Introduction

High school students today often face excessive academic workloads – long hours of class assignments and homework – that can overwhelm even the most diligent learners. Educators and researchers are increasingly concerned about the toll this heavy load takes on student well-being and academic success, especially for those with chronic anxiety. This report reviews empirical evidence from the U.S. and abroad on how an overloaded schedule of classwork and homework can negatively affect high schoolers’ academic performance and mental health. It also highlights findings specific to students who struggle with anxiety, and examines evidence-based arguments for reducing or modifying workloads to better support these students. Key findings are summarized under clear themes below, with references to original research.

Academic Overload and Student Stress

Multiple studies have documented that too much homework and classwork contribute to high stress levels and related health problems in teens. In a well-known survey of 4,317 students at high-performing U.S. high schools, 56% of students cited homework as a primary stressor (exceeding stress from tests or grades) (Stanford research shows pitfalls of homework | Stanford Report). Many reported chronic sleep deprivation, headaches, weight loss, and other health issues, which they attributed to heavy homework loads (Stanford research shows pitfalls of homework | Stanford Report). On average these students were doing 3+ hours of homework per night, an amount researchers found was counterproductive beyond a certain point (Homework Wars: High School Workloads, Student Stress, and How Parents Can Help | The Princeton Review) (Homework Wars: High School Workloads, Student Stress, and How Parents Can Help | The Princeton Review). As Stanford researcher Denise Pope noted, “too much homework resulted in stress, physical health problems and a general lack of balance” in students’ lives (Homework Wars: High School Workloads, Student Stress, and How Parents Can Help | The Princeton Review). Such imbalances mean less time for family, friends, and extracurriculars, and are linked to burnout and disengagement (Stanford research shows pitfalls of homework | Stanford Report) (Stanford research shows pitfalls of homework | Stanford Report).

Importantly, the issue is not limited to the U.S. A global pattern is observed: A recent systematic review reported that in 48 out of 52 studies worldwide, high academic pressure correlated with poorer adolescent mental health outcomes ( Contributing Factors to the Rise in Adolescent Anxiety and Associated Mental Health Disorders: A Narrative Review of Current Literature – PMC ). For example, studies in China and Greece found that students facing heavy academic pressure were significantly more likely to suffer from anxiety disorders ( Contributing Factors to the Rise in Adolescent Anxiety and Associated Mental Health Disorders: A Narrative Review of Current Literature – PMC ). These findings underscore that an overload of academic work – whether through excessive homework, a crammed class schedule, or relentless exam prep – can push teens into unhealthy levels of stress in many different cultural contexts.

The modern high school experience often combines packed daily schedules with substantial homework at night. In affluent, high-achieving schools especially, students juggle advanced classes, AP courses, and extracurricular commitments that extend into the evening. Education expert Cathy Vatterott describes how “excessive workloads, crammed schedules, and ‘perfectionism’ are causing teens undue stress” (The Teens Are Not Alright). She notes that in many “pressure-cooker” school environments, rigor is wrongly equated with piling on more work, and “students are overwhelmed [and] overworked” (The Teens Are Not Alright). Ironically, those high-pressure schools where nearly every student is college-bound often have the largest split between students with no homework and those with very heavy homework burdens (Homework Wars: High School Workloads, Student Stress, and How Parents Can Help | The Princeton Review). In other words, a subset of high schoolers are doing an extraordinary amount of work – and it is this group that reports the highest stress. Surveys find over 70% of students are often or always stressed about schoolwork, and homework is the number one source of stress for about a quarter of teens (Homework Wars: High School Workloads, Student Stress, and How Parents Can Help | The Princeton Review) (Does Homework Cause Stress? Exploring the Impact on Students’ Mental Health – Healium). Clearly, academic overload is a pervasive stressor in the high school population.

