grade 4 homework policy

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Homework Guidelines

Lakeville School

Grade 4 

Why Homework is Assigned :

Reinforces and/or extends skills and material that have been taught in class

Prepares students for upcoming lessons and units

Helps students develop independence, responsibility, and effective study habits

Stimulates and fosters critical and creative thinking

Serves as a communication link between school and home

Helps teachers assess student learning

When Homework Will Be Assigned :

Daily assignments M-TH, including but not limited to, Reading and Math

Weekend Reading is encouraged

Student’s Homework Responsibilities :

Students will be responsible for attempting to complete all assignments independently

Parent’s Homework Responsibilities:

Parents are responsible for monitoring and checking the quality and completion of  assignments

Teacher’s Homework Responsibilities:

Homework will be checked in a timely manner and monitored for appropriate quality of work

If Students Do Not Hand in Properly Completed Homework:

Students who do not complete their homework may be given more time to complete the work and a “reminder note” may be sent home for parent and student to discuss. 

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Creating a Homework Policy With Meaning and Purpose

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We have all had time-consuming, monotonous, meaningless homework assigned to us at some point in our life. These assignments often lead to frustration and boredom and students learn virtually nothing from them. Teachers and schools must reevaluate how and why they assign homework to their students. Any assigned homework should have a purpose.

Assigning homework with a purpose means that through completing the assignment, the student will be able to obtain new knowledge, a new skill, or have a new experience that they may not otherwise have. Homework should not consist of a rudimentary task that is being assigned simply for the sake of assigning something. Homework should be meaningful. It should be viewed as an opportunity to allow students to make real-life connections to the content that they are learning in the classroom. It should be given only as an opportunity to help increase their content knowledge in an area.

Differentiate Learning for All Students

Furthermore, teachers can utilize homework as an opportunity to differentiate learning for all students. Homework should rarely be given with a blanket "one size fits all" approach. Homework provides teachers with a significant opportunity to meet each student where they are and truly extend learning. A teacher can give their higher-level students more challenging assignments while also filling gaps for those students who may have fallen behind. Teachers who use homework as an opportunity to differentiate we not only see increased growth in their students, but they will also find they have more time in class to dedicate to whole group instruction .

See Student Participation Increase

Creating authentic and differentiated homework assignments can take more time for teachers to put together. As often is the case, extra effort is rewarded. Teachers who assign meaningful, differentiated, connected homework assignments not only see student participation increase, they also see an increase in student engagement. These rewards are worth the extra investment in time needed to construct these types of assignments.

Schools must recognize the value in this approach. They should provide their teachers with professional development that gives them the tools to be successful in transitioning to assign homework that is differentiated with meaning and purpose. A school's homework policy should reflect this philosophy; ultimately guiding teachers to give their students reasonable, meaningful, purposeful homework assignments.

Sample School Homework Policy

Homework is defined as the time students spend outside the classroom in assigned learning activities. Anywhere Schools believes the purpose of homework should be to practice, reinforce, or apply acquired skills and knowledge. We also believe as research supports that moderate assignments completed and done well are more effective than lengthy or difficult ones done poorly.

Homework serves to develop regular study skills and the ability to complete assignments independently. Anywhere Schools further believes completing homework is the responsibility of the student, and as students mature they are more able to work independently. Therefore, parents play a supportive role in monitoring completion of assignments, encouraging students’ efforts and providing a conducive environment for learning.

Individualized Instruction

Homework is an opportunity for teachers to provide individualized instruction geared specifically to an individual student. Anywhere Schools embraces the idea that each student is different and as such, each student has their own individual needs. We see homework as an opportunity to tailor lessons specifically for an individual student meeting them where they are and bringing them to where we want them to be. 

Homework contributes toward building responsibility, self-discipline, and lifelong learning habits. It is the intention of the Anywhere School staff to assign relevant, challenging, meaningful, and purposeful homework assignments that reinforce classroom learning objectives. Homework should provide students with the opportunity to apply and extend the information they have learned complete unfinished class assignments, and develop independence.

The actual time required to complete assignments will vary with each student’s study habits, academic skills, and selected course load. If your child is spending an inordinate amount of time doing homework, you should contact your child’s teachers.

