Balancing Academic Pressure in China’s Basic Education: Stakeholders’ Experiences on the Double Reduction Policy

Abstract

Education, as a key to national development, occasionally undergoes reformation to ensure equality and equity. The current educational reformation in China, termed the double reduction policy, is intended to reduce students’ academic pressures by drastically reducing the amount of homework and after-school training institutions. This study employed a qualitative research method through structured interviews of twenty-five participants (ten parents, ten teachers, and five educational experts). The study critically reviewed literature in the sphere of academic burden reduction and in-depth analysis of responses on the premise of situated learning theory. It was established that the double reduction policy intends to reduce students’ academic burden and allow them to actively participate in the teaching and learning process to equip them with 21^st-century skills. We suggested that teachers should be well-trained and equipped to enhance their instructional methods, and parents should be well-educated to understand the core principles to support this policy.

Introduction

Education is vital to countries’ development and the realm of scholarship. The education reform in the new era in China focuses on ‘Training people for whom? How do you train people? And what kind of people?’ (Qiushi, 2020) On May 21, 2021, the 19th Meeting of the Commission for Deepening Overall Reform of the CPC Central Committee was chaired by General Secretary Xi Jinping, at which opinions on further reducing the burden of homework and off-campus training for students in compulsory education (double reduction policy) were deliberated and adopted. Reducing the burden of students’ study and off-campus training is an important decision and deployment made by the CPC Central Committee at a strategic height of realizing the great rejuvenation of China (MOE, 2021). For many years, the problem of burden reduction in primary and secondary schools has been the concern of the Party and the state which they endeavored to provide remedies decades ago. Thus, policies were issued, but the implementation effect was unsatisfactory (Jia et al., 2021). The double reduction policy differs from the previous burden reduction policies, and it involves a wide range of policy statements, which makes the central government’s determination on this current policy unprecedented. The policy is not only limited to schools, and the off-campus training institutions are included in the unified supervision for the first time (MOE, 2021). Concurrently, the status and role of family and community education in implementing the double reduction policy are emphasized, and collaborative education within and outside the school is also taken as an essential starting point for implementing the double reduction policy.

The critical review of the literature, in-depth analysis of responses from the participants, and theorizing situated learning in this study would profoundly enlighten parents to understand the core principles of the double reduction policy and unleash their support to facilitate its sustainability. This study would also call on policymakers to critically analyze the progression and glitches of the double reduction policy to provide sustainable remediation to its fruition. Again, this study is purposed to express the vital preeminence of training teachers to adopt an innovative instructional strategy and educate them to understand and execute the core principles of the double reduction policy.

The study is climaxed by answering the following research questions through a qualitative survey. First, how do stakeholders (teachers and parents) facilitate the implementation of the double reduction policy? Second, what are the benefits and challenges encountered by the double reduction policy? Third, how sustainable is the double reduction policy?

A Review of the Double Reduction Policy

In July 2021, the Chinese government issued a policy statement to reduce students’ academic burdens in two ways; first, to reduce the number of homework assigned to students, and second, to reduce off-campus training institutions to teach additional classes to students such as English language, Mathematics, and Chinese language (Chen, 2021). This policy is called ‘double reduction’ because it is in two ways of reduction (homework and training centers). The double reduction policy is one of the leading policies to enhance educational reforms in China and proliferate extracurricular activities in schools, such as sports, aesthetics, and other physical activities (Chen, 2021).

Amassing homework has been one of the major sources of academic pressure and burden for primary students. Students would have to spend the sleepless night and other social responsibilities to stay glued to finishing their homework. Research shows that 67% of primary and secondary school students do not get enough sleep at night due to academic pressures mounted on them (MoE, 2019). Many Chinese teachers give more homework to students to improve their academic performance; however, the proliferation of assignments disengages them from developing other aspects of their lives and negatively affects their physical and mental health (Li & Tian, 2021). ‘Chinese students should not have to sacrifice their playtime to become more powerful examination machines’ (Li & Tian, 2021, p. 714). Hence, due to the increasing homework conundrum’s negative ramifications, the double reduction policy would help to remedy this situation.