Mental Health Consequences: Anxiety and Burnout

One of the most concerning effects of excessive academic workload is its impact on mental health, particularly in triggering or exacerbating anxiety disorders. High school is already a period when many adolescents experience anxiety, and adding an overwhelming workload can intensify these symptoms. Research published in 2023 and 2024 has strengthened our understanding of this link:

• Heightened Anxiety Levels: A literature review on academic anxiety in secondary students concludes that high academic demands and heavy workloads are direct contributors to anxiety in adolescents (A Systematic Review: Academic Anxiety in School-Aged Students). When teens feel they must constantly keep up with large volumes of work, they experience “increased stress symptoms” and disrupted emotional balance (A Systematic Review: Academic Anxiety in School-Aged Students). Psychologists have found that academic anxiety impairs cognitive processes like concentration and working memory, making it harder for students to learn new material (A Systematic Review: Academic Anxiety in School-Aged Students). In essence, an excessive workload can create a vicious cycle for anxious students: worry makes it hard to complete work, yet unfinished work feeds further worry.
  
• Academic Burnout: Chronic stress from overwork can lead to academic burnout, a state of emotional exhaustion, detachment from school, and reduced accomplishment. Burnout is directly tied to excessive pressure and workload (Association between anxiety, depression symptoms, and academic burnout among Chinese students: the mediating role of resilience and self-efficacy | BMC Psychology | Full Text). A 2024 study in BMC Psychology found that symptoms of anxiety and depression were positively associated with academic burnout in secondary students (Association between anxiety, depression symptoms, and academic burnout among Chinese students: the mediating role of resilience and self-efficacy | BMC Psychology | Full Text) (Association between anxiety, depression symptoms, and academic burnout among Chinese students: the mediating role of resilience and self-efficacy | BMC Psychology | Full Text). In turn, higher burnout raises the risk of underachievement, truancy, and even dropping out of school (Association between anxiety, depression symptoms, and academic burnout among Chinese students: the mediating role of resilience and self-efficacy | BMC Psychology | Full Text) (Association between anxiety, depression symptoms, and academic burnout among Chinese students: the mediating role of resilience and self-efficacy | BMC Psychology | Full Text). Notably, researchers in Spain observed that high-anxiety students preparing for college entrance exams showed especially high burnout levels (Association between anxiety, depression symptoms, and academic burnout among Chinese students: the mediating role of resilience and self-efficacy | BMC Psychology | Full Text). In other words, the combination of intense workload and anxiety can literally cause students to “burn out,” undermining their motivation and ability to succeed in the long term.
  
• Physical and Emotional Toll: Anxiety is not only a psychological state; it often manifests physically, and academic stress amplifies this. Teens overloaded with work commonly report insomnia and short sleep duration, which worsen anxiety. A study in Sleep Health Journal indicated that long hours of homework are a risk factor for depression and can erode “mental fitness” by curtailing sleep (Does Homework Cause Stress? Exploring the Impact on Students’ Mental Health – Healium). Sleep disturbances and constant worry are classic signs of an overwhelmed student (Does Homework Cause Stress? Exploring the Impact on Students’ Mental Health – Healium). Chronic anxiety also activates stress hormones that, over time, can weaken immunity and increase fatigue (Does Homework Cause Stress? Exploring the Impact on Students’ Mental Health – Healium) (Does Homework Cause Stress? Exploring the Impact on Students’ Mental Health – Healium). In one Chinese survey, school counselors noted a sharp rise in students coming to them with somatic anxiety symptoms (like stomachaches or headaches) attributable to relentless academic pressure (China Is Getting Seriously Worried About Student Anxiety ) (China Is Getting Seriously Worried About Student Anxiety ). These symptoms can become severe: China’s Ministry of Education launched a nationwide “Double Reduction” policy in 2021 to reduce excessive homework and after-school tutoring, after public outcry that the high-pressure education system was causing widespread anxiety and even youth suicides (China Is Getting Seriously Worried About Student Anxiety ) (China Is Getting Seriously Worried About Student Anxiety ). This underscores how excessive academic stress is now recognized as a serious threat to student mental health on an international scale.
  