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Getting students to work on their homework assignments is not always a simple task. Teachers need to take the initiative to create homework policies that encourage students to work hard to improve their achievement in the classroom setting. Educational leadership starts with making a policy that helps students learn and achieve while competing with extracurricular activities and the interests of students.

Set high standards

Homework policies need to have high standards to encourage students to work hard on achieving the best possible results. Student achievement in school improves when teachers set high standards and tell students that they are expected to meet the standards set in the classroom.

By setting high standards for the homework policy, teachers are ensuring that the students will be more willing to work on getting assignments done. The policies for homework that teachers and parents create can help improve student understanding of materials and result in better grades and scores on standardized tests.

Focus on study skills

Teaching students in their early education is a complicated task. Teachers need to balance the age of the students with the expected school, state and federal educational standards. Although the temptation to create a homework policy that focuses on repetition and traditional assignments can make the policy easy to create, it also removes the focus from establishing strong study skills and habits to engage students in education.

Creating a homework policy for younger students in the elementary grades should avoid traditional assignments and focus on building study skills and encouraging learning. Older students after elementary school are ready to take on written assignments rather than using technology and other tools.

Putting more focus on study skills will set a stronger foundation for homework in the future. As students get into higher grades, the type of assignments will focus on writing with a pen or pencil. The age of the student must be considered and the goal is to create a strong foundation for the future.

Involve the parents

Getting parents involved in the homework policy will encourage students to study and complete the assigned tasks. Asking parents to get involved to facilitate assignments will ensure students are learning without the parents completing the assignment for their child.

The goal of involving the parents in the homework policy is getting the family to take an interest in ensuring the assignments are completed. The best assignments will allow the student to manage the work without seeking answers from a parent. That allows parents to supervise and encourage their child without giving the answers.

Give consequences for incomplete assignments

Homework is an important part of providing educational leadership in the classroom. Although parental involvement and high standards can help encourage students to study, it is also important to clearly state the consequences if assignments are incomplete or not turned in on time.

A clear homework policy will lay out the possible consequences of avoiding assignments or turning in incomplete work. Consequences can vary based on the student grade level and age, but can include lowering the grades on a report card or taking away classroom privileges.

Although it is important to provide details about the consequences of avoiding the assignments, teachers can also use a reward system to motivate students to complete their work. Rewards can focus on the entire class or on individual rewards, depending on the situation. For example, teachers can give a small candy when students complete five assignments in a row.

Consequences and rewards can serve as a motivating factor when it comes to the homework policy. By clearly stating the potential downsides and the benefits to the student, it is easier for students to focus on the work.

Creating homework policies is part of educational leadership in the classroom. Although homework must focus on helping students achieve, it also needs to clearly state the expectations and give details about the benefits and consequences of different actions. By giving a clear policy from the first day of school, the students will know what to expect and can gain motivation to work on achieving the best results.

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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.

Homework Policy

Grade 4 homework policies.

• Homework is assigned throughout the week.
• Homework is usually not assigned on Saturday or Sunday.
• Homework takes approximately 60 minutes to complete (depends on each individual student).
• Students are expected to read a minimum of 30 minutes and practice math facts/skills each night.
• At times, students will be working on bigger projects, which may need to be finished at home.
• An OWN Binder is a student organization tool equipped with the necessary materials (1 planner, 1 supply pouch, 1 post-it pad, highlighter, 2 pencils, 1 blue/black pen) to complete daily homework.
• A Planner is an item students are responsible to use to write down and track assignments in.
• Parents/Guardians are responsible to sign their student’s planner each night to signify you’re aware of your student’s homework expectations and you’ve taken the time to check that it’s complete.
• Students who do not complete their assignments or turn in their assignments in promptly, they will lose privileges as specified by their individual classroom teacher.
• Students are encouraged to complete their weekly reading log (Monday – Friday).
• Students have the option of completing online activities to practice their skills.

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No Homework Policy: One Year Later

By Mary Montero

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.Last school year was a really big year in my classroom. We started flexible seating (you can read more about that adventure  HERE ), we implemented a Bring Your Own Device program, and we did away with homework. Like I said– BIG year!

