Homework Overload Is Stealing Children’s Childhood, Mother Warns
A Lagos mother kneeling in frustration has sparked a national conversation after accusing schools of overwhelming young children with a flood of daily assignments. With as many as six or seven tasks sent home each evening, she says her children return from long school days exhausted, only to face hours of homework that leave no room to rest, reflect or play. Beyond parental stress, her plea raises a deeper concern. Are schools undermining a child’s right to balanced development?
In a viral video, Chidi Ebere appealed directly to the Lagos State Ministry of Education, describing what she called an “overstimulating” workload imposed on pupils, particularly in the Lekki area.
According to her, children wake at 6:00 a.m., spend the day in school until mid-afternoon, and return home to face multiple assignments. By the time they finish, it is bedtime. The next morning, the cycle repeats.
“They’re acting like zombies,” she said, describing children too tired to think yet pressured to complete complex projects that often require parental help.
Her complaint goes far beyond homework. It raises a fundamental question about children’s developmental rights.
Education Is More Than Academic Load
A child’s right to development is not limited to classroom instruction. It includes nurturing the spirit, the mind, the emotions and the body.
Education serves a tripartite purpose.
The spirit: Children need moral and spiritual grounding, time to reflect and opportunities to develop values and character.
The soul: The mind, will and emotions must be strengthened through curiosity, creativity, play and balanced learning.
The body: Physical growth requires rest, recreation, movement and leisure.
When school systems overload children with assignments, that balance collapses. Learning becomes mechanical. Curiosity fades. Fatigue replaces enthusiasm.
The Right to Learn and the Right to Play
Child development principles recognize that children have the right to education and also the right to rest, leisure and play. Play is not separate from learning. It is part of learning.
Research shows that play improves cognitive flexibility. Rest strengthens memory retention. Physical activity supports emotional regulation. Creative exploration builds problem-solving skills.
At the same time, play must be guided and supervised in ways that protect children’s safety. Structured and age-appropriate recreation helps prevent neglect, exposure to harm or unsafe environments. Supporting a child’s right to play does not mean abandoning oversight. It means creating safe spaces where children can explore, interact and grow without risk of abuse or exploitation.
When children are buried under excessive homework, they lose time for imaginative play, family bonding, spiritual growth and physical movement.
For younger pupils, especially those as young as five, complex projects may exceed their developmental stage. When parents end up completing assignments, the goal shifts from learning to performance.
When Pressure Replaces Purpose
Parents like Ebere argue that children are overstimulated. Constant academic demand without recovery time can lead to burnout at an early age. It can trigger anxiety about schoolwork, reduce intrinsic motivation, cause emotional withdrawal and disrupt sleep.
These are serious consequences. Chronic stress in early childhood can affect brain development and long-term mental health.
Education should build capacity, not drain it.
Global Shifts Away From Overload
Some countries have re-examined heavy homework policies. Finland, often cited for strong academic performance, emphasizes shorter school hours, minimal homework in early years and practical learning.
Instead of endless written tasks, such systems prioritize project-based learning, outdoor education, collaboration, creative arts and physical activity. The aim is to produce well-rounded individuals, not just students who complete assignments.
The question facing policymakers is whether Nigeria’s education system is equipping children holistically or overwhelming them too early.
Finding Balance
Protecting children’s right to development does not mean lowering standards. It means aligning expectations with age, capacity and well-being.