In summary, overwhelming classwork and homework loads can precipitate chronic anxiety, depression, and burnout in teenagers. Those who already have anxiety disorders are particularly vulnerable – they experience the stress more intensely and are at higher risk of adverse outcomes (like school avoidance or breakdowns). It bears emphasizing that these mental health impacts directly impede academic engagement: as one school psychologist explains, “learning and mental health are really intertwined… when students are struggling with anxiety or depression, their ability to listen, remember, and perform in class is compromised” (Students Are Missing School Because They’re Too Anxious to Show Up). The next section examines how this dynamic affects academic success indicators for anxious vs. non-anxious students.

Academic Performance under Heavy Workloads: Anxious vs. Non-Anxious Students

Excessive workload not only affects mental health, but can also undermine academic success – especially for students prone to anxiety. While a certain amount of challenge can motivate students, pushing them beyond their coping capacity often backfires. Research reveals a nuanced picture of how heavy classwork/homework loads influence grades, test performance, and other outcomes, and how anxious students may be differently impacted:

• Diminishing Returns on Achievement: Educational psychologists have long observed that the relationship between homework time and achievement is not linear. After a certain point, more hours do not yield higher grades. A recent large-scale analysis by Wu et al. (2023) in China found evidence of an optimal range: for high schoolers, roughly 1.5 to 2.5 hours of homework per night was beneficial, but beyond that, gains leveled off and anxiety increased (Frontiers | How to better balance academic achievement and learning anxiety from time on homework? A multilevel and classification and regression tree analyses) (Frontiers | How to better balance academic achievement and learning anxiety from time on homework? A multilevel and classification and regression tree analyses). In fact, spending excessive time on take-home assignments showed negative correlations with achievement in some studies (Frontiers | How to better balance academic achievement and learning anxiety from time on homework? A multilevel and classification and regression tree analyses). The Frontiers study by Wu and colleagues also noted that students who mixed multiple workloads (school assignments plus extra out-of-school work) were burdened “with more tasks than normal from everywhere,” leading to more pressure and less learning enjoyment (Frontiers | How to better balance academic achievement and learning anxiety from time on homework? A multilevel and classification and regression tree analyses) (Frontiers | How to better balance academic achievement and learning anxiety from time on homework? A multilevel and classification and regression tree analyses). This finding aligns with students’ lived experiences – many teens report that after a long school day, additional homework often becomes mindless “busy work” done just to avoid bad grades (Stanford research shows pitfalls of homework | Stanford Report). For anxious students, these diminishing returns are even more pronounced: as work hours pile up, their stress soars and effective study time actually drops due to loss of focus or panic. In short, beyond a moderate amount, heavy academic workload can harm performance instead of helping it.
  
• Comparative Impacts on Anxious Students: Students without underlying anxiety might handle a heavy workload with fewer obvious ill effects – perhaps they sacrifice sleep to get work done but manage to maintain grades. In contrast, students with chronic anxiety often hit a breaking point under the same workload. Comparative data suggests anxious students are more likely to have their academics disrupted by overload. For instance, a cross-sectional study of high schoolers found those with higher anxiety were far more likely to report difficulty completing assignments and concentrating on studying when stressed, compared to their less anxious peers (A Systematic Review: Academic Anxiety in School-Aged Students) (Does Homework Cause Stress? Exploring the Impact on Students’ Mental Health – Healium). Moreover, chronic anxiety can lead to avoidance behaviors: a 2023 Education Week survey of 1,034 U.S. high school students identified anxiety as the top non-illness reason for school absences – 16% of students who skipped school did so because “they were too anxious to attend” (Students Are Missing School Because They’re Too Anxious to Show Up). This kind of chronic absenteeism directly undermines academic success (Students Are Missing School Because They’re Too Anxious to Show Up). It is a stark illustration that anxious students, when overburdened, may effectively shut down and disengage (missing classes, delaying work, or mentally “checking out”), whereas peers without anxiety might plow through the work. Over time, the achievement gap can widen. In extreme cases, research suggests severe academic stress can trigger panic attacks or school refusal in susceptible students, problems that rarely affect non-anxious youth (A longitudinal examination of the relation between academic stress …) (Students Are Missing School Because They’re Too Anxious to Show Up).
  
