His slow pace has not affected his pre school learning and I don’t want it to become a problem now. Any ideas for the first grade experience?

My college age son was finally diagnosed twice exceptional. His ADHD was what triggered getting a 504 his senior year of high school. He was always the last to turn in his tests even in elementary school. His algebra 3 teacher mentioned to the 504 committee that even though he had a 101 in her class, he was always last. Thankfully, because of that teacher speaking up, my son is given extra time to complete tests in college. I will always be grateful for that!

I love Can Do and Must Do lists for my 2nd graders. I am looking for strategies with a student that knows the academics when asked but writing it down takes her forever. She forms letters correctly and her fine motor skills are great. I have used the timer system, more wait time to complete a task and encouragement through words and mini rewards. Now she is refusing to do work in every class. Any suggestions for this 2nd grader?

My daughter is in kindergarten. My husband and I recently had a meeting with her teacher about her slow pace. She is smart and understands everything, but she is the slowest pace child in her class. Which strategies would be best for a five year old?

Hi Angie, this is Debbie Sachs, one of the Customer Experience Managers with CoP. Having several years of experience teaching 1st Grade I can share some thoughts for you to consider. First, do you see some of the same slow-paced behaviors at home or in other settings? The reason I ask is because it’s so important to dig down to the root of what’s going on. The strategies you try will really depend on what you observe. If you notice patterns of distraction, then consider finding ways to remove them. Example: Some kids are distracted just by markers or erasers sitting in the middle of the table…move them to another location. Also consider seating placement and proximity to the teacher. If you notice it’s difficult for her to complete a task in a reasonable amount of time, try setting a timer along with using a visual checklist. I’ve found checklists work great…they help kids become self-directed and provide a sense of accomplishment. If you notice patterns of perfectionism or “fear” of getting started, consider providing lots of modeling along with teaching her when she can put more time into getting work ready for an audience. You can also check out the post The Trouble with Amazing: Giving Praise that Matters The strategies you try will really be trial and error. You may have to play around to see what works best. And if you haven’t already read some of the other readers’ comments, check those out too. There are some other good suggestions. Thanks, Debbie

I have a problem of being slow, my teachers, friends and family members say that I take an abnormal amount of time on one small task and when I study it takes me a whole day to study one small topic. Please help me

Hi, Olive. I’m a Customer Experience Manager with Cult of Pedagogy and a former teacher — thanks for writing in! I hear your frustration and want to run a few ideas by you. I’m assuming you’ve read through the post and am wondering if you came across anything you thought might be worth trying? If you’re comfortable, I suggest sharing the post with your family and teachers; these are the people who know you well and who work with you on a daily basis. Maybe they will see something in the research that makes them say, “Hey, this sounds like you! Wanna give this a try?” You also mentioned something about studying; take a look at 6 Powerful Learning Strategies You MUST Share with Students . There are great study strategies in this post that maybe you aren’t familiar with yet. You can also take a look at a bunch of videos made by Seth Perler ; he made these videos specifically for students who are looking for help with planning and organization. I hope you find these resources helpful, but regardless, I’d definitely continue having conversations with your family and teachers so you can get the support you need. Best Wishes!

Hi, I am afraid I have no answer for your question, I just want you to know you are not alone. I too am an A+ student who barely has time for any life at all outside the university and my job, because I work very-very slowly and need time to understand things.

Hi, hopefully you are doing well. Before bed time me and my son discuss how the day went. He told me the teacher made him stay behind while the rest of the class ran laps outside because he didn’t finish his work. Eventually causing him to cry. Is this a good method used by the teacher? My son gets distracted easily and has trouble keeping focus. Communication skills are excellent. He definitely works slow a lot of the time. Although his writing is neat.Should I question the teachers method?

Please help Jennifer Suby

Sorry, he is in grade 1. Writing skills are neat but slow.

Hi, Suby, this is really a great question. As a retired teacher who taught 1st grade for many years, I first suggest, if you haven’t already, requesting a meeting with the teacher. I do think it’s fair to keep in mind that for some kids, it can be appropriate to miss a recess/running laps to finish an assignment when time in class is purposely misused, and when the consequence is known in advance. (I will say though, I think recess as a consequence should be used sparingly and as a last resort.) Based on what you’ve shared about your son regarding his strengths and challenges with focus/task completion, I’m not sure this kind of consequence will be effective or have any benefit. I think moving forward it’s important for school and home to closely observe specific behavior patterns, take in data, and together discuss interventions to put in place that help your son be successful. You may find some helpful ideas in Jenn’s post, 7 Systems that Work for Outside-the-Box Learners . Overall, the idea is to consider systems that work to your son’s strengths and help manage his struggles. I hope this helps.

Thanks so much Debbie. I’ll schedule an appointment with the teacher to get the ball rolling Take care!

My 7 year old (2nd grader) daughter’s teacher changed her grade from “needs improvement” to “not meeting expectations” insofar as focusing/completing task-assignments in timely manner and wants her to be evaluated. Although we’re 1st time parents, we’ve solicited feedback from 2 nieces (1st grade teacher and a child speech therapist) as well as from our daughter’s Home daycare provider who has known her for years, and no one feels she has any ADD or ADHD characteristics, that she’s as easily distractible as any 7 year old – and moreover, that she’s actually sorta nosey: even in a house full of kids doing all sorts of things/having conversations, etc, my daughter can tell you at any given moment exactly which kid took out which toy, and the details of all the conversations going on…like she tunes-in on everyone/everything. She’s always been like that, even as a toddler during “clean-up time” she’d toddle over to whichever kid with the toy THEY took out of the toybox for that kid to put the toy away that they took out – jokingly called her the toy-police! So, now that she’s in school and has been sorta enjoying “sprints” (self-exams, primarily math exams, where the kids time themselves to see how many math problems they can complete in 10 minutes), so in an effort to help her stay “focused” and complete her class tasks/assignments, I’ve told her she needs to think of every task/every assignment as a “sprint”…and believe it or not, THAT has seemed to help her, as-if it brings out the competitive edge in her, so for what it’s worth, I figured I’d share it. So, that’s one tip, and the other has been that we’ve employed a task/TO DO list that seems to help her “see” what she needs to accomplish… but consider, she’s only in 2nd grade, so “reading” a task list is challenging – and “time management” insofar as time needed to accomplish those tasks is still “nebulous” so off to the pediatrician we go. She’s already had the complete school assessment and they’ve ruled-out processing issues and determined that she’s “average” across the board, so I don’t know what’s left – other than to let her mature a bit more! I’m sure the teacher has concerns too, as we do, because our daughter’s biological parents both have developmental delays and mild mental retardation and some cognitive deficits, but from what all the evaluators have said at Early Intervention and those who evaluated her during the comprehensive school assessment, if she had any of those issues, they would have been evident by now…and they all agreed & assured us that we can stop worrying about those issues. Thank God! We’d appreciate any/all feedback! Regards, Anne Marie

Hi Anne Marie,

I work with Cult of Pedagogy and as a former 1st Grade teacher, I wanted to jump in here for a bit. Not knowing your daughter or having had the chance to observe her, it’s really hard to know what kinds of interventions might benefit her, but it sounds like you’ve got a strong support team and have already taken some important steps, including meeting with the pediatrician. If you haven’t already, I also suggest checking out Seth Perler ‘s site – you may find some relevant information and tips there. In the meantime, if your daughter is having difficulty “reading” a task list, consider using pictures instead. A timer might also help with time management. Observe any distractions that might get in the way and if possible, remove them. I hope this helps…maybe someone else will see this and jump in to share their insights as well.

Hi Jennifer,

Thank you so much for this article. I am a freshman at Syracuse University and I have always been the slowest student in class (largely due in part to my perfectionism), and while I don’t nitpick at my handwriting anymore (rarely to be quite honest), it has made my first semester hell. I am studying architecture and while it is a demanding major, 20 all nighters was not the norm, and I could have avoided 17 of those (probably not the 3 before the 3 exercise finals) if my mindset of producing the perfect model or drawing did not carry over from childhood. I really wish my teachers in elementary school could have used these strategies when I was younger so I could have built a lasting foundation of not giving into the urge of producing something “perfect.” Nearly all of my teachers in elementary school would tell me to write faster or tell my parents in parent teacher conferences or report cards that I had to work on my speed and not care about my penmanship as much. The only teacher that gave me good advice on speeding up was professor Rosa, my architecture professor with whom I took my architecture pre-college course with. He opened my eyes to the impact of architectural design and the impact that well designed spaces can have. He also gave me the saying “think, say, do” to “do” instead of “think” or “say” because if you spend your time thinking you just have your thoughts/ideas and nothing to show for it, and if you just say something you’re all talk. I don’t discredit thinking or saying, but having a physical model/drawing translates better to our professors who are visual and give us better critiques on what is in front of them.

I have recently started talking to a counselor, and I plan on using these strategies along with the Pomodoro technique she has suggested. I also plan on visiting all of my former teachers to catch up with them and introduce this article with them because students quite frankly will not take the initiative to take actions that would be beneficial for them in the future.

Thank you again for the article, Naomi

Hi, I would like to thank you for this wonderful advice, I’m a student having trouble with speed, but these methods don’t seem to work for me. Do you have any other suggestions?

Although this post does have a ton of suggestions, they certainly may not work for everyone. My first thought is to consider in what exact areas does that “speed” thing specifically seem to affect you; exactly how is it a problem and what might be getting in the way. Here’s another article you might want to check out: 7 Systems that Work for Out-of-the-Box Learners . See if anything there feels familiar; within the post is a link to Seth Perler’s site. Be sure to check that out as well — he’s got a lot of good stuff just for kids. The other thing I’d suggest, is to just make sure you continue to have communication with your teachers, family, counselor — the people who know you really well and see what kinds of suggestions they might have.

I’m so happy that you shared this information. It’s going to really help a student in my class.

No question, but I just wanted to say thanks for this article. My son has ADHD and a very low processing speed, despite scoring in the 95-99% in most other IQ rested other areas. 2e can be so hard for teachers (and teacher moms) to understand, and this article with the additional link to more 2e information is really helpful.

Thanks for letting us know you found this post to be helpful, Ashley! Might be a good one to share with teachers and admin!