While each of those three changes contributed to a very different feel in my classroom than years prior, I was particularly nervous about doing away with homework. I know that homework has its place, and I know there are concepts and skills (especially in 4th grade!) that require repetition to really grasp. Yet, I still felt like the reasons to do away with homework were more important than the benefits of homework itself.

Throughout the school year, I had many colleagues pop in and ask how our no-homework policy was going. “It’s going well!” I would respond, but I wouldn’t give many details. Now, after a full school year without it, I definitely have some reflections on how it went, what changes I would make, and if I would do it again!

After a Full Year of No Homework

You can see that we didn’t COMPLETELY do away with homework, but we did do away with 99% of it. We still STRONGLY encouraged students to be reading each night, and they were required to have a novel in progress at all times. We also continued our weekly letter writing, where students had to respond to us in letter form by the end of the week. You can read more about that idea  HERE . I’ll never have a classroom where I don’t do it!

We also had a disclaimer that if students did not complete their classwork in a reasonable period of time or were excessively off task during an assignment, they would need to bring it home to complete it.

How I Broke The News To My Students

Of course, when we first told students about this change, there was hooting and hollering and cheers galore! I let them have their moment and then gently pulled them back together. I reassured them that it was totally possible that they wouldn’t have homework, but that it would mean they had to give me their all every. single. minute of every. single. day. Their eyes got big, they sat up taller, and an air of confidence washed over them. “We’ve got this, Mrs. M.!” I remember one kiddo saying. In the beginning, it was as if they would do anything to keep this privilege.  We floated on clouds of no-homework bliss for a solid week…

And then here’s what really happened when I did away with homework…

I expected more from my students than ever before.

When I was planning my lessons this year, I packed in more than I ever had before. While that might send like a negative effect of this little experiment, it was actually one of the best parts for me.

The Monster That Is Math

In math, in particular, this was a game changer for me. I knew that my students needed to deeply and fully understand these concepts and be able to compute with automaticity. I also knew they wouldn’t be going home and doing 20 extra problems each night like they had in the past. This meant that 1) I had to make sure they understood the concept like the back of their hand and 2) They could apply that understanding to a wide variety of problems…. Of course, these are two non-negotiables that any math classroom should have, but I was going to be doing it with less practice and repetition than before.

Therefore, when I was planning, I ended up with FAR more inquiry-based lessons and practice (so that they would really get the meat of the concept), and far less direct teacher instruction. I jammed as much as I could into my whole group time (10-15 minutes a day) and then jammed even more into their workshop time. Kids were collaborating, practicing, and learning more than ever… Simply because I had this sense of urgency that I was missing before.

But What About Spelling

A few people have asked about spelling and how this worked without homework and studying at home. We use a word study philosophy, similar to Words Their Way , which means that students are studying patterns in words rather than the words themselves. I incorporated this into my reading rotations and would occasionally devote some of our writing to it, and I would highly recommend it!

Another option to fit in what would have previously been homework is to rethink your morning routine. I usually use my  Think It Through  critical thinking packet as morning work, and when I did away with homework this year and had to give them some more “intense” morning work, I started using the packet during Morning Meeting instead. I used our morning work time this year to review and reteach grammar concepts some days and math skills other days. It was the perfect balance!

This brought out the best in some kids

When I say it brought out the best in them, I mean it changed their study habits permanently. They created habits that I hope will continue on with them for years and years to come. They knew that in order to continue having no homework, they truly had to give me their all during the day. It wasn’t easy. They had to not only complete their assignments, but complete them well. We had very, very little down time, and I expected more from this group of kids than ever before.  Some rose to the challenge and THRIVED under the challenge…

…and some kids didn’t care.

I did have a handful of students who were not at all motivated by a lack of homework. These were the kids who repeatedly ended up taking work home because they weren’t completing it in class. Usually due to them being distracted and not on-task. Some kids learned quickly that this isn’t what they wanted, and a few kids never did quite learn.

Some parents loved it. Others hated it.

On Back to School Night, when we handed out this homework policy, the general consensus was all the praise hands in the world! Parents thanked us for giving them FREEDOM in the evenings to take their kids to gymnastics without worrying about homework and some parents thanked us for eliminating the nightly homework battle they had fought for the past few years.