Again, one of the solid backgrounds for the implantation of the double reduction policy is the essence of reducing financial burdens on parents. Due to the escalating academic competition in China, every parent would like to invest much in their children’s education through after-school classes in training institutions. Li and Tian (2021, p. 714) cited JYB (2017) that ‘in 2017, the Institute of Sociology of the Shanghai Academy of Social Sciences showed that off-campus tuition accounted for 62.4% of total family education expenditure, making it the largest education expenditure in households.’

Another underlying factor in the double reduction policy is the steady decline of the birth rate in China. China’s birthrate has been declining in recent years due to the high cost of bringing up a child. To increase the birthrate, China implemented the three-child policy in 2021 (Yang et al., 2022). However, many families are reluctant to have more than one child due to the high cost of living, especially in education. Hence, abolishing the private training institutions as a part of the double reduction policy would help to minimize the financial burden on families to bring up a child to enable them to have a second or third child.

Historical Evolution of Burden-Reduction Efforts

Since the 1980s, China has released more than fifty policy documents targeting academic burden (Ge & Zhang, 2019). While these initiatives repeatedly aimed to reduce homework and limit academic intensity, scholars argue that their effectiveness was hindered by deep-rooted structural incentives, including exam-oriented school cultures, highly competitive secondary and university admissions, and entrenched parental expectations (Li, 2022; Tang, 2006; Wen, 2010).

Earlier policies also unintentionally triggered burden displacement, whereby reduced school workload led parents to seek private tutoring to maintain academic competitiveness (Hu, 2012; Jia et al., 2021). As schools attempted to comply with government directives by lowering homework volume and limiting academic intensity, many parents perceived these changes as potential threats to their children’s future academic prospects. Consequently, families—especially those with greater economic and cultural capital—turned to shadow education providers to ‘fill the gap,’ reinforcing the belief that formal schooling alone was insufficient for achieving academic success. This unintended shift significantly expanded the shadow education sector, intensifying its market-driven growth and embedding it deeply within family routines and educational planning.

The rise of shadow education also produced wider social consequences. Scholars argue that the increasing reliance on private tutoring contributed to widening socioeconomic disparities, as access to high-quality tutoring became strongly correlated with household income levels (Yin et al., 2022). Wealthier families were able to secure competitive advantages for their children, while low-income households were often unable to afford such services, creating structural inequities in academic preparation and long-term educational outcomes. Over time, this dynamic reinforced class stratification, heightened parental anxiety, and perpetuated a competitive cycle wherein tutoring became not merely supplemental but perceived as essential for staying academically competitive.

Academic Burden Reduction and Its Impact on Students

Efforts to reduce academic burden have occupied a prominent place in Chinese educational reform for several decades. Growing bodies of empirical research highlight the profound and multifaceted consequences of excessive academic pressure on children and adolescents. Numerous studies show that heavy homework loads, prolonged study hours, and high-stakes examination cultures contribute to heightened psychological stress, reduced life satisfaction, sleep deprivation, and even clinical symptoms of anxiety and depression (Misra et al., 2000; Zhao et al., 2015). Scholars emphasize that academic overload not only affects students’ emotional well-being but also disrupts essential aspects of childhood, including play, rest, autonomy, and exploration (MoE, 2019).

Research also demonstrates that prolonged exposure to academic pressure diminishes intrinsic motivation and can lead to disengagement from learning. Students who associate schooling primarily with pressure, punishment, or fear of failure develop negative academic identities that may persist into adulthood. Moreover, chronic stress affects cognitive functioning, reducing attention, memory capacity, and problem-solving ability—all of which are critical to academic success. Beyond cognitive development, excessive academic demands restrict opportunities for creative expression, physical activity, and social interaction, leading to imbalanced development and limiting the growth of non-cognitive competencies such as resilience, empathy, cooperation, and curiosity (Li et al., 2021). These patterns underscore the urgency of comprehensive reforms that address the root causes of academic pressure rather than its surface manifestations.