I give a weekly syllabus chart to my 7th graders on Monday of the week, with columns for the name of the activity, the estimated time, the basic directions and where more specific info can be found, the places to find resources, and the due date – this is a Nancy Sulla strategy. One day with about 30 minutes left of class, there was a “disturbance” at one of the home groups. I went over to check and found Jack and Amanda trying to convince Megan (a very slow worker) that she HAD to make a plan for what she was going to accomplish in that 30 minutes. She kept insisting that there was “nothing on the syllabus that would only take me 30 minutes.” They patiently explained again and again that she could just start a longer task and put 30 minutes into it. As understanding finally dawned, she looked around the table and said “You mean I can just do a little part of something if I have some extra time, but I don’t have to do the whole thing? I swear, Ms. H., I did not know this!” We discussed this as a work strategy, and when she came in the next day, she reported that she had tried it while cleaning her room. “I wanted to clean my room, but I only had 15 minutes before my mom said we had to go, so I looked around and decided to just organize my stuffed animals! It worked!” I was never so proud! We try so hard to unpack things for kids, but sometimes we just don’t know exactly how much to unpack – you can be sure this strategy is now included in my lessons!

This article is awesome! Just what I needed, thank you!

Great to hear — thanks for letting us know!

I’m glad some teachers nowadays care enough to help kids try to get past hurdles that will totally destroy quality of life if not addressed early. I wish I had such help. I now face a bleak future cause I’m too slow in everything and disability is not enough to have a quality life.

Hi, My daughter is very smart girl, gate identified and is taking honor classes. She has always been a slow worker from the time she was in preschool. Now that she is in 8th grader I’m beginning to worry because she spends hours doing her homework. She claims she likes to take her time and do her work right, but I’m worried that she she’s up late working on homework that shouldn’t take her that long. She also takes long showers and moves at a slow pace in most of what she does. She also takes a long time getting ready for school or after school activities. I read the article and found a few strategies that I would like to try. But I was wondering if you can give me more specific advice on her. I find myself rushing her and frustrated when she doesn’t finish her work in a timely manner. Any suggestions?

Glad to hear there were a few ideas here that may be helpful. If you haven’t already, you may want to also check out 7 Systems That Work for Out-of-Box Learners . Also be sure to visit Seth Perler ‘s site. I’ve linked it here, but there’s also a link in the post.

Another article that I really like is Overwhelmed? Do Five Things . The suggestions here can be applied to anyone, whether school-related or not.

Other things to consider if you haven’t already: Scroll through the comments at the end of this post for possible ideas. Talk to your daughter’s teachers – are they seeing the same things you’re seeing at home? If so, ask if there are strategies they’ve implemented that they’ve found helpful or if they have suggestions you can try at home.

Hope this helps!

Thanks for the advice to validate the student’s concerns. My husband and I will be moving soon and need to find a K-8 public charter school for our daughter. Keeping your advice in mind should help our daughter make the transition to her new school.

Eileen, We are glad that you found the advice useful as you prepare for your daughter’s transition to a new school. Best of luck to you and your family!

I need help teacher I have a 7 years old.. He is very slow And the teqcher is always complaining about his work… I really dont k ow how to help him Any advice please 😌

Not knowing the interventions that have already been put in place, my first suggestion is to try out some of the strategies from the post . Perhaps request a meeting with the teacher, admin, and counselor – share the article with them and find out what strategies, if any, have been implemented. Sometimes just making a few adjustments to something that’s already been tried can be helpful. For other ideas, take a look at 7 Systems That Work for Out-of-Box Learners and be sure to click on the link to Seth Perler’s site. Hope this helps!

Love the ideas, I would like more ideas for slow students and students that need more attention.

Hi Samantha! We’d recommend checking out 7 Systems that Work for Outside-the-Box Learners and our Differentiation and Personalized Learning Pinterest board. I hope this helps!

Hello, my son is a slightly above average student more so in mathematics so flies through it. He is a fifth grader in a sixth grade class. For the last three years he has been put up in the next class with four other students. (this is a whole different concern of mine for next year!:)) However in English/ writing, he is a lot slower. No trouble spelling and yes as mentioned above (on the website) he is one of the ‘wants to get it perfect’ 🙂 However my concern is the amount of work being expected of the children to complete within the school working week. E.g. Spelling work (which inadvertently turns into homework as there is alot but no timeframe supplied for any of the tasks except it is expected to be completed by Friday after being handed it on the Monday). Hopefully I haven’t taken too much advantage of your time and expertise but would be nice to run it by someone from ‘outside’ the small town we live in. And yes I am going to set up a meeting with the teacher and perhaps the principal. I just wanted to get a professional opinion on this beforehand, as if this is standard then we just have to deal with it. So I have included the list of just the spelling tasks below for your feedback, if you are able to find the time… these are from last term;

1. List your 20 spelling words for the week 2. Put four of your spelling words into sentences (make them interesting and minimum two lines long). 3. Create three adjective pyramids using three of your words. 4. Write as many rhyming words for three of your spelling words as you can. 5. Write the dictionary meaning for three of your words, get someone to write the word that fits the meaning. 6. Create your own word find using all of your 20 spelling words. 7. Write eight of your spelling words in code, have someone attempt to crack your code. 8. Put all your words in alphabetical order. 9. Break each of your spelling words into syllables 10. Word Jumble- choose two different spelling words and try to form as many new words from them as you can, list them. 11. (Fast finisher) Write a narrative using some of your words.

The above is not homework, he already has homework but it always gets brought home as he does not get enough time in the classroom to complete it.

The next lot of spelling we received for this week is; 1. List your 20 words 2. Scramble five of your words, have a classmate unscramble 3. Draw a picture and hide your words in it, get a classmate to find them. Circle the words with a red pen. 4. Write the first five of your words and get someone else to match them to the base word e.g. cheerfully——–cheer 5. Write one letter on each line until you have written words 6-10?? 6. Write five of your words with a vowel, take away the vowel/s and get a classmate to put them back in. 7. Syllable Sort: your word have syllables in them so count how many you have (this is copied exactly as it is on the work sheet, doesn’t make sense to me??) 8. Squiggle Words: write your words three squiggly (again copied as is). 9. ‘Write’ five of your words with magazine cut outs 10. Write all of your words that are verbs and draw an example, then sort out the adjectives, then nouns etc.

Given all the assignments they have been given, on top of ordinary class and home work just for this term, I feel this is overload.

Apologies for such an exhaustive letter, look forward to your feedback and opinion.

Kindest Regards concerned Mother Yvette

I think I am understanding two concerns in your comment. One – that the amount of work kids are being asked to do at school is spilling into homework, and two – is all that work even necessary? Is it making an impact on (your child’s) learning? Your child may need a different amount or different type of spelling practice than another child. What if students were to take a pre-test to determine which words they need to practice most and then choose a few activities from the list to practice just those words?

I think what we’re really thinking through here is the quantity versus the quality of the work. Are students engaged in genuine learning experiences that will help the concepts stick, or are they merely being compliant? Are things starting to feel like busy work?

I’m a member of the Cult of Pedagogy team, and I am happy to share a few resources that might be of interest to you. Feel free to use them as a springboard for discussion when you meet with your child’s teacher, which by the way, is a great way to build that partnership in the best interest of your child! Here you go:

Homework: How Much is Too Much? Beyond the Weekly Word List How To Deal with Student Grammar Errors

I hope this helps. Maybe others will see this and jump in, as well!

Hi there. I’m a consultant, author, and CoP contributor who has studied and written (a lot!) about vocabulary learning. The kind of work you’re describing surely keeps kids busy, but it doesn’t seem to provide the kind of application-level practice that would get words to “stick” — both the spelling, and, more importantly, the meaning. I highly recommend this succinct book by Camille Blachowicz, for your own learning — or perhaps as a gift for the school! https://www.heinemann.com/products/e04920.aspx Also, please feel free to email me at [email protected] if you’d like to talk further.

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Get it done: The Importance of Completing Assignments on Time

Completing assignments on time is more than just meeting a requirement or fulfilling an academic obligation; it carries significant weight in the realm of education. Timely assignment completion plays a crucial role in ensuring academic success and fostering a positive learning environment. 

It requires planning, organization, and prioritization of tasks. By adhering to deadlines, students learn to allocate their time wisely, juggle multiple assignments, and balance their academic workload. These skills are not only valuable during their educational journey but also in future endeavors where time management plays a vital role.

Getting work done on time helps reduce stress and anxiety levels too. Procrastination and last-minute rushes can lead to heightened stress, negatively impacting the quality of work and overall well-being. When assignments are completed on time, students can approach their tasks with a clear mind, devote adequate attention to detail, and produce their best work.

Benefits of Timely Assignment Completion

Finishing assignments contributes to improved time management skills. By adhering to deadlines, students learn to plan and allocate their time effectively. They develop the ability to break down tasks into manageable parts, set priorities, and create realistic schedules.

Reduced stress

Procrastination and the pressure of looming deadlines can lead to heightened stress and feelings of overwhelm. However, when students complete assignments within the given timeframe, they experience a sense of accomplishment, alleviating stress and promoting a more positive mindset. Reduced stress levels allow students to focus better, maintain clarity of thought, and produce higher quality work.

Enhanced Learning

When assignments are submitted on time, students have the opportunity to receive timely feedback from instructors. This feedback allows for a deeper understanding of the subject matter, clarification of concepts, and the chance to address any misconceptions or gaps in knowledge. By engaging in this feedback loop, students can consolidate their learning, reinforce key concepts, and apply their newfound knowledge to future assignments and examinations.

Positive impression on instructors

Consistently meeting deadlines demonstrates professionalism, reliability, and respect for academic requirements. Instructors are more likely to view students who complete assignments on time as motivated and dedicated learners. This positive impression can lead to increased support, guidance, and opportunities for academic growth, such as participation in research projects, recommendation letters, or mentorship opportunities.

Time Management Strategies for Assignment Completion

Breaking down assignments into manageable tasks.

One effective strategy for managing assignments is to break them down into smaller, more manageable tasks. Rather than tackling the entire assignment at once, divide it into smaller components or steps. This approach helps prevent overwhelm and allows you to focus on one task at a time, making the overall assignment feel more achievable.

Creating a Schedule and Setting Milestones

Establishing a schedule and setting milestones is crucial for effective time management. Allocate specific time slots for working on your assignments and create a realistic timeline for completing each task. Setting milestones helps you track your progress and provides a sense of accomplishment as you reach each milestone. Additionally, incorporating regular breaks and allowing for flexibility within your schedule ensures that you maintain focus and avoid burnout.

