No Homework for 10 Years: UAE School Reports Improved Academic Performance Among 80% of Primary Pupils
Can children perform better academically without taking schoolwork home? A private school in Dubai says about 80% of its primary pupils are making better-than-expected progress in core subjects, despite operating without traditional homework for a decade.
As the United Arab Emirates (UAE) introduces a no-homework policy for younger learners, private schools are sharing how reducing compulsory assignments has influenced children’s academic performance, wellbeing and personal development.
In August 2026, the UAE Ministry of Education announced the elimination of traditional homework for Kindergarten to Grade 2 pupils, effective from the 2026–2027 academic year. The policy applies to public schools and private institutions following the ministry’s curriculum.
According to Gulf News, Arcadia British School in Dubai has operated without traditional primary school homework since 2016.
The school’s Executive Principal, Giles Pruett, revealed that approximately 80% of primary pupils now achieve better-than-expected progress in English, Mathematics and Science.
However, he acknowledged that improvements in teaching quality, assessment and academic monitoring have also contributed to these outcomes.
Beyond academic performance, the policy allows children more time for family interaction, outdoor activities, sports and personal interests, reducing pressure during their early developmental years.
At Regent International School, Principal David Williams explained that meaningful learning extends beyond worksheets. Activities such as cooking, music, financial literacy and household responsibilities can strengthen children’s practical skills.
Similarly, GEMS Wellington Academy encourages families to prioritise reading rather than compulsory assignments for younger pupils.
Nevertheless, educators recognise that homework becomes increasingly important as children advance towards secondary education and external examinations.
Schools also report challenges, including rising learning-related anxiety among some older pupils, highlighting the need for appropriate academic expectations and emotional support.
The UAE experience raises an important question for education systems worldwide: Should children’s academic success be measured by the volume of homework they complete or by how effectively they learn, develop and thrive?
