Weeks ago, a Facebook video capturing the raw frustration of an unidentified mother venting about the overwhelming workload her child was saddled with went viral. Her voice, laced with anger and desperation, struck a chord with parents, igniting a heated conversation across the platform. The visibly distressed woman recounted the ordeal that had pushed her to the edge. She revealed that after purchasing four textbooks for her daughter, a primary school pupil, she was shocked to find each one packed with assignments that required her constant supervision. The woman’s concern was palpable as she described the mounting pressure on her child, who, already juggling long school hours and extracurricular activities, now had to contend with an overwhelming homework load. She feared this relentless academic burden could take a toll on her young one’s mental and emotional well-being. “She’s just a child,” she said, her frustration turning to worry as she explained that the stress was visibly affecting the girl’s mood and health. The post quickly went viral, igniting a heated debate that rippled across the online community. Parents, particularly those of Generation Z, flooded the comment section with their own grievances and recounted similar struggles with children drowning under an ever-growing pile of assignments. For many, it was a painfully familiar reality, one that seemed to go unnoticed by the very institutions meant to safeguard children’s well-being. Concerns mounted over the toll of relentless academic pressure, with parents highlighting its effects, exhaustion, anxiety, and even physical symptoms like headaches and sleeplessness. The overwhelming sentiment was clear: something had to change. However, the viral post also triggered strong reactions from teachers and educators. Some defended the practice, arguing that homework was an essential part of the learning process, reinforcing classroom lessons and instilling discipline. They insisted that assignments were not designed to overwhelm students but to help them internalise knowledge and develop a sense of responsibility. According to some educators, homework plays a crucial role in honing time management skills—an ability that would benefit children in the long run. As the debate intensified, with no clear resolution in sight, parents pushed for a reassessment of homework policies and advocated a more balanced approach that prioritised children’s overall well-being. Meanwhile, teachers maintained that the challenge of homework should be embraced with a mindset geared towards growth and resilience. Pressure on children, parents Maxwell Ejim, a 43-year-old father, voiced his frustrations to Saturday PUNCH over the overwhelming burden of homework placed on his preschool and primary school children. His concerns revolved around the mounting academic pressures on both students and parents, particularly with children staying in school until after 3 pm, only to return home to piles of assignments. Ejim, visibly agitated, lamented that the education system appeared to disregard the need for age-appropriate tasks, with teachers assigning work far beyond children’s capacity, given their limited time at home. He warned that excessive academic demands on young children could have lasting negative effects on their well-being and development. “When children spend long hours in school and then come home to an avalanche of homework, they are left with little time to rest, unwind, or engage in essential recreational activities,” he said. According to him, children are naturally curious and energetic, and they thrive in environments where they can explore, play, and socialise. “But when they are weighed down by academic pressure too early, it can lead to stress, burnout, and a loss of motivation. They miss out on critical life skills such as emotional regulation, problem-solving, and creative thinking, which are best developed through unstructured play and downtime,” he said. Ejim also described the immense pressure parents face in ensuring their children complete assignments, often without them fully grasping the work. “I end up cracking my brain just to make sure they submit assignments they had no part in completing,” he said, calling it an unfair burden on parents. Ejim stressed that teachers should focus on educating the children, not the parents, and argued that rigid school hours only worsened the problem. “By the time children arrive home around 4 pm or even 5 pm for those who take the school bus, they are already exhausted. The expectation is that they will have time to eat, rest, and complete assignments before the evening. This results in high levels of stress for everyone, especially since parents, after working long hours themselves, are expected to assist with homework,” he explained. Ejim, like many other concerned parents, called for a reassessment of the private school educational system. He advocated a more balanced approach—one where teachers meet their responsibilities and children are given a realistic workload that promotes their growth and learning without compromising their mental and physical health. The current system, according to Ejim, needs to evolve to better support children’s overall