We also had a small number of parents who wanted their kids to have homework. They worried that they would become accustomed to not having homework and have a difficult time next year when their teacher required it again. They worried they wouldn’t get enough skill practice. These were valid concerns, and we reassured parents that, if they requested it, we would send home supplemental practice. Not one of the parents who initially expressed concern over the policy ever ended up asking for homework.

…but some KIDS asked for homework!

I’ll never forget the first time one of my kids ASKED for homework! It was about a month into the school year, and we were working on  Error Analysis  in small groups. One of my students looked up and said, “I LOVE this. Can you PLEASE give us some more to do at home!?” How could I deny them that opportunity!? 🙂 The rest of the kids in the small group chimed in that they wanted to bring some home too. During my lunch break, I printed a few more tasks out for those kids, and guess what? Every single student in that group brought it home and returned it the next day– BY CHOICE!

This happened multiple times throughout the year, primarily with my  math projects  and error analysis tasks. I never, ever denied them when they asked to bring something home for homework.

Some kids NEED homework.

Usually, these aren’t the kids who were requesting the extra homework, but I had another handful of students who needed homework. They needed skill practice, they needed reading fluency practice, and they needed fact practice. I talked to each of those students individually and contacted those parents privately. They (both students and parents) understood why I needed to send supplemental work home. Once a quarter, I put together packets based on those kids’ needs. I gave them free reign to complete it at any time throughout the quarter, and every single packet came back completed by the end of the quarter.

I would do it all over again.

At the end of the year, I had parents come up to me and thank me for this policy, telling me how they had enjoyed a better relationship with their student this year without the nightly homework battle. They had taken more walks, participated in more after school activities, and were generally so thankful for the reprieve.

As a teacher, I saw happy kids coming in every day and relaxed kids leaving every afternoon. There were no battles over missing homework, and kids worked hard to keep the privilege. I had no noticeable (anecdotally or with data) drop in achievement or growth over the course of the year. I felt like a better teacher because I worked even harder during the school day to make sure they were getting exactly what they needed while they were with me.

…Oh, and I had a lot less grading to do, too! 🙂 🙂

I would do it again a heartbeat!

Homework Policy

We strongly believe in the power of play and the importance of letting children be children. Further, research does not indicate significant benefits of homework at the elementary level. We believe that when students give us all of their day, they deserve to have all of their night. Therefore, we have eliminated the majority of our standing homework assignments. Eat dinner as a family and ask them how their day was, enjoy your child’s extracurricular activities without worrying about homework, and know that your child is working hard at school each day and has earned their evening playtime!

To foster community and self-reflection, your student will have a weekly letter from their teacher (more about that below!) to respond to, and we highly encourage you to read a book of choice with your child each evening. Please Note: If a student exhibits off-task behaviors during the school day and fails to complete an assignment, the assignment will be sent home for completion.

Mary Montero

I’m so glad you are here. I’m a current gifted and talented teacher in a small town in Colorado, and I’ve been in education since 2009. My passion (other than my family and cookies) is for making teachers’ lives easier and classrooms more engaging.

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We have spelling and vocabulary programs that each have a workbook. I've used those as homework assignments with the test on Fridays. Would you have the kids do these assignments in class rather than as homework? What homework did you use to give for Language Arts and how did that change? Do your kids take tests and do you have them study at home for those? I'm interested in having no homework – I'm just not sure how to fit everything in a short class period. Thanks in advance for providing more information!

Thank you for sharing your thoughts! My team and I have been thinking through this possibility for us. I am wondering if you give spelling tests? If not, can you tell me did this go away at the same time or previously? Thanks!

I did not do homework in my fourth grade classroom last year either. I had very much the same reactions from parents and results with my class. I also felt that sense of urgency to get things accomplished and to make sure that kids really knew what they were doing in the time we had at school. I am definitely planning on implementing this again this year in my third grade classroom! I do like your idea of making it a privilege. Putting it to them that way also creates a sense of urgency with them to succeed. Thanks so much for sharing!

That was a fascinating read. Good to hear that most of the kids stepped up their game!

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Missouri Department of Education is not affiliated to Lumos Learning. Missouri department of education, was not involved in the production of, and does not endorse these products or this site.