• Test Anxiety and Grades: A specific aspect of academic workload is the relentless cycle of tests and evaluations. Students with anxiety are prone to test anxiety, which heavy studying loads can exacerbate. Multiple studies have shown that high stress impairs exam performance and can even lead to lower overall GPAs for anxious individuals (A Systematic Review: Academic Anxiety in School-Aged Students). For example, in Germany, about 15–20% of university students reported “exam nerves” severely enough to impair functioning, and those with high test anxiety had significantly more delays in study completion or dropout rates ( Examining perceptions of academic stress and its sources among university students: The Perception of Academic Stress Scale – PMC ) ( Examining perceptions of academic stress and its sources among university students: The Perception of Academic Stress Scale – PMC ). In the high school context, this translates to anxious students under heavy class/test schedules potentially earning lower scores than their knowledge would merit, simply due to anxiety’s effects (memory lapses, difficulty focusing, etc.). By contrast, classmates without anxiety might perform closer to their true ability. Thus, heavy academic demands can widen performance disparities, penalizing those with anxiety. On the flip side, when workload and pressure are moderated, anxious students often rebound and perform on par with others. One school counseling department reported that when they eased up on constant assessments, “previously anxious students started participating more and their grades improved, while the non-anxious students’ grades held steady,” illustrating how reducing pressure narrows the gap in achievement (Does Homework Work or Hurt? A Study on the Effects of Homework on Mental Health and Academic Performance) (Does Homework Work or Hurt? A Study on the Effects of Homework on Mental Health and Academic Performance).
  
• Academic Engagement and Motivation: High workload can erode students’ intrinsic motivation and engagement, which are critical for long-term success. Surveys show that many teens become disengaged or “just going through the motions” when overloaded (Stanford research shows pitfalls of homework | Stanford Report). This effect may be stronger in anxious students, who often feel compelled to focus on avoiding failure rather than truly absorbing learning. In fact, a 2021 study noted that academic anxiety can undermine motivation and enjoyment in learning, leading to a cycle of diminishing academic interest and achievement (A Systematic Review: Academic Anxiety in School-Aged Students). By contrast, students not struggling with anxiety might retain more motivation under stress or have the confidence to seek help. In short, excessive workload can transform a love of learning into a source of fear for anxious students, causing them to achieve below their potential.
  

In aggregate, these findings paint a clear picture: excessive classwork and homework loads tend to hurt, not help, student success, and students with chronic anxiety are often the first to feel these negative effects. Heavy workloads contribute to anxiety, and high anxiety in turn is linked to poorer academic outcomes (from lower grades to higher dropout risk) (Association between anxiety, depression symptoms, and academic burnout among Chinese students: the mediating role of resilience and self-efficacy | BMC Psychology | Full Text) (Association between anxiety, depression symptoms, and academic burnout among Chinese students: the mediating role of resilience and self-efficacy | BMC Psychology | Full Text). The good news is that studies also indicate this is a modifiable problem – meaning that by adjusting workload and support, schools can improve both well-being and academic results. The next section examines evidence that reducing or optimizing workload can benefit students, especially those with anxiety.