Prioritizing Tasks Based on Importance and Deadline

Prioritization is a key aspect of time management when it comes to assignment completion. Evaluate the importance and urgency of each task, considering factors such as due dates, weightage, and their contribution to your overall grade. Prioritize tasks accordingly, focusing on those with closer deadlines or higher importance. 

Utilizing Tools and Techniques for Time Management

Various tools and techniques are available to aid in time management for assignment completion. Utilize digital or physical planners, calendars, or task management apps to organize your assignments, deadlines, and milestones. Consider using productivity techniques such as the Pomodoro Technique, which involves working in focused bursts followed by short breaks, to maximize productivity and maintain concentration.

Remember, finding a time management approach that suits your personal style and preferences is key. Experiment with different strategies and refine your approach as you learn what works best for you.

Tips for Meeting Assignment Deadlines

Setting realistic timeframes.

One of the most important tips for meeting assignment deadlines is to set realistic timeframes. Evaluate the scope and requirements of each assignment and allocate sufficient time for research, planning, writing, and revising.

Avoiding Distractions and Proactive Time Management

Distractions can significantly impact your ability to meet assignment deadlines. Create a conducive work environment by minimizing distractions such as social media notifications, email alerts, or noisy surroundings. Practice proactive time management techniques like time blocking, where you allocate specific periods for focused work and eliminate potential distractions during those times.

Seeking Clarification and Asking for Help

When faced with assignment tasks that seem unclear or confusing, seeking clarification is essential. Reach out to your instructors, teaching assistants, or classmates to clarify any doubts or uncertainties regarding the assignment requirements. By seeking clarification early on, you can avoid misunderstandings and ensure that you are on the right track.

Proofreading and Editing for Quality

To ensure that your assignments meet the required standards and are of high quality, allocate time for proofreading and editing. After completing the initial draft, take a break and then review your work with a fresh perspective. Look for errors in grammar, spelling, punctuation, and overall coherence. Make necessary revisions and edits to improve the clarity, organization, and flow of your assignment. Taking the time to proofread and edit ensures that you submit polished work that reflects your best efforts.

By implementing these tips for meeting assignment deadlines, you can enhance your productivity, minimize stress, and increase your chances of submitting high-quality work. Remember, effective time management and proactive planning are key to successfully meeting assignment deadlines and achieving academic success.

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If You Struggle To Start Or Complete Tasks, These 13 Tips Are For You

On Assignment For HuffPost

Raise your hand if you’ve been here: You know you have a small return window for a shirt you bought, but you put off bringing it back to the store day after day. Or maybe you’re buried in a project at work and can’t possibly imagine tackling another task at the moment ― even if it has a more urgent deadline.

There’s a name for when you are able to overcome this and get things done: task initiation. Think of it like your brain’s get-up-and-go. You have to turn the key, put the car in drive, then press on the gas — otherwise, you won’t actually go anywhere.

Your mind works the same way. Long to-do lists, big projects or annoying household chores can sometimes feel so overwhelming that starting your metaphorical ignition may seem impossible. But if you can’t get started, then you’ll be stuck with wheels spinning, frustrated that you’ve missed deadlines, were late again, or ignored assignments, texts, emails, dirty dishes ― or anything else you wanted to do but just couldn’t.

Anyone can struggle with task initiation, but it is especially prevalent in those with attention-deficit/hyperactivity disorder (ADHD), which is associated with executive dysfunction . Chanel Johnson, a licensed professional counselor and CEO of Altus Home Counseling and Behavioral Services LLC in Detroit, has worked with several adults with ADHD or who need help with task initiation. In fact, even she needs help with this sometimes.

“I’ve found myself struggling with task initiation as well, including waiting until the last minute, missing deadlines, or neglecting things completely,” Johnson told HuffPost. “This can be extremely frustrating, especially if you are a perfectionist or the person other people look to to have it all together.”

There can be many reasons you struggle to get started on something, including fatigue, anxiety, perfectionism, procrastination, executive dysfunction and lack of motivation, according to Johnson.

Billy Roberts, a therapist at Focused Mind ADHD Counseling in Columbus, Ohio, said underlying anxieties are a big contributor to task initiation challenges. This includes fear of failure or perfectionism.

“Since their expectations of themselves are so high, they feel frozen when it’s time to get started,” he said. “Another possibility is a general sense of overwhelm. Having so many tasks or steps, it’s hard to know where to start.”

It can be so frustrating when you want to do something but can’t make yourself start. Luckily there are tools to help. Keep reading for these expert-backed things to try if you struggle with task initiation.

Practice chunking

“A great way to get started is a skill called ‘chunking,’ which means breaking things down into small actionable steps,” Roberts said. He also suggests people should “lower their expectations if they find a task too daunting and recognize that done is better than perfect .”

Kate McCann , a licensed mental health counselor who has a private counseling practice based in Worcester, Massachusetts, gives an example of how to break down an overwhelming task.

“Rather than think, ‘I have to clean the whole kitchen, and it’s a mess, I don’t know where to start, and it will take forever,’ break it down into, ‘to clean the kitchen, I have to first put away any food that’s been left out. Then get the dish rack emptied. Then I have to empty the dishwasher. Then I can get the dirty dishes loaded. Then I can wash the pots. Then I can wipe down the counters. Then I can watch the Real Housewives as a treat because I will be done,’” she said.

“Breaking the task down into small do-able parts that get paced out can help break down that wall of total resistance,” McCann added.

Transition to the task by doing another activity first

Kara Nassour, a therapist at Shaded Bough Counseling in Austin, Texas, suggests using another activity to help you transition to the task you want to do.

“If it’s hard to get off the couch to mow the lawn, it may be easier to get up, walk around the yard while listening to music, and then mow the lawn,” Nassour said . “If you’re struggle to start your homework, looking over your previous homework might help get your brain on track.”

Narrow your list down to just three items

Sometimes huge to-do lists can be overwhelming — not to mention impossible to get done in one day. Katie Ziskind, a therapist and owner of Wisdom Within Counseling , suggests picking three main goals.

“If you don’t have any clean laundry and you need clean clothes for work in the morning, but you still have some fruits, beans, rice, and pasta to eat, doing laundry will be more important than going food shopping,” she said. “Even if you think you’d find food shopping more fun than laundry.”

Ziskind added that “when you don’t feel motivated, that can come from feeling like you have too much responsibility.”

Redefine success

Telling yourself you have to finish everything to feel accomplished is setting yourself up for failure. Instead, Johnson recommends rethinking what you consider a win.

“Redefine success of a task to make it more manageable or easier,” she said. “An example is to tell yourself that washing half of the dishes today will count as a win instead of saying you have to do them all and clean the whole kitchen to feel accomplished.” Sometimes, just doing a few dishes is all you can do that day, and that’s OK.

Figure out exactly how much time it takes to do the task

Sometimes it’s hard to get started on something when we think it’ll take longer or shorter than it really will.

“Say your goal is to unload the dishwasher,” said Mary Hadley, a speech language pathologist who specializes in executive functioning challenges at Signpost Speech and Language Therapy in Austin, Texas . “Write down how long you think it will take, time yourself and see how long it really took.”

This isn’t so you can judge yourself on how long it took; rather, it’s a way to build awareness and get a better understanding of yourself. This can make it easier to plan your day and say no to things you really don’t have time for. Once your day feels more manageable, it can be easier to get started.

“Being unrealistic about what you can get done in a day often makes initiating tasks harder,” Johnson said. “You set yourself up for failure.”

Allow yourself a set time to be distracted

Distractions are going to happen, so embrace them. “Allow yourself to be distracted, but set a timer for your distractions,” Johnson recommended.

Ziskind suggested an alarm to stop yourself from scrolling Instagram or TikTok, “which can eat into the time you would have to complete tasks and do chores.”

Outsource help

There’s nothing wrong with asking for or seeking help. If there’s a task you find you consistently aren’t able to motivate yourself to do (like cleaning the bathrooms), then hire someone else to do it, if you can. Or offer a trade with a partner or friend. Ziskind said even doing this one time can help you.

Speak kindly to yourself

Cheer yourself on like you would a friend. “Speaking kindly to yourself, being your own cheerleader, and encouraging yourself are keys to starting tasks and getting tasks done,” Ziskind said.

Hadley agreed, encouraging people to regularly engage in “positive self-talk.” “This is a simple, free, and surprisingly powerful tool to implement into your daily life,” she said.

“Talk to your anxiety or distractibility as you are getting started on a task: ‘Hey anxiety, good to see you, thanks for stopping by but I don’t need you right now,’” Hadley explained. “Or, ‘I’m going to set a time and work on this for 20 minutes. I’ve got this.’ Remind yourself this is a process; it will take a while to feel accomplished and there is no such thing as perfection.”

Reward yourself

Ditch the old advice of doing the hardest thing on your list first. Instead, start and end with something fun.

“Do something that you want to do first and plan something that you are looking forward to do afterward as a reward,” Johnson said.

Focus on the end result

Make a vision board, write down your goals, or just picture what you want your end result to look like to keep you motivated.

“Have visual reminders of the overall goal,” Johnson said. “For example, if you have issues getting started on work projects, but you’re looking forward to moving up in the company, have a sheet of paper you can look at with your name and the title that you want behind it.”

If that doesn’t work, think about how happy you’ll feel in the short term. “Imagine how grateful your future self will be to your present self for getting it done,” McCann said. “I do chores on Thursday mornings so Weekend [Me] doesn’t have to do them, and Weekend [Me] LOVES Thursday [Me] for that.”

She explained that avoidance offers a momentary relief, but ultimately makes you feel worse at the end of the day. “No one wants to do the task now or feels like doing a chore but consider how you would like to feel afterward,” McCann continued, adding, “If you complete some small steps, and give yourself lots of praise for doing so, you will feel good about yourself at the end of the day.”

Pay attention to how you feel

Nassour suggested paying attention to how you feel when you find yourself avoiding tasks. “If you’re feeling tired, depressed, anxious, irritable, or in pain, that’s likely interfering with the task you meant to do,” she said. “Address the underlying problem and you will probably get more done.”

“Don’t criticize yourself for struggling to start tasks, because feelings of guilt and shame can make your brain associate that feeling with the task, and subconsciously make you want to avoid it in the future,” she added, suggesting treating the underlying anxieties or other issues.

Take care of your health

Making your health a priority can help make task initiation easier. “Take care of your mind and body,” Nassour said. “If you’re not getting enough food or sleep, or come home exhausted, or are in pain all the time, these things will interfere with getting things done.”