Positioning the Double Reduction Policy Within Current Research

The DRP represents the most comprehensive and far-reaching burden-reduction initiative in the history of China’s education system. Unlike earlier reforms that focused primarily on school practices, the DRP adopts a whole-system governance model, regulating homework, classroom instruction, parental expectations, and off-campus tutoring industries simultaneously (Chen, 2021; MOE, 2021). This shift signifies a recognition that academic pressure is not merely a school-level issue but a systemic phenomenon shaped by cultural expectations, policy incentives, market forces, and family dynamics.

Scholars note that the DRP carries the potential to reduce educational inequality, strengthen public schooling, and shift learning away from test-centered approaches. However, emerging research also highlights several challenges, including insufficient teacher preparation, inconsistent implementation across regions, persistent parental anxiety, hidden tutoring activities, and tensions between burden reduction and high-stakes assessments such as the gaokao (Li, 2022; Zhou, 2021). These complexities raise questions about the policy’s long-term sustainability and its capacity to achieve meaningful transformation.

The Expansion of After-School Training Institution

The previous policies regarding academic burden reduction were not effectively realized; while reducing the burden in school, there existed a phenomenon of increasing the burden outside school through off-school tutoring (Dawson, 2010; Hu, 2012). The COVID-19 pandemic in 2020 has driven a sharp increase in off-campus education and training institutions, especially online education. The 2020 China K12 online education industry research report shows that the China K12 online education market size reached 453.8 billion yuan, the user scale reached 37.656 million people, and the growth rate rose to 20.2%. The subject knowledge course is the most popular curriculum in the off-campus training agency (iiMedia Research, 2021). Thus, a large amount of capital flowed into children’s education and seeped into the training institutions. Driven by interests, unreasonable education and training demands, including unhealthy competition, emerge through the commercialization of education. Some training institutions ‘sell’ anxiety, ‘kidnap’ parents, interfere with the regular teaching and development of school education, and increase the burden on students and parents economic burden (Dong & Song, 2021). Children’s education ranked third among the most challenging financial issues facing families after housing, indicating that education anxiety has become the most troubling topic for Chinese people, according to China’s Better Life Survey (2020-2021) released by CCTV Financial Channel (CCTV, 2021). In the aspect of necessity, out-of-school education should be a beneficial supplement to school education. However, the current after-school training has become another implementation subject independent of school education. Subject training, advanced education, and examination have become the main tasks of after-school education. It does not only blur the intelligent boundary between school education and out-of-school training but also over occupies the development space of school education with the vicious development of out-of-school training.

Parents’ Anxiety About Children's Education

Parents are anxious about their children’s academic performance, physical and mental status, future careers, and whether the family education investment can obtain the ideal educational effect (Li, 2022; Yin et al., 2022). It can be seen that the ultimate foothold of parents’ educational anxiety is whether their children can successfully obtain employment and achieve future development through education (Zhou, 2021). Education is related to the future development of individuals. Through education, individuals acquire professional skills and then obtain a job to provide security for their future. However, there is an excellent uncertainty between education and the future development of the educated, and this uncertainty is pointing to the future, that is, it is impossible to know in advance how much the parents will benefit from their children’s education investment in the future (Ye, 2004).

The double reduction policy has incredibly managed the training outside the school. According to the guideline, existing disciplinary training institutions should be uniformly registered as non-profit institutions (MOE, 2021). Discipline training institutions shall not be listed as financing, strictly prohibited capitalization operations. After the double reduction policy was promulgated, disciplinary training institutions decreased sharply. The children were idle because they did not attend training classes, which broke the psychological comfort parents initially felt and thus produced more discomfort (Zhou, 2021). The double reduction policy advocates the return of education to schools, strengthening the role of schools as the main front of education. However, the current large-class classroom teaching and after-school services with relatively single content and form provided by schools can hardly meet children’s diverse learning needs (Yi et al., 2022). The governance of discipline training institutions makes parents lose their original sense of security, undoubtedly increasing their educational anxiety (Zhou, 2021).