Benefits of Reducing or Modifying Workloads for Anxious Students

Research increasingly supports the idea that “less can be more” when it comes to promoting success in students with anxiety. By reducing unnecessary or excessive classwork and homework, schools may alleviate toxic stress while maintaining rigorous learning. Several evidence-based arguments and findings underscore why a more balanced approach to workload is effective:

• Improved Mental Health without Academic Cost: A striking case study comes from a college-preparatory high school that deliberately cut homework in half across most subjects to address student stress. Over one school year, the number of students reporting moderate to high stress levels dropped by 32% (Does Homework Work or Hurt? A Study on the Effects of Homework on Mental Health and Academic Performance). Students overwhelmingly attributed their stress reduction to the lighter homework load and had “fewer frequent breakdowns” during the term. Importantly, academic performance did not decline as teachers feared it might. Grades and test scores stayed stable, and 91% of students said they felt just as prepared or even more prepared for class with less homework (Does Homework Work or Hurt? A Study on the Effects of Homework on Mental Health and Academic Performance) (Does Homework Work or Hurt? A Study on the Effects of Homework on Mental Health and Academic Performance). In fact, some teachers observed more alert, engaged learners when students weren’t exhausted each morning. This pilot program achieved its goal: it relieved student anxiety and did not harm achievement (Does Homework Work or Hurt? A Study on the Effects of Homework on Mental Health and Academic Performance) (Does Homework Work or Hurt? A Study on the Effects of Homework on Mental Health and Academic Performance). Such evidence refutes the assumption that high-volume homework is necessary for learning – quality of study often trumps quantity, and a healthier student is a more effective learner.
  
• Increased Engagement and Academic Honesty: An ancillary benefit noted in the above study was a drop in academic dishonesty incidents once homework was reduced (Does Homework Work or Hurt? A Study on the Effects of Homework on Mental Health and Academic Performance) (Does Homework Work or Hurt? A Study on the Effects of Homework on Mental Health and Academic Performance). Previously, many overwhelmed students felt forced to cheat or cut corners (e.g. copying homework) just to survive the workload. When the load became manageable, they took more ownership of their work. This suggests that anxious students, in particular, thrive under conditions where they are not merely trying to escape the pressure. Reducing excessive busywork allows them to re-engage with learning material more meaningfully, restoring a sense of competence rather than panic.
  
• Targeted Interventions for Anxious Students: Some schools have implemented policies recognizing that students with diagnosed anxiety or other mental health needs may require adjusted workloads or timelines. For example, allowing extensions on assignments, limiting the number of tests in a single day, or providing a reduced course load during especially intense periods can prevent overload. Though rigorous experimental data on these specific accommodations is limited, clinical observations strongly support them. The positive effects of workload reduction are likely amplified for anxious students, as they gain bandwidth to focus and retain information. As one meta-analysis put it, “prioritizing students’ well-being is crucial – evidence shows that high academic demands without support increase anxiety, whereas a balanced approach can maintain performance while minimizing undue stress” ( Contributing Factors to the Rise in Adolescent Anxiety and Associated Mental Health Disorders: A Narrative Review of Current Literature – PMC ) ( Contributing Factors to the Rise in Adolescent Anxiety and Associated Mental Health Disorders: A Narrative Review of Current Literature – PMC ). In practice, this could mean schools coordinating major assignments across different classes (so students aren’t hit with multiple big deadlines at once) and ensuring homework truly adds value rather than quantity for its own sake.
  
• International Reforms and Outcomes: Globally, education systems are acknowledging the need to dial back excessive workloads. Finland, often cited for its high-performance yet low-stress model, gives comparatively little homework and has shorter school days – and Finnish students consistently excel academically. In East Asia, where academic pressure has historically been very intense, change is also afoot. As mentioned, China’s government imposed new rules to reduce homework and outside tutoring, explicitly aiming to curb student anxiety (China Is Getting Seriously Worried About Student Anxiety ). Early reports suggest some decreases in student stress after these reforms, though it is an ongoing challenge to shift cultural expectations. Nonetheless, these policy shifts are grounded in evidence: research from China’s own academies found links between overwork and youth mental disorders, prompting the intervention (China Is Getting Seriously Worried About Student Anxiety ) (China Is Getting Seriously Worried About Student Anxiety ). The clear implication is that moderating workload is beneficial at a population level – fewer anxious, burnt-out students and more room for creative, self-driven learning. For an anxious student, being in an environment that values mental health alongside achievement can be life-changing.
  