She added that a regular use of cannabis, alcohol or other substances could affect you as well, and limiting them “may improve your motivation in other areas of life.”

Reach out to a therapist for help

Therapy can help those struggling with task initiation. A cognitive behavioral therapy approach that reframes “negative cognitions and beliefs into positive ones helps you see a problem as less daunting and yourself as more competent, which helps you engage in different behaviors,” according to McCann.

Psychodynamic therapy, otherwise known as “why do I feel the way I feel” therapy, may help as well. Roberts explained it “can help with resolving any underlying emotional issues related to task initiation.”

Discovering tricks to jump-start your brain and improve task initiation can be a game changer. We all have bad days or times we struggle with procrastination, but with some health maintenance, self-kindness and plenty of rewards, it can start to get easier.

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Homework Struggles May Not Be a Behavior Problem

Exploring some options to understand and help..

Posted August 2, 2022 | Reviewed by Abigail Fagan

• Mental health challenges and neurodevelopmental differences directly affect children's ability to do homework.
• Understanding what difficulties are getting in the way—beyond the usual explanation of a behavior problem—is key.
• Sleep and mental health needs can take priority over homework completion.

Chelsea was in 10th grade the first time I told her directly to stop doing her homework and get some sleep. I had been working with her since she was in middle school, treating her anxiety disorder. She deeply feared disappointing anyone—especially her teachers—and spent hours trying to finish homework perfectly. The more tired and anxious she got, the harder it got for her to finish the assignments.

One night Chelsea called me in despair, feeling hopeless. She was exhausted and couldn’t think straight. She felt like a failure and that she was a burden to everyone because she couldn’t finish her homework.

She was shocked when I told her that my prescription for her was to go to sleep now—not to figure out how to finish her work. I told her to leave her homework incomplete and go to sleep. We briefly discussed how we would figure it out the next day, with her mom and her teachers. At that moment, it clicked for her that it was futile to keep working—because nothing was getting done.

This was an inflection point for her awareness of when she was emotionally over-cooked and when she needed to stop and take a break or get some sleep. We repeated versions of this phone call several times over the course of her high school and college years, but she got much better at being able to do this for herself most of the time.

When Mental Health Symptoms Interfere with Homework

Kids with mental health or neurodevelopmental challenges often struggle mightily with homework. Challenges can come up in every step of the homework process, including, but not limited to:

• Remembering and tracking assignments and materials
• Getting the mental energy/organization to start homework
• Filtering distractions enough to persist with assignments
• Understanding unspoken or implied parts of the homework
• Remembering to bring finished homework to class
• Being in class long enough to know the material
• Tolerating the fear of not knowing or failing
• Not giving up the assignment because of a panic attack
• Tolerating frustration—such as not understanding—without emotional dysregulation
• Being able to ask for help—from a peer or a teacher and not being afraid to reach out

This list is hardly comprehensive. ADHD , autism spectrum disorder, social anxiety , generalized anxiety, panic disorder, depression , dysregulation, and a range of other neurodevelopmental and mental health challenges cause numerous learning differences and symptoms that can specifically and frequently interfere with getting homework done.

The Usual Diagnosis for Homework Problems is "Not Trying Hard Enough"

Unfortunately, when kids frequently struggle to meet homework demands, teachers and parents typically default to one explanation of the problem: The child is making a choice not to do their homework. That is the default “diagnosis” in classrooms and living rooms. And once this framework is drawn, the student is often seen as not trying hard enough, disrespectful, manipulative, or just plain lazy.

The fundamental disconnect here is that the diagnosis of homework struggles as a behavioral choice is, in fact, only one explanation, while there are so many other diagnoses and differences that impair children's ability to consistently do their homework. If we are trying to create solutions based on only one understanding of the problem, the solutions will not work. More devastatingly, the wrong solutions can worsen the child’s mental health and their long-term engagement with school and learning.

To be clear, we aren’t talking about children who sometimes struggle with or skip homework—kids who can change and adapt their behaviors and patterns in response to the outcomes of that struggle. For this discussion, we are talking about children with mental health and/or neurodevelopmental symptoms and challenges that create chronic difficulties with meeting homework demands.

How Can You Help a Child Who Struggles with Homework?

How can you help your child who is struggling to meet homework demands because of their ADHD, depression, anxiety, OCD , school avoidance, or any other neurodevelopmental or mental health differences? Let’s break this down into two broad areas—things you can do at home, and things you can do in communication with the school.

Helping at Home

The following suggestions for managing school demands at home can feel counterintuitive to parents—because we usually focus on helping our kids to complete their tasks. But mental health needs jump the line ahead of task completion. And starting at home will be key to developing an idea of what needs to change at school.

• Set an end time in the evening after which no more homework will be attempted. Kids need time to decompress and they need sleep—and pushing homework too close to or past bedtime doesn’t serve their educational needs. Even if your child hasn’t been able to approach the homework at all, even if they have avoided and argued the whole evening, it is still important for everyone to have a predictable time to shut down the whole process.
• If there are arguments almost every night about homework, if your child isn’t starting homework or finishing it, reframe it from failure into information. It’s data to put into problem-solving. We need to consider other possible explanations besides “behavioral choice” when trying to understand the problem and create effective solutions. What problems are getting in the way of our child’s meeting homework demands that their peers are meeting most of the time?
• Try not to argue about homework. If you can check your own anxiety and frustration, it can be more productive to ally with your child and be curious with them. Kids usually can’t tell you a clear “why” but maybe they can tell you how they are feeling and what they are thinking. And if your child can’t talk about it or just keeps saying “I don't know,” try not to push. Come back another time. Rushing, forcing, yelling, and threatening will predictably not help kids do homework.

Helping at School

The second area to explore when your neurodiverse child struggles frequently with homework is building communication and connections with school and teachers. Some places to focus on include the following.

• Label your child’s diagnoses and break down specific symptoms for the teachers and school team. Nonjudgmental, but specific language is essential for teachers to understand your child’s struggles. Breaking their challenges down into the problems specific to homework can help with building solutions. As your child gets older, help them identify their difficulties and communicate them to teachers.
• Let teachers and the school team know that your child’s mental health needs—including sleep—take priority over finishing homework. If your child is always struggling to complete homework and get enough sleep, or if completing homework is leading to emotional meltdowns every night, adjusting their homework demands will be more successful than continuing to push them into sleep deprivation or meltdowns.
• Request a child study team evaluation to determine if your child qualifies for services under special education law such as an IEP, or accommodations through section 504—and be sure that homework adjustments are included in any plan. Or if such a plan is already in place, be clear that modification of homework expectations needs to be part of it.

The Long-Term Story

I still work with Chelsea and she recently mentioned how those conversations so many years ago are still part of how she approaches work tasks or other demands that are spiking her anxiety when she finds herself in a vortex of distress. She stops what she is doing and prioritizes reducing her anxiety—whether it’s a break during her day or an ending to the task for the evening. She sees that this is crucial to managing her anxiety in her life and still succeeding at what she is doing.

Task completion at all costs is not a solution for kids with emotional needs. Her story (and the story of many of my patients) make this crystal clear.

Candida Fink, M.D. , is board certified in child/adolescent and general psychiatry. She practices in New York and has co-authored two books— The Ups and Downs of Raising a Bipolar Child and Bipolar Disorder for Dummies.

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Did You Know? Some Professors Are Slow to Grade

Students across the country report that they are being left in the dark about their grades. Even when students turn in their assignments on time, as required, some professors take weeks, or sometimes even months to return that same grade.

For example, a recent pre-med graduate at the University of North Carolina at Chapel Hill told the Martin Center that she “never got grades until 75 percent of the way through the class.” At that point in the class, she had to ask her TA what her projected grade was , in order to determine whether she should opt to pass/fail the class. The deadline to pass/fail a class tends to be in the middle of the semester— although some schools pushed that deadline back during the pandemic. It is important that students receive grades on assignments before the deadline so that they can make an informed decision.

Other UNC-Chapel Hill students appear to experience similar issues with untimely grading. The Martin Center conducted an informal poll on a group chat of undergraduate students and asked them to answer “yes” or “no” to the following question: “Did you ever not know how well you were doing in a class during the semester because of slow grading?” 

63 students voted “yes” to this question, with zero students voting “no.”

A political science student at North Carolina State University also experienced tardy grading. The student stated that her grades during the Spring 2021 semester were “rarely available” for her to see online. For example, she took an online sociology class in which she had to participate in   discussion forums throughout the semester. The discussion forums made up 50 percent of her grade, but they were not graded until the last two weeks of the semester. She ended up with a lower grade than she intended—a “B” instead of an “A.” When the student asked the instructor why it took so long for her to grade, the instructor responded that she had her own coursework to catch up on. 

North Carolina students aren’t the only ones unsure of their grades, students in other states also say that slow grading is a problem.

In 2017, several undergraduates from Temple University complained of going long stretches of time not knowing their grades. A computer engineering student from Temple University, Daniel Latorre, expressed that delayed grading happened to him at least once every semester, and he would have “no perspective…it is not apparent whether I’m failing or passing.” 

Another student, Jensen Toussaint, stated : 

Throughout the semester, I remember my classmates and myself anxiously waiting to find out how we did on each assignment — but the professor kept us all in suspense, with a lengthy waiting time between each grade. We need to know if we should be altering our schedules to invest more studying time in a class to improve or if we should withdraw from the class altogether. 

Even at the end of the semester, professors don’t always submit final grades on time. In 2008 at Florida State University, professors’ failure to submit final grades by the deadline became such a common issue that the university established a policy to fine professors $10 at the end of the semester “for every grade for every student that is not turned in by our deadline.”

Grades are a crucial part of students’ education. They enable students to gauge how well they are learning, and whether the course is helping or hurting their academic status. Grades are necessary, but only useful when received in a timely and clear manner. Students need to know throughout the semester— especially before pass/fail deadlines and drop deadlines— whether or not a class is worth taking, or if they need to adjust their study habits. 

Professors and TAs need to be transparent and efficient when returning grades to students. Just as students have deadlines for their graded assignments, instructors should have deadlines for returning those assignments.

Natalia Mayorga is a psychology student at UNC-Chapel Hill and a Martin Center intern.

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What’s the Right Amount of Homework?

Decades of research show that homework has some benefits, especially for students in middle and high school—but there are risks to assigning too much.

