Dear Editor,

We recognise the importance of fostering independent learners and accommodating diverse learning styles. However, some assignments, particularly at the primary level, are often not suitable for the students’ developmental stage.

In many cases, it is parents who complete these assignments, and those with greater financial resources often produce work with superior presentation. This disparity raises concerns about fairness and whether the intended learning outcomes are being achieved.

Frequently, the finished products are displayed or included in teachers’ portfolios to highlight their effectiveness, but we must ask: At what cost? Did the majority of students truly benefit from the exercise or were the results primarily driven by parents’ involvement or outsourcing the work?

At the tertiary level, students are not burdened with assignments near exam time. Instead, they are afforded the opportunity to study in-depth for their final exams. In contrast, in Jamaica, grade 6 students — preparing for their first major external exams — are often overwhelmed with assignments in the days leading up to their tests. This adds unnecessary pressure to young learners at a critical stage in their education. Teachers and administrators must be mindful of this strain and its potential impact on students’ well-being and performance.

We need to carefully evaluate the nature of the assignments given, ensuring they are age-appropriate, particularly for primary and kindergarten students. Furthermore, school administrators should implement policies to prevent overloading students with assignments in the weeks leading up to exams. Such measures will support better outcomes by reducing stress and enabling students to focus more effectively on their studies.

Mikhail A Graham

mikhailgraham@yahoo.com