The double reduction policy aims to return the child-rearing function to schools (MOE, 2021), but family capital, especially economic and cultural capital, is an essential factor affecting children’s educational outcomes. Therefore, although disciplinary training institutions are restricted, it does not mean that off-campus training will completely disappear from people’s lives. Cultural differences in superiorly dominant channels are limited, but there are several covert channels, such as one-to-one and disguised home tutoring, in a more concealed way (Chen, 2022). The double reduction policy poses a more significant challenge to parents in fulfilling their parental roles, which is difficult for many parents to adapt to.

Academic Pressure and Stress on Chinese Students

The strife for academic excellence emerges as a perennial stress on students. Chinese students are not exempted from academic stress in their educational lifespan. Academic stress is the imposition of pressures in an educational environment that negatively affects students’ psychological reasoning and mental stability (Misra et al., 2000). Numerous kinds of research exist about the devastating effects of academic stress on students. A study conducted by Therese Hesketh involving 2,191 Chinese students between the age group of 9 -12 years old shows that 81% of students fret about the examination, 63% of them were scared of punishment from their teachers, their parents scourged 73% for poor academic performance in school (Zhao et al., 2015). The 21^st-century paradigm has shifted toward enhancing knowledge as a priority, as states connect their HE systems much more closely to their various economic development strategies (Fu & Larbi, 2022). Educational institutions have mounted high pressures on students to enforce knowledge acquisition to have the capacity to compete with other institutions. The Chinese Ministry of Education (MoE) has endeavored to mitigate the academic pressures and stress on students at the basic level over the years.

In the year 2000, the MoE instituted the ‘Urgent regulations for alleviating the academic burden of primary and secondary school students’; the document regulates the time students spend in schools, limits the volume of homework and the number of required instructional textbooks; however, the regulation was ineffective (Zhao et al., 2015). Parents found ways to take their children to extra classes after school hours or recruit teachers to teach their children at home (Tang, 2006). Again, Wen (2010) reported that in 2010, Premier Wen Jiabao reiterated that reducing students’ academic pressures, developing students’ intellectual capacity, and instilling creativity are the primary importance of educational reform.

Subsequently, the new policies banned school ranking practices based on students’ academic performance (Zhao et al., 2015). The policies also sought to resource schools to somewhat meet the level of the high-performing schools to provide equal opportunities for all students at the basic level and discouraged the selection of students based on their test scores (Zhao et al., 2015). Likewise, the policies enacted in 2010 and the following policies by the MoE also reaffirm curbing of academic pressures and stress on students by reducing instructional hours, assigning less homework to students, and apportioning more time for students to engage in profitable extracurricular activities, however, could not stop parents and schools from continuing mounting academic pressures of students (Zhao et al., 2015).

Furthermore, on March 26, 2013, Wang Dinghua, the director of the First Department of Basic Education of the Ministry of Education, announced the commencement of the ‘Ten Thousand Miles of Burden Reduction’ policy on April 1, 2013, by the Chinese Ministry of Education (Xinhua News Agency, 2013). The policy was intended to strictly random inspect, expose, and hold accountable, and set some punitive measures to ensure the discontinuity of every running of illegitimate schools or tutoring. The report stipulated that the central supervision authorities would control education in various aspects, such as enrollment, after-school training, and the evaluation system in the compulsory education stage (Xinhua News Agency, 2013). The policy was also intended to unleash specific measures such as monitoring the burden of the workload of primary and secondary school students and encouraging the institution of extracurricular activities for students. It can be seen that the Chinese Ministry of Education has purposefully endeavored to reduce academic pressures and stress on students. However, due to the limitations of these policies, the government introduced the double reduction policy in 2021 to ensure students are not overloaded with homework, extracurricular training programs, and extra tutoring. The study has examined parents’ and teachers’ perceptions and acceptability of this policy and its sustainability.