Many teachers and parents believe that homework helps students build study skills and review concepts learned in class. Others see homework as disruptive and unnecessary, leading to burnout and turning kids off to school. Decades of research show that the issue is more nuanced and complex than most people think: Homework is beneficial, but only to a degree. Students in high school gain the most, while younger kids benefit much less.

The National PTA and the National Education Association support the “ 10-minute homework guideline ”—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students’ needs, not the amount of time spent on it.

The guideline doesn’t account for students who may need to spend more—or less—time on assignments. In class, teachers can make adjustments to support struggling students, but at home, an assignment that takes one student 30 minutes to complete may take another twice as much time—often for reasons beyond their control. And homework can widen the achievement gap, putting students from low-income households and students with learning disabilities at a disadvantage.

However, the 10-minute guideline is useful in setting a limit: When kids spend too much time on homework, there are real consequences to consider.

Small Benefits for Elementary Students

As young children begin school, the focus should be on cultivating a love of learning, and assigning too much homework can undermine that goal. And young students often don’t have the study skills to benefit fully from homework, so it may be a poor use of time (Cooper, 1989 ; Cooper et al., 2006 ; Marzano & Pickering, 2007 ). A more effective activity may be nightly reading, especially if parents are involved. The benefits of reading are clear: If students aren’t proficient readers by the end of third grade, they’re less likely to succeed academically and graduate from high school (Fiester, 2013 ).

For second-grade teacher Jacqueline Fiorentino, the minor benefits of homework did not outweigh the potential drawback of turning young children against school at an early age, so she experimented with dropping mandatory homework. “Something surprising happened: They started doing more work at home,” Fiorentino writes . “This inspiring group of 8-year-olds used their newfound free time to explore subjects and topics of interest to them.” She encouraged her students to read at home and offered optional homework to extend classroom lessons and help them review material.

Moderate Benefits for Middle School Students

As students mature and develop the study skills necessary to delve deeply into a topic—and to retain what they learn—they also benefit more from homework. Nightly assignments can help prepare them for scholarly work, and research shows that homework can have moderate benefits for middle school students (Cooper et al., 2006 ). Recent research also shows that online math homework, which can be designed to adapt to students’ levels of understanding, can significantly boost test scores (Roschelle et al., 2016 ).

There are risks to assigning too much, however: A 2015 study found that when middle school students were assigned more than 90 to 100 minutes of daily homework, their math and science test scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015 ). Crossing that upper limit can drain student motivation and focus. The researchers recommend that “homework should present a certain level of challenge or difficulty, without being so challenging that it discourages effort.” Teachers should avoid low-effort, repetitive assignments, and assign homework “with the aim of instilling work habits and promoting autonomous, self-directed learning.”

In other words, it’s the quality of homework that matters, not the quantity. Brian Sztabnik, a veteran middle and high school English teacher, suggests that teachers take a step back and ask themselves these five questions :

• How long will it take to complete?
• Have all learners been considered?
• Will an assignment encourage future success?
• Will an assignment place material in a context the classroom cannot?
• Does an assignment offer support when a teacher is not there?

More Benefits for High School Students, but Risks as Well

By the time they reach high school, students should be well on their way to becoming independent learners, so homework does provide a boost to learning at this age, as long as it isn’t overwhelming (Cooper et al., 2006 ; Marzano & Pickering, 2007 ). When students spend too much time on homework—more than two hours each night—it takes up valuable time to rest and spend time with family and friends. A 2013 study found that high school students can experience serious mental and physical health problems, from higher stress levels to sleep deprivation, when assigned too much homework (Galloway, Conner, & Pope, 2013 ).

Homework in high school should always relate to the lesson and be doable without any assistance, and feedback should be clear and explicit.

Teachers should also keep in mind that not all students have equal opportunities to finish their homework at home, so incomplete homework may not be a true reflection of their learning—it may be more a result of issues they face outside of school. They may be hindered by issues such as lack of a quiet space at home, resources such as a computer or broadband connectivity, or parental support (OECD, 2014 ). In such cases, giving low homework scores may be unfair.

Since the quantities of time discussed here are totals, teachers in middle and high school should be aware of how much homework other teachers are assigning. It may seem reasonable to assign 30 minutes of daily homework, but across six subjects, that’s three hours—far above a reasonable amount even for a high school senior. Psychologist Maurice Elias sees this as a common mistake: Individual teachers create homework policies that in aggregate can overwhelm students. He suggests that teachers work together to develop a school-wide homework policy and make it a key topic of back-to-school night and the first parent-teacher conferences of the school year.

Parents Play a Key Role

Homework can be a powerful tool to help parents become more involved in their child’s learning (Walker et al., 2004 ). It can provide insights into a child’s strengths and interests, and can also encourage conversations about a child’s life at school. If a parent has positive attitudes toward homework, their children are more likely to share those same values, promoting academic success.

But it’s also possible for parents to be overbearing, putting too much emphasis on test scores or grades, which can be disruptive for children (Madjar, Shklar, & Moshe, 2015 ). Parents should avoid being overly intrusive or controlling—students report feeling less motivated to learn when they don’t have enough space and autonomy to do their homework (Orkin, May, & Wolf, 2017 ; Patall, Cooper, & Robinson, 2008 ; Silinskas & Kikas, 2017 ). So while homework can encourage parents to be more involved with their kids, it’s important to not make it a source of conflict.

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Why We Procrastinate When We Have Long Deadlines

Having more time for a task can make it seem more difficult.

When people are faced with a deadline far in the future, they are more likely to think the assignment is difficult. This leads them to procrastinate, spend more money on completing the assignment, and even risk abandoning it completely. These patterns are important for managers and others setting deadlines to recognize, in large part because the author’s research reveals that people’s tendency to procrastinate on long-term assignments and finish less-important but urgent assignments reflects a basic psychological preference. We behave as if pursuing urgent tasks has its own appeal, independent of objective consequences.

“Can you get that to me by the end of the day?” isn’t a request many employees like to hear. But for many people, having shorter deadlines instead of longer ones — “Do you think you can do that by the end of the week?” — might actually help them complete a task and see their work as being less difficult.

• MZ Meng Zhu is an Associate Professor of marketing at the Johns Hopkins Carey Business School.

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Why Do I Waste So Much Time?

Does it take you forever to make a doctor’s appointment, clean out your garage, or do your taxes? Putting off something that needs to be done is called procrastination . We all do it sometimes.

But if you constantly struggle to finish tasks, there may be a bigger problem at play.

Once you figure out your reasons, you can work on making the most of your time.

Are You Stressed?

When you’re facing something you don’t want to do, it can make you feel tense. Putting off that dreaded chore is a way to get some short-term relief. The downside is that you’ll still have to tackle your task in the future, which may make you feel guilty or angry -- and cause your stress to rise more.

If the tension is bad enough to keep you from getting things done, you might notice it affects you in other ways, too, like:

• Trouble sleeping
• Racing thoughts
• Lack of energy or trouble focusing
• Headaches or muscle tension

Keep your mood in check with regular exercise, limit alcohol and caffeine (which can make stress worse), and get enough sleep . Talk to a friend or counselor about what’s on your mind, too.

Could It Be ADHD?

Attention-deficit hyperactivity disorder affects behavior. People who have it often have trouble making decisions or getting tasks done before a deadline. Some get too distracted with other activities around them. Others find it hard to plan ahead, or they get frustrated easily and give up.

Other symptoms of ADHD include:

• Daydreaming
• Forgetting or losing things
• Making careless mistakes or taking unsafe risks
• Squirming or fidgeting

Medications can often help control many symptoms of the disorder. Cognitive-behavioral therapy, which helps identify and change negative thought patterns, also can help many people with the condition better manage their time.

Are You Tired?

The amount of willpower you have changes every day and depends on many things, including whether you’ve had enough sleep. If you’ve had less than 6 hours, it’s harder for your brain to tune out distractions and focus long enough to finish what you need to do.

Other signs that you need more shut- eye include:

• Falling asleep while watching TV or reading a book
• Feeling irritable
• Sleeping longer on weekends
• Trouble waking up in the mornings

To get a good night’s rest, keep the same bedtime and wake time. Don’t smoke, and steer clear of alcohol, caffeine , and heavy meals for a few hours before bed, since they can disrupt your Zzz's.

Could It Be Anxiety?

This condition means your brain overreacts to negative emotions. You expect the worst, even when there’s nothing to fear. Some people with anxiety spend so much energy worrying about family, health, money, or work that they find it hard to carry out everyday tasks.

You might also have:

• Muscle tension
• Irritability

To stop anxious feelings, take 10 slow, deep breaths, or replace a negative thought with a positive one. It’s also important to get enough rest, exercise regularly, and make sure you don’t skip meals. Keep a journal to help you learn what triggers your anxiety . Some people need medications or talk therapy to get the condition under control.

Could You Be Depressed?

Depression alters your brain ’s chemistry. You may have very little energy, even for hobbies and activities you love. It’s also common to feel helpless and self-critical, which can cause someone with the condition to “shut down.”

Other symptoms of depression include:

• A feeling of sadness that doesn’t go away
• Low appetite and weight loss, or overeating and weight gain
• Restlessness or feeling irritable
• Thoughts of suicide or death

Call 911 if you’re thinking about hurting yourself or others. Even if not, talk to a counselor or therapist if you have any of these other symptoms. Your doctor is a good resource as well. Some people also find relief from their depression with antidepressant medicine.

Could It Be Obsessive-Compulsive Disorder?

If you have this disorder, your brain can’t signal when you’re doing something correctly. Instead, you have a nagging sense that your actions aren’t “just right.” Rather than finish a task, people with OCD get stuck looking for a “perfect” solution.

Other symptoms include:

• A lot of unwanted thoughts or images
• Feeling helpless to stop the thoughts
• Rituals like hand washing
• Spending at least 1 hour a day on these thoughts and rituals

Anti- anxiety medication or antidepressants can often improve OCD symptoms. Many people also use cognitive-behavioral therapy or exposure therapy, in which they learn to slowly face their fears.

What You Can Do

Be honest with yourself about what might be holding you back from getting a task done. Then think of realistic ways you can get past it.

If you think you’re stuck because of a more serious health problem, talk to your doctor to make sure you get the right diagnosis and treatment.

If good old-fashioned procrastination is your issue, break big projects into smaller ones you can do more easily. You can set deadlines to stay on track. Some people also find it helpful to reward themselves when they make progress.

