Core Viewpoint - The Ministry of Education has introduced measures to address the psychological health of middle and primary school students, including the encouragement of a "no homework day" each week, reflecting a shift in educational practices aimed at reducing student stress and enhancing learning experiences [1][2]. Group 1: Policy Initiatives - In 2017, Jiangsu Province's Education Department issued a "reduction order" to control homework volume and time, introducing the concept of a "no homework day" [2]. - Several schools in Nanjing, such as Youfu West Street Primary School and Confucius Temple Primary School, adopted Wednesday as a "no homework day," replacing traditional assignments with a list of optional activities including sports, reading, and arts [2]. - The Nanjing Teaching Research Office released a guideline in 2021 to further support homework reform, promoting the "no homework day" and introducing a "homework exemption" system for students who excel [2]. Group 2: Implementation in Schools - Youfu West Street Primary School has implemented a "self-directed homework day" for nearly eight years, allowing students to choose their activities, which can include rest or leisure [3]. - The school faced initial resistance from teachers and parents but has since established the "no homework day" as a common practice embraced by the community [3]. - Other schools, like Tianrun City Primary School, have also adopted the "no homework day," encouraging hands-on activities such as scientific experiments and creative projects [3][5]. Group 3: Parental and Expert Perspectives - Some parents express concerns about their children falling behind academically due to the absence of traditional homework, fearing a widening gap with peers [5][6]. - Educational experts advocate for a shift in parental attitudes towards education, emphasizing that learning can occur through various activities beyond traditional homework, promoting a balanced approach to education [5][6]. - The focus should be on fostering children's interests and well-being rather than solely on academic performance, suggesting that diverse learning experiences can lead to more holistic development [6].