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School refusal and the Australian families gripped by blame, shame, and the fear of a lost education

A growing crisis of school refusal is gripping Australia, leaving families in a hidden struggle.

When it first started happening, Alice would drag her daughter Frieda into kindergarten screaming.

The school staff would restrain the five-year-old as they locked the door.

"If tough love worked, my child would be at school. The things we put her through … I'm ashamed of it," Alice says.

She knows what other parents judge her for — being a mother who can't get her child to school.

"It's a really lonely and confusing and shameful world because you assume that you are the problem," the Sydney mum says.

"You see other families, their kids just happily going to school … and you feel like you're just in this complete other world."

Frieda, now eight, is one of the thousands of children in Australia experiencing 'school refusal', also known as 'school can't' — children who have difficulty attending school due to emotional distress.

Some days Frieda lasts to the 3pm bell, others she might only make it to the school gate or not leave home at all.

"I get a bit upset when I usually don't make it to school. 'Cause I really want to, but somehow I don't know how to get there," Frieda says.

For parents, it's a living nightmare that can result in broken careers, fear of kids missing out and threats of fines and prosecution.

For the education system, it raises fundamental questions about whether schools can actually include every child.

Distress and disengagement

An increasing number of Australian children are struggling to get to school.

In 2023, the attendance rate for students in Years 1 to 10 was 88 per cent, down from 92 per cent almost a decade earlier.

Last year, 38 per cent of all students in Years 1 to 10 were absent for more than 20 days a year – which is considered chronically absent.

Dr Lisa McKay-Brown, an education researcher at the University of Melbourne, says because there is no national data tracking the reason for absences, it's unclear what is driving disengagement.

"How many of this is medical, how many of this is school refusal, how many of this is kids on holidays? That's where the problem lies because it's really hard to resource and plan and intervene when you don't know how big the problem is," Dr McKay-Brown says.

Many parents and experts argue the more accurate term is 'school can't' — it's not that the child won't go to school, they can't.

Experts say the emotional distress can be caused by problems at home or school but is often associated with neurodiversity and mental health disorders.

"We know that there are certain groups that are more at risk than others … they may be autistic, they may have learning difficulties, ADHD. They may have anxiety or some other mood disorder," Dr McKay-Brown says.

'Ethan was left behind'

When Ethan looks at a photo of himself in grade 3, he knows behind the smile was someone without much hope.

"I felt like I wouldn't actually get a job when I get older. I would be homeless, sleeping on the side of the road," the 12-year-old says.

By grade 3 in his Geelong primary school, Ethan couldn't read or write.

He'd been falling behind for years, and becoming more disengaged.

"I couldn't even spell my name," Ethan says.

When Ethan's mum Sam saw how he was treated in class one day, it left her heartbroken.

"Instead of sitting there and writing a sentence like the other children were doing, they just said 'Oh, just draw a picture'. It pushed him further away," she says.

Pandemic lockdowns only made matters worse.

Ethan found online learning hard and later, found the return to school challenging. As he struggled to keep up, he began having physical outbursts and experiencing bullying. Eventually he started threatening self-harm if he was forced to attend school.

"It wasn't safe for me. I got bullied every day. Made me feel ... like I was locked up in a cage,” Ethan says. 

Sam, who had recently separated with four kids, was struggling to balance working to pay off her mortgage with Ethan's low attendance rate.

"Being a parent is really hard. Especially when they're having to finish school early, or you're getting phone calls saying, 'You need to come pick your child up, they've broken a window, or they've tried to self-harm'."

"You kind of can't commit to anything. Your life just goes on hold."

When Ethan's public school said they were out of options to help him, Sam added her son's name to a 100-person long waitlist for an independent school that helps youth who are disengaged from mainstream schooling.

The months slipped by as they waited for a spot.

"No child left behind is definitely not a reality, because Ethan was left behind," Sam says.

The shadow of the law

Because school attendance is required by law, for parents of kids struggling to go, the threat of legal action always looms.

When Kurt's 16-year-old daughter Hayley couldn't get out of bed to go to school, the daily texts started coming.

"Your daughter was marked absent … this absence has been recorded as unexplained or unjustified," one text from her Sydney school read.

Hayley says school staff eventually told her that her absences could result in a $11,000 fine, placing further pressure on the family.