When you catch yourself wasting time, forgive yourself rather than feeling ashamed or angry. You may be less likely to procrastinate again if you go easy on yourself.

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Solving Procrastination

Student Syndrome: Why People Delay Until Right Before Deadlines

The student syndrome is a phenomenon where people delay doing things until right before the deadline. For example, a student who postpones working on an assignment until the night before it’s due is displaying the student syndrome.

This behavior is called the “student syndrome” because of how common it is among  students . However, people other than students often also display it, for example when it comes to workplace projects .

Because the student syndrome is common, and because it can lead to various issues, such as worse performance and increased stress, it’s important to understand it. As such, in the following article you will learn more about this phenomenon and its causes, and see what you can do to deal with it in practice.

Procrastination and the student syndrome

The student syndrome is a form of procrastination , because it involves unnecessary delay, which is often unintentional, and which can be expected to cause negative outcomes for those who display it.

Accordingly, and because this behavior is highly characteristic of procrastinators, questionnaires that are used to diagnose procrastination often contain statements that reflect the student syndrome. This includes, for example, “When I have a deadline, I wait till the last minute ” and “I do not do assignments until just before they are to be handed in ”.

Examples of the student syndrome

A classic example of the student syndrome is a student who has a week to do a homework assignment, but delays getting started until hours before they have to hand it in.

Similarly, another example of the student syndrome is a student who postpones getting started on an important class project for an entire semester, and then rushes to complete it all the day before it’s due.

In addition, people other than students can also display the student syndrome. For example, a college professor might postpone grading papers until a few hours before the grades are due. Similarly, a manager who has to write an important workplace report might postpone working on it until right before the deadline for completing it.

Note : The student syndrome is often discussed in the context of project management, and the name for this phenomenon was coined in a 1997 book on the topic (“Critical Chain”, by Eliyahu Goldratt).

Dangers of the student syndrome

The student syndrome can lead to various issues, such as:

• Missed deadlines and opportunities. Waiting until right before the deadline to get started can cause people to miss the deadline, especially if the work takes longer to complete than they expected. This is because people who display the student syndrome often wait until they have the minimum amount of time left to complete tasks, which means that they have no safety margin if they misjudge how long it will take to complete the task, or if they experience any unexpected delays occur.
• Worse performance. Even in cases when people manage to complete their work on time despite the student syndrome, they often produce lower-quality work than they would otherwise, due to their rush to get things done under time pressure, or due to issues such as not having enough time to ask clarifying questions.
• Increased emotional, mental, and physical issues. For example, delaying until right before the deadline despite intending to get started earlier can cause people to feel frustrated and stressed. Similarly, staying up late in order to finish tasks the night before they’re due can lead to issues such as lack of sleep and exhaustion.
• Increased interpersonal issues. For example, if someone waits until right before the deadline to complete their part of a group project, their team members might get angry at them. Similarly, if someone always delays until the last possible moment before taking care of household chores, their partner might be frustrated with them.

In addition, note that procrastination is, in general, associated with various related issues , such as worse academic outcomes , worse employment and financial status , worse emotional wellbeing, worse mental and physical health, and a delay in getting treatment for one’s problems.

Prevalence of the student syndrome

There are no statistics regarding the prevalence of the student syndrome in particular. However, given that the student syndrome represents a common form of procrastination (involving an unnecessary delay in getting started on tasks), its prevalence can be estimated based on that of procrastination.

Studies show that procrastination is a very common phenomenon among students, as approximately 80%–95% of college students engage in procrastination to some degree, approximately 75% consider themselves to be procrastinators, and approximately 50% say that they procrastinate in a consistent and problematic manner. Furthermore, additional studies have found procrastination in various other student populations , including those in  elementary school ,  middle school , and  graduate school .

In addition, procrastination is also common in other populations, and it  chronically affects around 20% of adults.

Psychology and causes of the student syndrome

The student syndrome has many potential causes, which have to do with why people procrastinate in general. Most of these involve the following:

• Motivational problems. These can include issues such as abstract goals, discounting of future outcomes , difficulty in associating tasks with outcomes, and prioritization of enjoyable activities.
• Psychological obstacles. These can include issues such as anxiety , fear of failure , fear of negative feedback, uncertainty, and task aversion, as well as associated issues such as self-handicapping and resentment.

These issues can lead people to delay unnecessarily, even in cases where they intend and want to get started on their work. However, in the case of the student syndrome, as the deadline for a task approaches, people’s mental state changes in a way that prompts them to finally get to work.

For example, as the deadline for a school project approaches, the value of the future outcomes that are associated with it becomes clearer, whether it’s the reward of getting a good grade or the punishment of getting a bad one, which can push students to get started. Similarly, while a person’s aversiveness toward a task may cause them to procrastinate on it initially, the increased time pressure that they experience as the deadline approaches (e.g., due to the increased valuation of the associated outcomes) can become substantial enough that it pushes them to start working on the task, even if their aversion to it hasn’t changed.

Note that a person can display the student syndrome due to a combination of these causes. For example, this can happen if someone suffers both from task aversion and abstract goals.

Furthermore, some of these issues may be caused or exacerbated by other underlying issues. For example, a person’s anxiety may be exacerbated by sleep deprivation. Similarly, a person’s depression may lead them to discount future outcomes and consequently to feel entirely unmotivated.

Finally, some people display the student syndrome, at least in part, due to a preference for working under pressure. For example, this can involve someone deliberately putting off a task until right before the deadline because they feel that they concentrate better when they work under intense time pressure. This type of behavior has been conceptualized in various ways , some of which are controversial, including sensation seeking , arousal procrastination , arousal delay , and active procrastination .

Related concepts

A key phenomenon that underlies the student syndrome is temporal discounting , whereby people tend to discount outcomes that involve a delay. For example, people generally care less about rewards they’ll get in a week, than about rewards they’ll get in a day.

Since, as the deadline for a task approaches, generally so do outcomes that are associated with it (i.e., related rewards and punishments), people generally value task outcomes more strongly closer to the deadline, and consequently become more motivated. This can lead , at least partially, to preference reversal , and consequently to transition from procrastination to action.

Furthermore, people generally display hyperbolic discounting  in particular , which means that the further into the future an outcome is, the less the additional increase in time matters (e.g., the difference between an immediate outcome and one with a day’s delay is greater than between an outcome with a year’s delay and an outcome with a delay of a year and a day). Accordingly, the effects of discounting are more pronounced the shorter the remaining delay is, and this is most important when an outcome is expected to be achieved close to the deadline.

In addition, another related concept is purposeful delay , which in this context involves deliberately delaying until a deadline because doing so is expected to be more beneficial than not. This can happen, for example, when someone knows that a task might be canceled, so they believe it’s more efficient to wait until the deadline before committing resources to it. However, this type of behavior is not generally considered to be a form of procrastination, and would generally also not be considered a cause of the student syndrome.

Finally, the student syndrome and procrastination are also strongly related to the concept of a deadline action pacing style. This style involves completing most or all of the work in a short period of time just before deadlines, as opposed, for example, to completing them early or in a steady manner.

How to avoid the student syndrome

To avoid the student syndrome (i.e., to stop postponing things until right before the deadline), you should figure out what’s causing you  to delay in the first place, and then use relevant anti-procrastination techniques , which will help you address the issue and take action in a timely manner.

The following are some of the anti-procrastination techniques that you can use.

Improve your planning:

• Set concrete goals for yourself. For example, instead of a vague goal, such as “study for my upcoming exam”, set a concrete goal, such as “on the week of my upcoming exam, go to the library every day after I finish my last class for the day, and spend at least 2 hours studying”.
• Break your tasks into small and manageable steps. For example, if you need to write an essay, you can start with steps such as figuring out the title, creating a rough outline, and finding five appropriate academic sources. Note that if the project in question is large, then you generally shouldn’t worry about figuring out all the steps to it from the start. Instead, start by identifying only the first few steps that you need to take, and then identify new steps as you make progress, to avoid feeling overwhelmed and getting stuck.
• Set intermediate milestones and deadlines for yourself. For example, if you have a single deadline for completing a large research paper, assign yourself additional deadlines along the way for completing specific parts of it.
• Identify your productivity cycles. People’s ability to handle certain tasks varies based on factors such as the time of day. For example, it may be the case that you’re best able to concentrate on difficult tasks early in the morning, before you’ve started dealing with emails or minor administrative aspects of your job. You should take this into account as much as possible when planning and scheduling your work.

Improve your environment:

• Change your environment to make it harder for yourself to procrastinate. For example, if you tend to procrastinate on writing essays because you keep browsing social media , turn off the internet connection on your computer before you get to work.
• Change your environment to make it easier for yourself to get started. For example, if you know that you’ll need to study for an exam tomorrow morning, organize all the relevant study material on your desk or in your bag before you go to bed.
• Change your environment to make it easier for you to keep going. For example, if you know that you’re likely to lose concentration if you get distracted while studying, go study in a quiet room and leave your phone outside.

Change your approach:

• Start with a tiny step. For example, if you need to write a paper, help yourself get started by committing to only write a single sentence at first. This can help you push yourself to get started on tasks, and often, once you do so, you’ll find it easy to keep going.
• Start with the best or worst part first. Some people find that starting with the most enjoyable or easiest task of the day helps them get going, while others find that getting the worst task out of the way first helps them avoid procrastinating over time. You can use either approach if you find that it works for you.
• Add a time delay before you procrastinate. If you can’t avoid procrastinating entirely, try committing to having a time delay before you indulge your impulse to do so. For example, this can involve counting to 10 before you’re allowed to open a new tab on the social media website that you usually use to procrastinate.
• Use the Pomodoro technique. This involves alternating between scheduled periods of study and rest. For example, you can study for 25-minute long stretches, with 5-minute breaks in between, and a longer 30-minute break after every 4 study sets that you complete.

Increase your motivation:

• Make your progress feel more rewarding. For example, you can gamify your work and try to achieve a streak of days on which you successfully manage to clear your to-do list, and potentially also give yourself some reward once you reach a sufficiently long streak.
• Make your work feel more enjoyable. For example, you can listen to music that you like while you work.
• Visualize your future self. For example, imagine yourself being rewarded with a good grade on a project that you completed on time, or conversely, imagine yourself having to handle the issues associated with missing the project’s deadline.
• Focus on your goals instead of on your tasks. For example, if you need to work on a task that you find boring, then instead of focusing on the task, try thinking about your goals for completing it, such as that you want to get a good grade.