Academic Gap and Contribution of the Present Study

Despite the growing literature on the DRP’s rationale and objectives, empirical insights into stakeholder experiences remain scarce. Existing scholarship tends to focus heavily on policy intentions, macro-level analyses, or theoretical commentaries, leaving a significant gap in understanding how the reform unfolds in real educational settings. This study addresses this gap by capturing the perspectives of teachers, parents, and experts across three major Chinese cities, thereby offering a nuanced and context-rich understanding of how different stakeholders interpret, respond to, and negotiate the expectations of the policy. These perspectives illuminate variations in implementation across diverse school environments and highlight the complex social dynamics that shape families’ and educators’ adaptation to the DRP.

Furthermore, by applying Situated Learning Theory, the study offers a conceptual framework for understanding how reduced academic load can create new opportunities for experiential learning, peer collaboration, and broader socio-cultural participation. This theoretical lens enables an examination of how learning occurs not only in classrooms but also within communities of practice that emerge when students have greater time and autonomy. Such an approach provides deeper insight into the potential for the DRP to shift learning from a predominantly test-centered model to one that values engagement, participation, and authentic practice.

Collectively, the research provides both practical and theoretical contributions to ongoing discussions of educational reform in China. Practically, it identifies implementation challenges and areas requiring targeted support, offering evidence-based insights for policymakers and school leaders. Theoretically, it enriches the scholarly discourse by linking policy reform with socio-cultural learning processes, highlighting how systemic changes can reshape educational experiences at both micro and macro levels.

Philosophical Perspective

The Situated Learning Theory

Learning effectiveness is measured by how well students can apply the knowledge they have gained in the classroom to understand reality and approach realistic situations with critical thinking and intellectual skills. Formal classroom learning is ineffective without practically applying the knowledge acquired in real-case scenarios. On this premise, we have adopted the situated learning theory (SLT) to analyze the double reduction policy’s impact in enabling students to enhance their learning outside the classroom through knowledge application. The situated learning theory was propounded by Brown et al. (1989) and further expounded by Lave and Wenger (1991) (Besar, 2018). The author explained SLT as the application of knowledge acquired in the classroom in the community by participating in practical socio-cultural activities (Lave & Wenger, 1991). Learning becomes more meaningful and relevant in this process and enables students to become active problem solvers in society. Lave and Wenger (1991) ‘viewed situated learning as participatory in nature and as a process of social participation, a process of growth through which learners dialectically construct their identities’ (Besar, 2018, p. 51). Contu and Willmott (2003) added that SLT places less emphasis on the cognitive domain of learning; however, it focuses much on collaborative practices; this helps students to have new heights of knowledge, better understanding, and creating of awareness based on the experiences they acquire as active participants in a real-life situation within a group in a community (Besar, 2018). Again, Learning is the process of actively participating in an everyday social phenomenon, not limited to only individuals acquiring knowledge from a formal education system.

The double reduction policy seems to relieve students of many in-school activities and enhance the practical application of the knowledge they have acquired in the classroom; therefore, the study adopted the SLT to critically analyze the benefits of the scope of the double reduction policy in basic schools. According to Fenwick (2001, p. 34), ‘knowledge is not a substance to be ingested and then transferred to a new situation, but part of the very process of participation in the immediate situation.’ Hence, the SLT enabled us to critically investigate whether the double reduction policy is a leverage for students to have enough time for socio-cultural engagements to effectively learn by ‘revealing their abilities and talents’ (Besar, 2018, p. 51) to participate in a social phenomenon. Drew (2019) asserted that to become an active participant in their community, one must understand how their community values and uses knowledge. Hence, it is believed that the double reduction policy will enable students to heighten their socio-cultural interaction in their community to make learning more effective.