“I had my parents coming in, like yelling at me … I got the light turned on, the blinds opened, the bed sheets pulled off, stuff like that,” Hayley says. 

During a fight with Hayley, it dawned on Kurt, who is a mental health nurse, that his daughter had depression. He'd also noticed cuts on her arms.

"The school stuff was hard, but the stuff where you cry yourself to sleep sometimes is having a child doing that themselves … and working in the industry knowing what the outcomes can be," Kurt says tearily.

Meanwhile, the texts continued, leaving Kurt fearing what might come next.

In a general statement provided to Four Corners, the NSW Department of Education said, "where attendance improvement support has been unsuccessful … and the parents have not meaningfully engaged, the matter may be referred for consideration of legal action".

Homeschooling Hayley would have stopped the texts, but for the working single-dad of two, it wasn't an option. Eventually, school staff assured him he would not be fined.

"We started talking to the deputy principal and she was excellent, so she put a plan in place with Hayley," Kurt says.

The number of homeschooled children has doubled during the past five years, from 21,456 pupils in 2019 to more than 43,797 in 2023.

Alice has seen parents post on Facebook about giving up their careers to homeschool their kids. It's an option she's thought about a lot for Frieda who has been diagnosed with autism.

"The prospect of homeschooling Frieda hangs over me every day … but I can't afford to," Alice says.

When Frieda doesn't make it into school, Alice isn't able to get through a normal work day. To make up for lost time she works into the night or over weekends.

Frieda's attendance has improved after moving to a school where staff have been more accommodating to her needs.

Despite the improvement, Alice received a formal warning letter last month regarding Frieda's attendance. A second will trigger contact from a homeschool liaison officer.

"The principal did explain it's just how the system works, and it doesn't need to be a scary thing as they may have more resources … but if I didn't have the heads up, I would have been terrified," Alice says.

"When you get something like that … it's got a shaming tone. Like you're failing at this, you're failing because your child isn't going to school all the time."

Alice feels like that sentiment runs across the department's pamphlets on school refusal, particularly the NSW Education slogan "Every School Day Counts".

"How insulting. Of course we want our kids to be going every day."

"They were putting [it] back onto the parents, it's our fault … instead of 'school attendance is tanking, so is numeracy and literacy' and the department isn't prepared to go, 'Maybe it's a problem with the system'."

'You have to go through so much trauma’ 

After a six month wait, Ethan got a place at MacKillop Education in Geelong, a non-government school that helps students disengaged from mainstream schooling to get back on track.

Teachers and the principal personally greeted the shy newcomer at the school gates every day.

With just 80 students and class sizes capped at eight, Ethan got the attention he needed to work on things like regulating his emotions when he felt challenged by the schoolwork.

"He would bite or pull his hair and he would say, 'I'm so dumb'. That's the thing that upset him most, that he thought he was stupid," says Sharyn Sadler, Ethan's support teacher.

"There was a fear of failure. And that's actually common amongst many of our children because they've experienced so much failure."

To support students' emotional regulation, classrooms are fitted with chill-out sensory spaces and teachers keep a predictable routine. Uniforms are also scrapped for students who find them itchy.

"I think there does need to be greater flexibility in the system in how we're providing education for young people to be able to access it. And that comes through knowledge, human resourcing, money," MacKillop co-principal Skye Staude says.

For most MacKillop students, the school is a transition period to get them back into a mainstream setting.

After two years at the school, Ethan's attendance went up to full-time. He can now read fluently and spell.

This year he transitioned into a mainstream government school with additional supports.

Sam knows not every child gets the opportunity Ethan does.

"Alternative schools like this, they're not as easily accessible for kids who need them. You have to go through so much trauma, so much anger. The child has to go through so much themselves to even be put in the position to access a school like this," Sam says.

"Ethan's been given that chance, and he's really grown with it."

Ethan will be a teenager next year, and he likes the person he's finally becoming.

"I feel like I got hope in myself. I'm proud of myself," Ethan says.

Sam knows that school refusal is difficult to comprehend for those that haven't lived it themselves, but knows from experience how debilitating it can be.

"You feel like there's no light at the end of the tunnel as a parent, so you're not thinking about your hopes, what you want out of your life," Sam says.

