Parents often feel it’s their job to get their kids to do well in school. Naturally, you might get anxious about this responsibility as a parent. You might also get nervous about your kids succeeding in life—and homework often becomes the focus of that concern.
But when parents feel it’s their responsibility to get their kids to achieve, they now need something from their children—they need them to do their homework and be a success. I believe this need puts you in a powerless position as a parent because your child doesn’t have to give you what you want.
The battle about homework actually becomes a battle over control. Your child starts fighting to have more control over the choices in his life, while you feel that your job as a parent is to be in control of things. So you both fight harder, and it turns into a war in your home.
The truth is, you can’t make him care. Instead, focus on what helps his behavior improve. Don’t focus on the attitude as much as what he’s actually doing.
Over the years, I’ve talked to many parents who are in the trenches with their kids, and I’ve seen firsthand that there are many creative ways kids rebel when it comes to school work. Your child might forget to do his homework, do his homework but not hand it in, do it sloppily or carelessly, or not study properly for his test. These are just a few ways that kids try to hold onto the little control they have.
When this starts happening, parents feel more and more out of control, so they punish, nag, threaten, argue, throw up their hands or over-function for their kids by doing the work for them.
Now the battle is in full swing: reactivity is heightened as anxiety is elevated—and homework gets lost in the shuffle. The hard truth for parents is that you cannot make your children do anything, let alone homework. But what you can do is to set limits, respect their individual choices, and help motivate them to motivate themselves.
You might be thinking to yourself, “You don’t know my child. I can’t motivate him to do anything.” Many parents tell me that their children are not motivated to do their work. I believe that children are motivated—they just may not be motivated the way you’d like them to be. Keep reading for some concrete tips to help you guide them in their work without having to nag, threaten, or fight with them.
Also, keep in mind that if you carry more of the worry, fear, disappointments, and concern than your child does about his work, ask yourself “What’s wrong with this picture and how did this happen?” Remember, as long as you carry their concerns, they don’t have to.
The way you can stop fighting with your kids over homework every night is to stop fighting with them tonight. Disengage from the dance. Choose some different steps or decide not to dance at all. Let homework stay where it belongs—between the teacher and the student. Stay focused on your job, which is to help your child do his job. Don’t do it for him.
If you feel yourself getting reactive or frustrated, take a break from helping your child with homework. Your blood pressure on the rise is a no-win for everyone. Take five or ten minutes to calm down, and let your child do the same if you feel a storm brewing.
Set limits around homework time. Here are a few possibilities that I’ve found to be effective with families:
When you start over-focusing on your child’s work, pause and think about your own goals. What are your life goals and what “homework” do you need to get done in order to achieve those goals? Model your own persistence and perseverance to your child.
I recommend that within the parameters you set around schoolwork, your child is free to make his own choices. You need to back off a bit as a parent. Otherwise, you won’t be helping him with his responsibilities.
If you take too much control over the situation, it will backfire on you by turning into a power struggle. And believe me, you don’t want a power struggle over homework. I’ve seen many kids purposely do poorly just to show their parents “who’s in charge.” I’ve also seen children who complied to ease their parents’ anxiety, but these same kids never learned to think and make choices for themselves.
I’m a big believer in natural consequences when it comes to schoolwork. Within the structure you set up, your child has some choices. He can choose to do his homework or not. And he can choose to do it well and with effort or not. The natural consequences will come from the choices he makes—if he doesn’t choose to get work done, his grades will drop.
When that happens, you can ask him some honest questions:
“Are you satisfied with how things are going?
“What do you want to do about your grade situation?”
“How can I be helpful to you?”
Be careful not to be snarky or judgmental, just ask the question honestly. Show honest concern and try not to show disappointment.
The expectation is that homework is done to the best of your child’s ability. When he stops making an effort and you see his grades drop, that’s when you invite yourself in. You can say:
“Now it’s my job to help you do your job better. I’m going to help you set up a plan to help yourself and I will check in to make sure you’re following it.”
Set up a plan with your child’s input in order to get him back on his feet. For example, the new rules might be that homework must be done in a public place in your home until he gets his grades back up. You and your child might meet with the teacher to discuss disciplinary actions should his grades continue to drop.
In other words, you will help your child get back on track by putting a concrete plan in place. And when you see this change, then you can step back out of it. But before that, your child is going to sit in a public space and you’re going to work on his math or history, perhaps together.
You’re also checking in more. Depending on the age of your child, you’re making sure that things are checked off before he goes out. You’re adding a half hour of review time for his subjects every day. And then each day after school, he’s checking with his teacher or going for some extra help.
Remember, this plan is not a punishment—it’s a practical way of helping your child to do his best.
Many parents will say that their kids just don’t care about their grades. My guess is that somewhere inside, they do care. “I don’t care” also becomes part of a power struggle.
In other words, your child is saying, “I’m not going to care because you can’t make me. You don’t own my life.” And he is right. The truth is, you can’t make him care. Instead, focus on what helps his behavior improve. Don’t focus on the attitude as much as what he’s actually doing.
It’s important to understand that caring and motivation come from ownership. You can help your child be motivated by allowing him to own his life more.
So let him own his disappointment over his grades. Don’t feel it more than he does. Let him choose what he will do or not do about his homework and face the consequences of those choices. Now he will begin to feel ownership, which may lead to caring.
Let him figure out what motivates him, not have him motivated by fear of you. Help guide him but don’t prevent him from feeling the real-life consequences of bad choices like not doing his work. Think of it this way: it’s better for your child to learn from those consequences at age ten by failing his grade and having to go to summer school than for him to learn at age 25 by losing his job.
I want to note that it’s very important that you check to see that there are no other learning issues around your child’s refusal to do homework. If he is having a difficult time doing the work or is performing below grade level expectations, he should be tested to rule out any learning disabilities or other concerns.
If there is a learning disability, your child may need more help. For example, some kids need a little more guidance; you may need to sit near your child and help a little more. You can still put structures into place depending on who your child is.
But be careful. Many times, kids with learning disabilities get way too much help and fall into the “learned helplessness” trap. Be sure you’re not over-functioning for your learning disabled child by doing his work for him or filling in answers when he is capable of thinking through them himself.
Your child needs guidance from you, but understand that guidance does not mean doing his spelling homework for him. Rather, it’s helping him review his words. When you cross the line into over-functioning, you are taking on your child’s work and putting his responsibilities on your shoulders. So you want to guide him by helping him edit his book report himself or helping him take the time to review before a test. Those can be good ways of guiding your child, but anything more than that is taking too much ownership of his work.
If your child asks for help, you can coach him. Suggest that he speak with his teacher on how to be a good student, and teach him those communication skills. In other words, show him how to help himself. So you should not back off altogether—it’s that middle ground that you’re looking for. That’s why I think it’s important to set up a structure. And within that structure, you expect your child to do what he has to do to be a good student.
I also tell parents to start believing in their children. Don’t keep looking at your child as a fragile creature who can’t do the work. I think we often come to the table with fear and doubt—we think if we don’t help our kids, they’re just not going to do it.
But as much as you say, “I’m just trying to help you,” what your child actually hears is, “You’re a failure; I don’t believe you can do it on your own.”
Instead, your message should be, “I know you can do it. And I believe in you enough to let you make your own choices and deal with the consequences.”
For more than 25 years, Debbie has offered compassionate and effective therapy and coaching, helping individuals, couples and parents to heal themselves and their relationships. Debbie is the creator of the Calm Parent AM & PM™ program (which is included in The Total Transformation® Online Package) and is also the author of numerous books for young people on interpersonal relations.