• Developing Coping and Resilience: Reducing workload does not mean lowering standards, but rather making room for students (especially anxious ones) to develop better coping skills. When every minute is booked with academic tasks, students have no time to practice stress management, relaxation, or pursue activities that build confidence. By ensuring they have some breathing space, schools allow anxious students to learn time management, self-care, and help-seeking skills. This can create a virtuous cycle: as their anxiety eases, they can tackle challenging work more effectively, leading to success that further reduces anxiety. One longitudinal study in China found that interventions which improved students’ sleep and reduced loneliness (by trimming back study hours) significantly mediated the relationship between academic stress and anxiety symptoms (Academic Burden and Emotional Problems Among Adolescents: A Longitudinal Mediation Analysis – PubMed) (Academic Burden and Emotional Problems Among Adolescents: A Longitudinal Mediation Analysis – PubMed). In plainer terms, cutting down an extreme study schedule gave students back time for sleep and social connection, which in turn protected them from severe anxiety down the line (Academic Burden and Emotional Problems Among Adolescents: A Longitudinal Mediation Analysis – PubMed) (Academic Burden and Emotional Problems Among Adolescents: A Longitudinal Mediation Analysis – PubMed). This is especially relevant for chronically anxious students who often sacrifice sleep or social life to keep up with work – a trade-off that ultimately harms their mental health and erodes resilience.
  

Conclusion

Excessive classwork and homework at the high school level can undermine both well-being and academic success, and the risks are especially pronounced for students with chronic anxiety. The research reviewed here – spanning U.S. high schools to international settings – paints a consistent picture: when academic workload overwhelms, students experience high stress, diminished learning, and mental health crises. Anxious students serve as the “canary in the coal mine,” showing symptoms first and most intensely, but they are not the only ones affected. Unfortunately, the traditional assumption that “more work = more learning” is not supported by evidence beyond a moderate point (Frontiers | How to better balance academic achievement and learning anxiety from time on homework? A multilevel and classification and regression tree analyses) (Frontiers | How to better balance academic achievement and learning anxiety from time on homework? A multilevel and classification and regression tree analyses). Instead, overload can trigger anxiety that interferes with memory, focus, and motivation, ultimately reducing the quality of student work and engagement (A Systematic Review: Academic Anxiety in School-Aged Students) (Does Homework Cause Stress? Exploring the Impact on Students’ Mental Health – Healium).

However, the evidence also offers hope. Studies suggest that by rebalancing workloads – assigning purposeful homework in reasonable amounts, coordinating major assignments, and making time for students’ recovery and growth – schools can cultivate better outcomes. Students learn more deeply when they are not chronically anxious and exhausted. For those with anxiety disorders, thoughtful workload management and supportive strategies (like flexible deadlines or reduced course-load during high-stress periods) can enable them to thrive academically alongside their peers. In one telling statistic, over a third of high school students say that stress about homework hurts their mental health (Students Are Missing School Because They’re Too Anxious to Show Up) (Students Are Missing School Because They’re Too Anxious to Show Up); addressing this is thus a concrete lever to improve youth well-being.

Educators and consultants can take away a clear message: reducing excessive classwork and homework is not about “coddling” students, but about removing barriers to success. It is an evidence-based approach to help anxious learners unlock their capabilities. As one team of researchers concluded in a review of academic pressure, “high academic demands are having negative impacts on youth mental health” and it is imperative to find a healthier balance ( Contributing Factors to the Rise in Adolescent Anxiety and Associated Mental Health Disorders: A Narrative Review of Current Literature – PMC ) ( Contributing Factors to the Rise in Adolescent Anxiety and Associated Mental Health Disorders: A Narrative Review of Current Literature – PMC ). By heeding this evidence – through policies that prioritize quality over quantity in schoolwork – we can foster an environment where all students, including those with chronic anxiety, have the best chance to succeed academically and enjoy psychological well-being. In sum, a saner workload is a win-win: healthier minds and better learning outcomes.