development and ensure their well-being is not sacrificed in the name of education. Repeated purchase of textbooks Of late, parents have expressed frustration over the compulsory purchase of new textbooks every term, citing the financial strain and waste it creates. They argue that this policy adds to the already high cost of private education, making it even harder for families with multiple children to keep up with expenses. According to them, instead of being reused, the textbooks pile up, leading to unnecessary spending and resource wastage. Rose Popoola, a middle-aged woman has found herself trapped in this system, which she noted was quite unrecognisable from the one she knew as a child. She reflected on how, in the past, textbooks were an investment not just for one child, but for many. “In those days, parents spent money on textbooks knowing they would be used by multiple children until they were no longer in good condition,” she recalled with a nostalgic look. Popoola’s memories were vivid and refused to let go of them. “I remember how my father bought books and kept them in his locker while we were growing up. People from different communities would borrow books from him. I even used the books my older cousins had used,” she reminisced. “There was a sense of community then, a belief that knowledge should be shared, and resources should be used until they could no longer serve a purpose. But that sense of shared responsibility seems to have vanished in the modern private school system.” The shift, she lamented, was glaring. “This is no longer the case because private schools are determined to make money from parents at all costs. This is killing the reading culture among our children,” Popoola said, her voice heavy with frustration. She questioned how the education system had come to this point, “My house is now filled with books that no one can reuse. Should I burn them?” The young mother lamented that the government seemed to have turned a blind eye to the exploitation. For Popoola, the alternatives offered by the government were hardly worth considering. She pointed to Unity Schools, where, according to her, parents often had to pay bribes to secure admission, even after their children passed the entrance exams. “If the government refuses to build quality schools, it should at least regulate the activities of private schools. They are suffocating us with outrageous bills,” she said, her frustration growing. She couldn’t help but question how it all started, saying, “Who even patronised private schools in the past? It was only because the government failed to provide good learning facilities and a conducive school environment that parents started turning to private schools. Now, these schools have become exploitative.” Charles Chugo, a 33-year-old father, echoed Popoola’s concerns, particularly about the extended school hours and excessive homework. For him, the situation had gone beyond mere inconvenience. The long hours, coupled with burdensome assignments, seemed like a deliberate effort to drain both children and parents. He said angrily, “It’s absurd. Schools keep students beyond 3 pm and then overload them with difficult assignments. I have given my wife explicit instructions. I told her to stop stressing over the complex homework and just return the assignments untouched. They expect us to search for answers online and teach the children after we’ve already paid exorbitant fees for these services. “We are paying so much for education, and now they want me to do their job? It’s frustrating. There are too many lazy teachers out there.” The frustration didn’t end with homework. Chugo also voiced his concern over the long school hours. “It’s a waste of time that only stresses the children out. Many of these teachers aren’t even qualified to begin with. They took up teaching out of frustration and are now transferring that frustration to innocent children,” he said. For both Popoola and Chugo, the growing demands of the private education system had become a crushing burden and a far cry from the promise of learning and development that education was meant to offer. Speaking on the issues raised by these parents, an education consultant and lecturer at Legacy University, Okija, Anambra State, Dr Vincent Ezeme, pointed out the need for regulation and oversight. Without appropriate action, he warned, many Nigerian families will continue to face financial hardships, trapped in a system that prioritises profit over the well-being and future of children. “Education should be a tool for growth and development, not a means of financial exploitation,” Ezeme added, emphasising the importance of ensuring that education serves the interests of the children, not the pockets of the school proprietors. The education consultant pointed out that the situation reflects a broader issue within Nigeria’s private education sector, adding that while education is a key factor in the empowerment of people and the development of societies, the rising costs of private education have become a barrier for many families. “The government’s failure to provide adequate public school options has led to an overreliance on private institutions, many of which are now driven