Change your mindset:

• Give yourself permission to make mistakes. For example, if you’re working on an essay, accept the fact that your work likely won’t be perfect , especially at first. Furthermore, you can start by just writing a rough initial draft, and then go over it later to make improvements.
• Address your fears. If you’re procrastinating because you’re afraid of something, try to identify your fears and resolve them. For example, if you’re afraid that your writing won’t be good enough, you can say to yourself that your goal is to just start by getting something written down, and that you can always improve it later.
• Develop self-compassion.   Self-compassion can help reduce your procrastination, as well as various issues that are associated with it, such as stress. It consists of three components that you should promote: self-kindness , which involves being nice to yourself, common humanity , which involves recognizing that everyone experiences challenges, and mindfulness , which involves accepting your emotions in a non-judgmental manner.
• Develop self-efficacy. Self-efficacy is the belief in your ability to perform the actions needed to achieve your goals. It can help you reduce your procrastination, as well as associated issues, such as anxiety. To develop self-efficacy, try to identify the various strategies that you can use to successfully complete your tasks on time, and think about your ability to execute those strategies successfully.

In addition, keep the following in mind:

• If you experience the student syndrome due to underlying issues such as ADHD , depression , or lack of sleep , you will likely need to resolve these issues first, using professional help if necessary, in order to avoid the student syndrome.
• You will likely need to use more than one anti-procrastination technique to completely avoid the student syndrome, but even just a few of them could make a huge difference when it comes to your ability to get things done on time.
• Different techniques work better for different people in different circumstances, so just because a certain technique works well for others, that doesn’t also mean that it will work well for you (and vice versa).

Overall, to avoid the student syndrome, you should figure out what’s causing you to delay in the first place, and then use relevant anti-procrastination techniques to address these causes. Such techniques include, for example, breaking large tasks into manageable steps, setting intermediate deadlines for yourself, visualizing your future self, and addressing your fears.

How to reduce the student syndrome in others

When it comes to helping other people avoid the student syndrome, for example if you’re a project manager, a teacher, or a parent, there are three main approaches you can use:

• An externally guided approach. This involves implementing relevant anti-procrastination techniques to reduce people’s student syndrome, without actively involving them in the process. For example, this can involve setting a series of intermediate project deadlines for all students in a course.
• An internally guided approach. This involves helping people avoid the student syndrome by themselves, with little to no external guidance. External guidance in this case might include something as minimal as mentioning the problem of student syndrome and telling people about a relevant resource such as this article.
• A joint approach. This involves giving people external guidance while also encouraging them to play an active role in reducing their student syndrome. For example, this can involve going over relevant anti-procrastination techniques with people, and helping them choose and implement their preferred ones.

None of these approaches is inherently superior to the others. Accordingly, you should decide which one to use based on factors such as the number of people that you’re trying to help and the type of relationship that you have with them. For example, if you’re a teacher trying to help 200 students in a college course, then you will likely need to use a different approach than if you’re a parent trying to help just your kid.

In this regard, an important factor to keep in mind is how independent the people in question are. In general, the more independent they are, the more involved they should be in the process of avoiding the student syndrome, since this can increase their motivation and make the process more effective, while potentially also leading to more self-development and growth over time. Furthermore, giving people a sense of control can also help reduce other issues that may lead to the student syndrome, such as resentment and rebellion.

Note that almost any type of relationship can be beneficial when it comes to helping people avoid the student syndrome. For example, a teacher will likely be in a good situation to influence a student’s academic situation, while a parent will likely be in a good situation to influence the student’s home life.

Furthermore, it can sometimes be beneficial to reach out to other stakeholders who can help. For example, if you’re a teacher, and you think that a student’s parents might be able to help them stop procrastinating, you might be able to reach out to them and explain the situation.

Finally, the following is a list of specific things that you can do to help people avoid the student syndrome:

• Explain what the student syndrome is.
• Help them understand that they display the student syndrome, for example by asking them guiding questions about their past behavior.
• Show them that this pattern of behavior can cause issues for them, for example when it comes to their academic performance, their career prospects, and their mental health.
• Explain what causes the student syndrome, and help them identify the specific causes of this behavior in their case.
• Point them in the direction of resources that can help them deal with the student syndrome, such as this article, or the guide to avoiding procrastination .
• Implement anti-procrastination techniques on their behalf, for example by breaking apart large tasks into manageable steps and setting intermediate deadlines.
• When setting general deadlines for people, understand that giving people more time to complete a task will not necessarily make it more likely that they will complete it in a timely manner, and it may even be counterproductive in some cases. This is associated with the concept of Parkinson’s law , which is the adage that “work expands so as to fill the time which is available for its completion”, and which signifies that the more time people dedicate in advance to a certain task, the longer it will take to complete it, even if it could have been completed in less time.

Overall, you can reduce people’s student syndrome in various ways, such as by helping them understand the causes of their behavior and helping them implement relevant anti-procrastination techniques. The specific approach that you should use depends on factors such as how autonomous the people in question are, how many people you’re trying to help, and what kind of relationship you have with them.

Summary and conclusions

• The student syndrome is a phenomenon where people delay doing things until right before the deadline.
• The student syndrome can lead to various issues, such as missed deadlines, low-quality work, interpersonal conflicts, and worse emotional wellbeing.
• People can display this type of behavior due to various causes, including a preference for working under pressure, motivational problems (e.g., discounting future outcomes), and psychological obstacles (e.g., anxiety), and some of these, in turn, may be caused or exacerbated by underlying issues, such as depression and lack of sleep.
• To avoid the student syndrome, you should figure out what’s causing you to delay in the first place, and then use relevant anti-procrastination techniques to address these causes, for example by breaking large tasks into manageable steps, setting intermediate deadlines for yourself, visualizing your future self, and addressing your fears.
• You can use a similar approach to reduce other people’s student syndrome, for example by helping them understand the causes of their behavior and helping them implement relevant anti-procrastination techniques.

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How quickly should an assignment be returned to students?

As a student, it frustrates me when a professor gives us an assignment with a deadline, but then waits a month (or sometimes more!) before returning the assignment to us.

I realize that professors are busy people and are often teaching many classes, but it feels unfair when I as a student have consequences for not meeting my deadline, but the professor doesn't have any consequences when they don't grade our first test until after we take our second test.

I want to hear the perspectives of professors and other academics: should professors have deadlines for returning graded assignments (beyond just the end of the semester)? If so, what would reasonable deadlines be for different assignments? I'm sure, after all, that papers and tests take longer to grade than pass/fail reflection papers. Do other universities already have systems like this in place?

I realize that waiting to grade assignments does give the professor a chance to show mercy to students who sometimes turn in their assignments late and that I've been a beneficiary of this mercy before, but the fairness of that to students who do put in the time to finish an assignment on time is a whole other issue that I'm sure is covered elsewhere on this site. I just want to hear from others what their perspective on assignments being graded late is.

I also know that some larger universities employ teacher assistants to manage this part of the job, so how does this effect the issue?

• 1 What field is this? What sort of assignments? –  Buffy Commented May 7, 2022 at 11:06
• Depends on the class size, existence of graders, length of the assignment, how urgent it is, etc. This question is impossible to answer. –  markvs Commented May 8, 2022 at 14:03
• 2 It sounds like you're framing this as unfair because different rules apply to the teacher than to you. But class isn't some medieval duel in which your teacher challenges you to an equal fight for some weapon of choice. Your job is to learn according to the rules the teacher specifies. Your teacher's job is to teach. Which is not at all constrained by the same rules. For example you may not be allowed to use a calculator but your teacher is...! You may not be allowed to google your homework answers while your teacher may be using google too find suitable homework questions etc. –  user2705196 Commented May 8, 2022 at 17:37

4 Answers 4

There is such a requirement at my institution - currently coursework marks and feedback has to be returned within 20 working days, and there is pressure for this to be reduced.

However, if you have a large class and a (necessarily) complex coursework then it can be very difficult to turn around the marking in that timespan. I try to avoid doing nothing but marking all day everyday for weeks because it is difficult to maintain the required concentration/fairness when you get tired.

One solution is to have more than one marker, but that introduces variability and the need for second marking/moderation, which has to be done afterwards, and that means parallel marking by N markers is no where near N times faster. The moderation has to be done by one person (for consistency) and the more markers you have, the greater the proportion of the total time must be reserved for moderation.

Another solution is to have purely summative assessment (mark but no feedback - e.g. most formal exams) which can make marking more efficient. Unfortunately there are some topics where this is not the case (e.g. marking code style/structure in programming). It also means that the students don't get feedback that might help them improve, however some students never look at feedback, just the marks (back in the day when feedback was written on paper, but the marks available on-line, a fair fraction of scripts were never collected).

There is also the problem with student having extensions due to "extenuating circumstances" (e.g. health problems). They can't have a submission date that is after the coursework and feedback is returned to the students as that potentially gives them an unfair academic advantage. So reducing the time available for returning marks also reduces the scope for accommodating student's extenuating circumstances.

On the other hand, where feedback is given, it needs to be given in time for students to have the opportunity to do something with it (whether they take that opportunity is another matter) and for the coursework to still be reasonably fresh in their minds. For one of my programming courses, the lab session immediately after the first coursework is returned to the students is reserved for them to implement the suggestions in the feedback and get further feedback on the improvments from the teaching assistants. This isn't always feasible, but in this case the lab session is the first of the following semester, so it works quite nicely.

So if students want marks/feedback sooner, it is likely to compromise marking and feedback quality, as a lot of work goes into it already, and it takes time to do well. I should mention that when the deadline for marking was introduced, there was no commensurate reduction in expectations for the other activities, such as research and administration that I also have to do. Often faculty time is treated as infinitely fungible and inexhaustible - but it isn't!

I'm leaving the question if this question is on-topic to others.

Let's consider the question of why there are deadlines for students for handing in assignments:

• it introduces a time point at which assignments can be discussed in class
• it helps with making sure that the assignment parts are "done" before the exam (which has to be scheduled to a fixed date by the core concept of an exam)
• it also forces students that are intrinsically motivated to invest time in the course's content early so that they have a better chance of following the lectures

There are surely some more that I've forgotten. Some of these reasons are such that the deadlines are actually required to make the course organization work. Let's now consider the question why it would be helpful for the student to have feedback by a certain deadline (or just "early" in general):

• it helps with finding out early if the student is still on the right track to learning
• it provides feedback earlier so that the feedback can be "processed" when the concepts are still a bit fresh in the students' minds.