For some kids, the path ahead isn't as straightforward.

Hayley's attendance improved to 85 per cent last year when she signed up to a pilot program run by NSW Education for students with chronic attendance issues that employs interest-based learning.

But this year she's had setbacks — first with her mental health, then the program made some changes to its approach.

"Sometimes I'll be going great for a few weeks or months or even a whole year, but then stuff will not be going as great again, and then my attendance will go down again."

To stay engaged, the program has allowed Hayley to make adjustments like wearing headphones to block out distractions. She's also started attending a local school for art class four days a week.

She's noticed the change in herself.

"I'm actually doing things. Talking to people instead of staying in my room, trying to get to school."

"I want to be able to get through year 11 and 12 and get into uni to study psychology. So I've been doing as much as I can to get there."

One size doesn't fit all

The issue of school refusal, which exists largely in the shadows, was pushed into the spotlight last year by a Senate inquiry.

Greens Senator Penny Allman-Payne, who helped instigate the inquiry, says Australia's one-size-fits-all education system is outdated.

"This is the model of education that we had over 100 years ago. The world is very different now. Young people are very different now," she says.

"The good news is that we know that there are things that work: early intervention, smaller class sizes, flexible campuses, interest-led learning."

The federal government has agreed or supported in-principle two of the inquiry's 14 recommendations.

They include commissioning the Australian Education Research Organisation to analyse the drivers of school refusal and possible interventions, and disseminate school refusal training for teachers.

Alice feels like the government has stopped short of investing in schools properly. She's worried asking more of existing teachers will strain the system.

"The teachers are under so much pressure. So, they're going to do more training, more to their workload when they're already stretched?"

Frieda's attendance is now at 54 per cent, she also successfully sat her year 3 NAPLAN test.

But Alice knows there's no guarantee things will keep improving.

"I don't know what our lives are going to look like next week, next month, next year," says Alice.

The fear of the unknown scares her – if Frieda will get through the school day, if she'll get another warning letter.

"As a parent, that's pretty awful because all you want is for your kid to be happy."

Watch Four Corners: The kids who can't,  tonight from 8.30pm on ABC TV and ABC iview .

Subscribe to the Four Corners newsletter and follow Four Corners on Facebook .

Do you know more about this story? Contact Four Corners here .

Story: Mridula Amin and Sascha Ettinger-Epstein

Photography: Mridula Amin

Digital Production: Mridula Amin and Nick Wiggins

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CCSD reassures parents on grade placement policies amid online confusion

by Lauren Lennon

Charleston County School District parents are questioning statewide requirements for their child’s grade placement. Some posted on Facebook asking why the district is “changing their policy” for the upcoming school year regarding the age children can be in Pre-K through first grade. But a representative with the district said that’s not the case and that these requirements aren't new. (WCIV). (WCIV)

CHARLESTON, S.C. (WCIV) — Charleston County School District parents are questioning statewide requirements for their child’s grade placement.

Some posted on Facebook asking why the district is “changing their policy” for the upcoming school year regarding the age children can be in Pre-K through first grade.

But a representative with the district said that’s not the case and that these requirements aren't new.

READ MORE: "Dunmeyer-Roberson announces reelection bid for CCSD District 8 seat."

“It's been a state requirement for quite some time,” said Andy Pruitt, the Director of Communications with the school district.

A post from a parent on Facebook said CCSD is enforcing new policies that would “force all 6-year-olds into first grade. In the past, it was a decision between parents and the school.”

A profile with the name and photo of CCSD Superintendent Anita Huggins responded writing: “CCSD not changed its policy/procedures/guidance on Kindergarten placement. We don’t have a policy that forces all six-year-olds into first grade.”

Pruitt adds that if parents still have concerns about their child’s placement, it starts at the school level.

READ MORE: "Charleston educators push for $5K salary increase in upcoming district budget."

“What we want to stress is that this is something that happens at the school level,” he said. “If there are still those additional concerns, then the school will bring that to the district and we'll follow a proper process that's consistent across the district."

When asked how many requests the district has received relating to placement, Pruitt said the district has received very few and that this conversation tends to happen at the school level.

And of those requests, Pruitt said it was too early to tell how many have gotten approved or denied.