References (Selected)

• Pope, D. et al. (2014). Journal of Experimental Education – Study linking >2 hours nightly homework to stress, physical health problems (Homework Wars: High School Workloads, Student Stress, and How Parents Can Help | The Princeton Review) (Homework Wars: High School Workloads, Student Stress, and How Parents Can Help | The Princeton Review).
  
• Leonard, N. et al. (2015). NYU/Frontiers Study – Chronic stress impedes academic success and mental health in high-achieving high school students (NYU Study Examines Top High School Students’ Stress and Coping Mechanisms – Under Pressure) (NYU Study Examines Top High School Students’ Stress and Coping Mechanisms – Under Pressure).
  
• Education Week Research Center (2023) – Survey of U.S. high schoolers found anxiety is a leading cause of absenteeism; one-third report homework stress harms their mental health (Students Are Missing School Because They’re Too Anxious to Show Up) (Students Are Missing School Because They’re Too Anxious to Show Up).
  
• Tang & He (2023) – Systematic review finding high academic demands and high workload cause anxiety in adolescents (A Systematic Review: Academic Anxiety in School-Aged Students).
  
• Steare et al. (2023) – Review of global studies: 48/52 studies show academic pressure correlates with poor mental health in adolescents ( Contributing Factors to the Rise in Adolescent Anxiety and Associated Mental Health Disorders: A Narrative Review of Current Literature – PMC ); heavy pressure linked to more anxiety disorders ( Contributing Factors to the Rise in Adolescent Anxiety and Associated Mental Health Disorders: A Narrative Review of Current Literature – PMC ).
  
• Wu, X. et al. (2023). Frontiers in Psychology – Analysis of homework time, achievement, and anxiety: excessive homework had diminishing returns on grades and increased “learning anxiety.” (Frontiers | How to better balance academic achievement and learning anxiety from time on homework? A multilevel and classification and regression tree analyses) (Frontiers | How to better balance academic achievement and learning anxiety from time on homework? A multilevel and classification and regression tree analyses).
  
• BMC Psychology (2024) – Study showing anxiety and depression symptoms are associated with academic burnout, which predicts lower achievement and higher dropout risk (Association between anxiety, depression symptoms, and academic burnout among Chinese students: the mediating role of resilience and self-efficacy | BMC Psychology | Full Text) (Association between anxiety, depression symptoms, and academic burnout among Chinese students: the mediating role of resilience and self-efficacy | BMC Psychology | Full Text).
  
• Wang, J. et al. (2025). Journal of Adolescence – Longitudinal Chinese study: excessive study time and stress led to worse anxiety/depression, mediated by poor sleep and loneliness (Academic Burden and Emotional Problems Among Adolescents: A Longitudinal Mediation Analysis – PubMed) (Academic Burden and Emotional Problems Among Adolescents: A Longitudinal Mediation Analysis – PubMed).
  
• St. Patrick’s High School (2022) – School intervention cutting homework by ~50% led to 32% reduction in high-stress students with no drop in grades (Does Homework Work or Hurt? A Study on the Effects of Homework on Mental Health and Academic Performance) (Does Homework Work or Hurt? A Study on the Effects of Homework on Mental Health and Academic Performance).
  
• Vatterott, C. (2019). Educational Leadership (ASCD) – Commentary on how an “all-costs” workload and perfectionist culture in schools causes students to fall apart from stress (The Teens Are Not Alright) (The Teens Are Not Alright).
  

(Additional sources and studies are cited in-text above (Stanford research shows pitfalls of homework | Stanford Report) ( Contributing Factors to the Rise in Adolescent Anxiety and Associated Mental Health Disorders: A Narrative Review of Current Literature – PMC ), etc., to support specific points.)