more by profit than the vision of complementing government efforts to educate the nation’s youth,” he lamented. Linking this disturbing trend to Nigeria’s rising number of out-of-school children, a national daily editorial remarked, “The lack of quality public schools has enabled private school operators to exploit parents. This worsening situation sheds light on why Nigeria struggles with a high out-of-school population. Neglecting access to quality education is a mismanagement of human capital, potentially leading to a demographic disaster in the future.” The issue of out-of-school children is indeed dire, with United Nations Children’s Fund, reporting that one in three children are out of school in Nigeria, with 10.2 million at the primary level and 8.1 million at the junior secondary school level. UNICEF noted that the situation is compounded by the fact that about 12.4 million children have never attended school, and 5.9 million have left school early. Alarmingly, Nigeria’s out-of-school population accounts for 15 per cent of the global total. Based on reports, children from rural areas, especially in the northeast and northwest, are disproportionately affected, with more than 50 per cent of girls missing out on basic education. It was further noted that the lack of access to early childhood education and senior secondary school opportunities further exacerbates the crisis. In light of this, various stakeholders across Nigeria have called for increased government oversight of private schools, emphasising the need for federal and state ministries of education to monitor the activities of private school proprietors. They argue that if the government had provided a more robust and inclusive public education system, parents and children would not be at the mercy of exploitative private school policies. Teachers defend action A licensed and certified teacher, Prudence Agugoesi, advocated for early school closures to alleviate the burden on students and allow them time to rest before tackling homework. He, however, stressed the importance of viewing education as a collaborative effort between parents and teachers. “Do parents consider the stress that teachers go through in class?” Agugoesi asked, highlighting the pressures teachers face in managing classrooms with 10 to 25 students of varying backgrounds and behaviours. Reflecting on the changes over the years, he noted, “Back in our days, schools closed at 1 pm, but now, children stay in school until 4 pm. The curriculum is broader, the number of textbooks has increased, and one or two teachers handle a wide range of students.” For Agugoesi, the solution lay in teamwork, adding, “When parents actively participate in their children’s learning, the outcomes are far more successful. When parents work closely with teachers, the results are impressive.” He argued that parenting also involves direct teaching, something he stressed many parents have neglected in pursuit of financial stability. “That’s why they now complain. Schools should close on time so children can go home, rest, do some chores, complete their assignments, and still get to bed early for the next school day,” the certified teacher said. Agugoesi also proposed limiting homework to a manageable load, advising, “No more than two assignments during the week and three to four over the weekend.” On the other hand, Felicia Badmos, a private school teacher, defended the practice of assigning homework. She said it helps reinforce what children have been taught in school. Badmos explained that homework is an engagement tool designed to instil an academic mindset in children, helping them retain information and solidify learning. “Practice makes perfect, and children often tend to play and forget what they have learned,” she added. Badmos criticised parents who leave all educational responsibilities to teachers. “Helping children with their assignments allows parents to assess their progress and reinforce the idea that learning extends beyond the classroom. “Some believe that their child will turn out fine without this level of involvement,” she said. Patience, she believed, was crucial for parents guiding their children through the learning process. The teacher said eventually, children will learn to complete their assignments on their own, but this requires patience, something many parents lack. For parents who can’t assist with homework, Badmos suggested finding someone who can help. Meanwhile, a Nursery Two teacher at Redeemer’s School in Old Ojo, Lagos, Mrs Uduak George, confirmed that her school closed between 3 pm and 4 pm, depending on the after-school curriculum. “For my class, we close by 3 pm, while some others close by 4 pm,” she said. Addressing the issue of excessive homework, she said her school kept assignments light, mainly focusing on reading comprehension. “We don’t overload students with homework. We give them reading assignments that they can do independently or with minimal supervision,” she explained. Similarly, a certified senior teacher at Navy Primary School in Ojo, Lagos, Mr Matthew Onwuama, emphasised that his school ensured students weren’t overwhelmed with assignments or given tasks on topics that hadn’t been taught in