So in both cases, deadlines have a role. But what would happen if the professors have (more) strict deadlines? Then they would suddenly take priority over other tasks of the professors, which many students are not aware of:

• writing research grants - deadlines for other tasks increase the risk of missing deadlines here
• administration - other things are likely to become late.
• publication deadlines are more likely to be missed

The question here is if the positive impact on the students getting feedback early is worth the downsides of a worse performance on these tasks. And it should be noted that different institutions have different answers to this. Some for instance have a maximum span for exam grading, others don't. And homework grading is likely not seen as a priority in many cases.

• Also, students need to figure out which classes they have lower grades in and which classes they need to prioritize studying for. If I don't have back my grades, I don't know which tests and assignments I need to spend more time on to boost my grade in the class. –  2br-2b Commented May 6, 2022 at 9:34
• @2br-2b While of course students have an interest in doing that, it is debatable whether allocating learning time with the primary purpose of grade boosting rather than maximizing the learning progress is an interest that is legitimate enough to the point of having to be considered when balancing when pros and cons of whether professors should have deadlines for grading or not. It can be argued that the combination of "feedback if the student is one right track" already mentioned and the self-feedback after handing in a solution (often, you know if you submitted good stuff or not) are enough. –  DCTLib Commented May 7, 2022 at 21:22

This question as formulated may be opinion-based. Still, I'll take a whack at it.

Should professors have deadlines for returning graded assignments (beyond just the end of the semester)?

Should is a difficult word. Personally, I've long felt that both instructors and students should try to do things right away when possible. There is never a perfect time to do/grade an assignment, and attempting to do it right away will prevent oneself from becoming inundated by deadlines. Both instructors and students seem to have an irrational desire to postpone doing unavoidable work until "the last minute" (or later), which I've never understood.

As a practical matter, I think a policy requiring this would be very hard to enforce. At a major research university (so-called "R1s"), professors are researchers first and teachers second. They have many deadlines: grant proposal deadlines, proposals and reports related to their grants with hard deadlines, presentations that must be prepared for, lectures that must be prepared for, meetings with collaborators at which one must show results, etc. Trying to set a "strict" policy (e.g., return assignments within one week) would rightfully lead to some pushback. Setting a "soft" policy (e.g., return assignments within a week unless you're busy doing something else) would be meaningless; everyone could up with some excuse for being late, and no one wants to tell their colleagues how to manage their time.

If so, what would reasonable deadlines be for different assignments?

As a rule of thumb, I would say that papers and exams should be returned at least a few days before the next one is submitted. Homework should be returned within a few weeks. But again, I am only proposing this as a guideline.

I realize that waiting to grade assignments does give the professor a chance to show mercy to students who sometimes turn in their assignments late

It may make sense for the professor's grading timetable to be intertwined with the late policy. I've suggested this here . But in other cases, the schedule / late policy may have been designed with other considerations in mind, and so these two things are completely unrelated. For example, in a foreign language course, it is essential that students learn the current grammar/vocabulary before moving on, and so due dates should be quite strict regardless of how far behind the professor's grading is.

Yes, the above reasoning doesn't apply so much to teaching assistants, and perhaps also not to faculty whose primary job is instruction (e.g., at teaching colleges or community colleges). Naively, it seems like stricter policies would make more sense for these institutions (though it's quite possible I'm wrong about this; perhaps someone with more experience at such institutions will correct me).

https://www.qualitymatters.org/ The Quality Matters instructional standards handle the issue by requiring a syllabus statement about assignment (and communication) turnaround times. Such a statement is not a hard commitment, but once it is out there it is typically followed (except for obvious exceptions like illness etc). At my institution there are not requirements for turnaround, but there are institutional norms and I have been questioned by the other faculty if I am outside of the norms.

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Watch CBS News

How did Juneteenth get its name? Here's the story behind the holiday's title

By Emily Mae Czachor

June 19, 2024 / 7:00 AM EDT / CBS News

June 19 marks the third consecutive year of Juneteenth as a federally recognized United States holiday. Also known as  Freedom Day , Emancipation Day or America's second Independence Day, Juneteenth commemorates the end of slavery in the U.S. after the Civil War. 

Many Americans have celebrated it annually for more than a century, even though the holiday was not officially added to the national calendar until 2021. As the  Black Lives Matter movement gained renewed power across the country and abroad the previous year with the police killings of Black Americans like George Floyd and Breonna Taylor , public calls grew louder for the federal government to acknowledge emancipation as the critical turning point it was in U.S. history. Advocates sought, again, for leaders to codify the Juneteenth holiday into law, decades after communities began to push for broader recognition of Juneteenth as an emblem of unity, power and resilience in the wake of the police beating of Rodney King in 1991.

Federal recognition came in 2021. A bill to solidify Juneteenth National Independence Day as a legal public holiday passed almost unanimously through both chambers of Congress before being signed by President Biden on June 18. At a White House ceremony held for the occasion, Mr. Biden said: "All Americans can feel the power of this day, and learn from our history." It was the first time a national holiday was established in the U.S. since Martin Luther King Jr. Day was set to honor the late civil rights leader's birthday in 1983.

Juneteenth became a legal federal holiday in the U.S. on the eve of its earliest nationwide observance on June 19, 2021. It is observed and celebrated each year on that same date. 

The origins of Juneteenth

The name, Juneteenth, is a portmanteau, combining June and nineteenth. Its origins date back to June 19, 1865 , when the last group of people enslaved in the southern U.S. were informed of their freedom under the Emancipation Proclamation. President Abraham Lincoln had signed the Emancipation Proclamation more than two years earlier, on Jan. 1, 1863, declaring that everyone held as a slave was, and would continue to be, free. 

The proclamation took effect as the country neared its second year of the Civil War and technically applied to enslaved people in Confederate states. However, it could not actually be implemented in Confederate territory, and the war would not end in victory for the Union Army until much later, in the spring of 1865. In Texas, the westernmost state controlled by the Confederacy, news of freedom and the tenets of the Emancipation Proclamation arrived that summer. On June 19, thousands of Union soldiers reached Galveston Bay, along the northeastern coast of Texas in the Gulf of Mexico, and announced that all enslaved people in the state were freed by executive order. 

At the time, more than 250,000 Black people were being held as slaves in Texas alone, according to the National Museum of African American History and Culture, which writes in a description of the holiday that the "historical legacy of Juneteenth shows the value of never giving up hope in uncertain times." Once the Emancipation Proclamation laid its roots in Texas, those freed from slavery declared the day of its arrival "Juneteenth" in homage to the date when it finally happened. 

Although the Emancipation Proclamation set the stage, critically, for an end to slavery throughout the U.S., it was the 13th Amendment to the Constitution that actually did it. The amendment's passage through Congress and across Lincoln's desk began in January 1865. It was ratified in December of that year, abolishing slavery nationwide.

How to celebrate Juneteenth

Observing Juneteenth each year on June 19 does memorialize that specific day in Galveston in 1865, but it is also symbolic. Many regard the holiday as a joyful anniversary of independence and an opportunity to remember the country's foundation on centuries of slavery.

Historically, communities in different parts of the U.S. have celebrated Emancipation Day on different dates, a tradition that nodded to the fact that news of the Emancipation Proclamation reached people enslaved by the Confederacy at different times after the Civil War. In Florida, for example, advocates in 2021 pushed for the state to recognize and observe Emancipation Day on May 20, because that was the date in 1865 when news of Lincoln's executive decree reached enslaved people there. Washington, D.C., has in the past observed a city-wide Emancipation Day on April 16.

Juneteenth celebrations vary. Public festivities often include parades, parties, concerts, educational workshops and other cultural events centered on art and cuisine. For some, commemorating Juneteenth is mainly about tapping into the spirit of the holiday. Koritha Mitchell, an English professor at Ohio State University who celebrated Juneteenth growing up in a small town outside of Houston, told CBS News in 2021 that, for her, the day revolved around family and "creating community and connection."  

Opal Lee, the retired teacher and counselor whose activism played a huge role in Juneteenth becoming a federally recognized holiday, recalled joyful memories of the annual celebrations in the Texas town where she lived as a child.

"When I was a little one and we lived in Marshall, Texas, we'd go to the fairground," she said in a  CBS News interview  in 2022. "There'd be games and food and food and food. I'm here to tell ya it was like Christmas!"

Lee, now 97, became known as the "Grandmother of Juneteenth" for her famous trek from Fort Worth, Texas, to Washington, D.C., to ultimately deliver 1.5 million signatures to Congress advocating for a law to make the date a federal holiday. She shared her thoughts on the essence of Juneteenth in that 2022 interview. 

"People think it's a Black thing when it's not. It's not a Texas thing. It's not that," Lee said. "Juneteenth means freedom, and I mean for everybody!"

Emily Mae Czachor is a reporter and news editor at CBSNews.com. She covers breaking news, often focusing on crime and extreme weather. Emily Mae has previously written for outlets including the Los Angeles Times, BuzzFeed and Newsweek.

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It Takes Me Twice as Long to do My Homework

This is my first Reddit post.

As per the title, I've consistently experienced an issue in which homework takes me two-to-three times as long to do as anyone else. Despite taking much longer, I very rarely get significantly better grades than anyone and I am semi-frequently not getting the best grades for assignments in any class.

Today I did a DiffEQ math assignment, something that is designed to take three hours. It took me nine hours. Nine hours of consistent work, interspersed with 5-minute walks. I don't know what I am doing wrong. It's very frustrating. I have a 4.0 GPA as of right now, and I have taken some very difficult classes, all of which I typically took 2-3 times the expected duration to complete any homework assignment.

I used to think that this was happening as a result of being a perfectionist. If this were true, then I would be doing excellently in my assignments. I am not doing excellently; I am only doing well.

Some things to consider:

I am not distracted in any way. I am not on my phone for any moment during the work.

I am consistently working.

I try to keep listening to some music without lyrics to stimulate the mind during the tedious work.

Please let me know if you have any suggestions, advice, or thoughts. If I'm unable to come up with an adequate conclusion, I think that I will have to conclude that I'm just stupid. My grades are not a result of any intelligence on my own part; they are just a result of me brute-forcing my way through every problem.

EDIT: Sorry to everyone for the late responses. I'm very busy. Thank you for your help.