The debate around homework in Polish primary schools continues to be a vibrant topic, particularly following recent reductions in the number of assigned tasks. Kamila Flis, a teacher from Primary School No. 23 in Toruń, shares her perspective, noting that while the decrease in homework is a positive shift from previous rigid policies requiring assignments in lesson outlines, she opposes the complete elimination of homework. Flis argues that some form of homework is essential for students to cultivate a sense of responsibility and develop good study habits.

Flis proposes a balanced approach to homework, suggesting a system based on the number of teaching hours per week. For instance, she recommends assigning homework every two weeks for one hour of instruction, weekly for two hours, and increasing the frequency proportionally for longer class durations. This moderate strategy aims to sustain the benefits of reduced homework while ensuring that students continue to practice their independent study skills without overwhelming them.

As schools transition away from traditional homework assignments, concerns emerge about the potential negative impact on students' learning habits. Flis raises an important point in the ongoing discussion regarding educational practices in Poland, where some institutions might replace homework with frequent quizzes and tests. This shift could lead to new challenges in maintaining structured learning environments, highlighting the need for a well-thought-out balance that supports both education and student well-being.