class. “We have a well-structured academic scheme, and we strictly follow it. During the week, we assign one or two tasks based on topics already covered in class. On weekends, we include mathematics alongside another subject, depending on the teacher,” he explained. Regarding the school’s daily schedule, he said, “We usually close at 1:30 pm, then resume lessons from 2 pm to 3:30 pm. Our goal is to teach students, ensure they understand the material, and then give homework accordingly. “Homework is meant for the students, not parents. We don’t assign homework to parents—these assignments are meant for the children, and they are not given daily.” A neurologist and chair of the International Institutes of Advanced Research and Training Centre at Chidicon Medical Centre in Owerri, Imo State, Prof. Philip Njemanze, emphasised the importance of matching academic tasks with children’s developmental stages. Drawing from his experience as a former principal investigator for NASA’s Brain in Space study, Njemanze stressed that children learn best when presented with challenges that align with their cognitive abilities. “Assigning overly difficult tasks can be detrimental to their learning process,” he warned. He explained that there are developmental stages in life, each corresponding to a certain level of cognitive difficulty. “When tasks do not align with a child’s developmental stage, it creates unnecessary challenges, often misinterpreted as poor performance,” Njemanze concluded, emphasising that curricula should be carefully structured to match children’s mental capabilities. While acknowledging that exceptional children may excel with more advanced tasks, he argued that standard curricula should cater to the average child. “This approach ensures that normal children are not overwhelmed, promoting a healthier learning environment,” Njemanze added. Similarly, a consultant paediatrician at Ekiti State University Teaching Hospital, Dr Adefunke Babatola, warned that assigning academic tasks beyond a child’s cognitive ability could be harmful to their brain development. “When children are given tasks that exceed their cognitive capacity, it can lead to frustration, anxiety, and a loss of motivation,” she warned. Babatola stressed that such a mismatch could not only hinder learning but also create a negative perception of education. “Age-appropriate challenges are crucial for fostering a positive learning environment,” she concluded. The consultant paediatrician added, “Tasks should be tailored to match children’s developmental stages, fostering confidence and a love for learning. When challenges align with their abilities, children are more likely to engage deeply, develop critical thinking skills, and build resilience. “Providing appropriately challenging academic tasks is essential for healthy brain development and overall educational success, ensuring that children thrive both intellectually and emotionally.” She recommended that the government at all levels equip public schools to compete with private institutions by improving education quality from primary to tertiary levels. This, she said, should include state-of-the-art infrastructure, continuous teacher training, and other initiatives to enhance teaching and learning in public schools. ‘No school keeps children beyond 2 pm’ When contacted to speak on the claim that the Federal Government only monitors the activities of 112 Unity Schools, the immediate past Director of Press and Public Relations at the Federal Ministry of Education, Ben Goong, dismissed our correspondent’s inquiry. “No school in Nigeria keeps students in school beyond 2 pm. This is my way of calling you a liar,” he said with finality. However, when our correspondent presented circulars and snapshots of school communications indicating closing times of 2:30 pm and 3:15 pm, Goong became defensive. He said, “PUNCH, it looks like you have no story to write. I know the top-level management of PUNCH. If you send me this kind of empty story again, I will report you to your management for appropriate disciplinary action. “First, the circular you forwarded states that the closing time for this week is 1:30 pm, yet you interpreted it as 1:50 pm. My 2 pm claim stands. Common sense should tell you that the extra 30 minutes allows parents to pick up their wards before the school gates close. “You are writing a story over a 30-minute difference. You are an irresponsible journalist. Tell your editor that I said he should query you. If I report you, you will probably get two queries,” he threatened. Meanwhile, when Saturday PUNCH contacted the current Director of Press at the Federal Ministry of Education, Folasade Boriowo, on Thursday, she claimed to be at a programme and asked for a WhatsApp message to be sent instead. Despite sending several reminders after the message, she did not respond. When reached again on Friday morning, she picked up and said, “I’m very busy now. Give me more time, and I will respond.” When asked how much time she needed, she replied, “I don’t know. When I’m done, I will respond. I have to speak to other directors before giving any information.” At the time of filing this report, she had yet to respond to messages or call back.