Drew (2019) established some advantages of the SLT in knowledge acquisition: first, the SLT focuses on social learning, where teachers should enhance group projects to enable collaborative learning, and invite resource persons to the classroom to bring real-life experience to the classroom. Second, the SLT links learning to life; thus, students are taught how the knowledge they acquire in the classroom is relevant in real-world situations. Third, this theory makes learning active through project-based learning; and finally, the SLT prepares students for the 21^st-century skills required in the workforce. However, aside from the advantages mentioned above, some scholars have also pointed out some constructive criticisms of the SLT. Below are some of the criticisms posited by Drew (2019); first, he pointed out that the SLT failed to acknowledge objective and independent learning. He also stated that the SLT does not encourage creative individuals, where students can independently learn to be creative individuals in society, because learning is done through groups and in communities. Finally, he stated that the SLT is not practical in the western education context because learning is carried out in the classrooms; hence, it is a challenge to implement the SLT theory on a large scale in the western education system. Irrespective of the shortcomings of this theory, we have applied the SLT to measure how the double reduction policy would be practical to enable students to enhance their learning through interaction in their communities by lessening students’ in-class assignments and numerous after-school classes, and allowing them to be active learners through collaboration and critical engagement in community activities.

Methodology

Research Strategy: Qualitative Research

The qualitative research method is employed for the holistic description of this study. Qualitative data collection methods emerged in response to the recognition that quantitative methods alone could not adequately capture human emotions, meanings, and personal perspectives (Creswell, 2013). The qualitative research method is aimed to provide a profound understanding of social phenomena. The qualitative research will enable readers to understand how participants’ feelings, opinions, behavior, experiences, beliefs, relationships with individuals, and emotions form reality bases. We employed the qualitative research method because, first, it gives the participants free room to use their own words to explain and predict a social phenomenon, which prevents any imposition from the researcher or any third party. Second, it is rich and descriptive because primary data, which is undistorted by the researcher, is collated from the research participants. Third, the researcher can listen attentively to the participants and probe them for more accuracy. Finally, Qualitative methods will enable the researcher to understand the experiences and attitudes of the participants involved in the study.

Data Collection

Interview

The interview involves ‘conducting intensive individual interviews with a small number of respondents to explore their perspectives on a particular idea, program or situation’ (Boyce & Neale, 2006, p. 3). The researchers employed semi-structured interviews for the following reasons: the possibility of collecting detailed information about research questions to analyze participants’ thoughts and attitudes critically. The researchers could delve deeper by making detailed inquiries to collect substantive information from participants. Second, with the semi-structured interviews, the researchers had mastery over the primary data compilation procedure and could illuminate some matters during the procedure if necessary. Third, the semi-structured interview created a relaxed atmosphere in collecting data from participants, and the interviewees felt more comfortable having a purposeful dialogue rather than filling out the questionnaire.

Interviewees were asked to sign the Consent form to participate in this study before the interview commenced. All interviewees were recorded with their approval and then transcribed to be coded for comparison based and cross-referencing. In order to avoid interviewers’ biases and ensure the validity of the study, the researcher eschewed overreaction to interviewees’ responses.

Population and Sample

Purposive sampling was adopted to select participants to be interviewed. Patton (2002, p. 230) writes, ‘A purposeful sampling focuses on selecting information rich-cases whose study illuminated the questions under study’. In this sampling strategy, particular participants were chosen because it is believed they can help to facilitate the credibility of the subject matter.

The population in this research includes teachers, parents whose children are in basic school, and expert researchers in this field of study. Hence, from the population mentioned above, ten teachers, ten parents, and five experts were sampled for the interview, so the total sample size for the study was 25. Since the double reduction policy is a national policy, we purposively sampled the participants from Beijing, Guangzhou, and Shenzhen; these cities are among the tier-one cities in China; hence, the policy would have its full effects there.

