Make homework easier to start—and easier to return to

1. Name an output, not a block of time

“Do homework” is hard to start because it does not identify the first action. Write something you can see yourself finish: read the assignment prompt, solve the first two problems, or draft three possible opening sentences. If the instructions are unclear, finding clarification is the first task.

Ask the student to explain what the assignment requires in their own words. If they cannot, a distraction blocker will not solve the problem. Read the directions together or write a question for the teacher. Keep the adult’s role specific: helping interpret a prompt is different from taking over the work.

2. Separate the tools from the distractions

List the tools needed for this particular task: a school portal, a calculator, a document, or a reading. Open those first. Put unrelated tabs into a bookmark folder for later and silence optional notifications. If the phone is not needed, choose a reachable storage place away from the work surface. If it is needed for access, authentication, or assistive technology, keep that function available.

Make an explicit plan for messages. For example, send “I am working on this assignment; I will check after this section,” if that suits the student’s relationships. Do not promise that every distraction can be blocked. The useful question is whether the setup makes the next action easier.

3. Run a small work-and-return experiment

Illustrative routine — adjust the length to the student and assignment

A student writing a history paragraph sets a modest first target: choose one piece of evidence and explain why it matters. They try a short work period, then stand up for water. Before leaving the desk, they write: “Next: connect this quote to my main point.” That note gives them a precise place to return.

A timer can signal a check-in, but it is not a rule that everyone must work for the same number of minutes. If a student is making progress, they may want to finish a sentence before pausing. If the task is overwhelming, shrink the target. A break should be long enough to serve its purpose and have a recognizable end.

4. Diagnose the obstacle before changing the rule

If the phone keeps reappearing, ask what happened just before the check. Was the student waiting for a file, unsure what to write, worried about a message, or simply following a familiar movement? Each answer suggests a different response. A slow portal needs a backup task; a confusing problem needs help; an unnecessary alert can be silenced.

Avoid tracking every glance as a failure. Record one or two interruptions and the reason, then stop observing. Constant supervision can become another interruption. For continuing attention or learning concerns, work with the school and the student’s care team; this routine should fit existing accommodations.

5. Close the loop on the assignment

Finishing a document and submitting it are different steps. End with a short check: is the file saved, is it attached in the correct place, and does the portal show submission? Write any unanswered question where the student will find it tomorrow.

Evaluate the routine by the work and the experience: was starting easier, did the student know what to do after a break, and was the assignment understood? Protect room for sleep and other activities rather than stretching homework indefinitely. APA guidance recommends keeping adolescent social media use from interfering with sleep and physical activity; it does not prescribe this particular homework routine.

Source: American Psychological Association: adolescent social media advisory