Data Analysis

‘Data analysis is the process of making sense of one’s data’ (Merriam, 1988, p. 127). The researchers analyzed data collected through the semi-structured interviews based on the following guidelines:

a. Developing and applying codes, the researchers categorized emerging ideas relevant to the study into themes. 


b. Identification of repeated themes, relationships, and patterns. After coding, the researchers identified repeated themes and patterns through the following ways; (a) words and phrases, (b) critical comparison of data collected via interview, and (c) searching for missing information. 


c. Data summarization, in this stage, the researchers connected the research findings to the research aims and objectives. Major themes within the findings and contradicting ideas were spelled out to improve the readability of the study. 


Ethical Consideration

As this research involves interaction between other humans as participants, we considered some ethical principles to protect the participants. The first element that was taken into consideration was informed consent (IC). First, we informed the participants about the study and for their willingness to participate in it. Afterwards, we informed them about the purpose of the study, the method, the time required for them to participate, and the potential risks and benefits involved in this study. All the participants were above 18 years old and were mentally sound.

Confidentiality and Anonymity

Confidentiality and anonymity play a substantial role in research ethics, which signify respect for participants in the research and protect human dignity. In order to keep participants’ responses confidential, we prevented others from accessing the information we got from all the participants. Concurrently, we kept all participants anonymous in reporting and analyzing the results. We did not report identifiable information about the participants, such as their names, addresses, and ages. We also ensured that no one could link any information recorded and analyzed with the participants’ identities.

Analysis of the Findings

Parents’ Acceptance of the Double Reduction Policy

Parents and teachers play an active role in implementing the double reduction policy. Their support and effort to safeguard this policy are evidence of its success and sustainability. Most parents we interviewed expressed enthusiasm about this policy; some of their responses are captured in the quotations below.

I support this policy. It can relieve parents' anxiety about their children's education and reduce unnecessary off-campus learning. When our children are bombarded with lots of intricate knowledge at a time, it will affect their enthusiasm for learning (response from a parent).

The double reduction policy reduces the unnecessary academic load on students. My child comes home with less or no homework from school, and as a result, we can have quality time together as a family. This situation helps me to know my child well and understand his interests and passion (response from a parent).

These responses from parents depict their acceptance and support for the double reduction policy. Most parents disliked the burden of their children with more homework from teachers; however, they had no power to change the status quo. Parents expressed that they also consume some of the pressures unleashed on their children by assisting them in finishing their homework and preparing them for school the next day. Hence, this policy has helped to relieve parents from such burdens.

On the other hand, some parents were not enthusiastic about reducing students' homework through the double reduction policy. They believe that homework would keep their children busy studying to become better students to acquire higher grades in school, and less homework is a leverage for students to keep away from their books and play more. Hence, they are much concerned that the idea of reducing students’ homework could be a cause of their poor academic performance. A parent asserted that 'children's responsibility is always to study to become better people,' hence, it is believed that this policy may defy that assertion to cause a lower trajectory in students' academic performance.

Implementation of the Double Reduction Policy

Successful policy implementation requires the effective and deliberate participation of all stakeholders. Teachers play a vital role in ensuring the successful implementation of the double reduction policy, and their teaching and assessment methods of their students would confirm their acceptance and willingness to implement this policy actively. We established that teachers had reduced the homework they give to their students, as it is one of the primary sectors of the double reduction policy. Some of the teachers we interviewed mentioned that they frequently hold meetings and workshops to enlighten them on how they could modify their teaching methods to critically engage students in the teaching and learning process and substitute homework with other innovative activities.

We established that teachers do not assign homework to grades 1 to 3 pupils, whereas grades 4 to 6 are given less homework, which would not take them more than 30 minutes to complete; this gives them enough time to engage in other social activities in and out of school. Most public schools have extended school hours to engage students in extracurricular activities such as arts and sports. Below is a response from some teachers about their implementation of the double reduction policy.

As part of the successful implementation of the double reduction policy, we actively engage students in the teaching and learning process through teamwork and roleplay during classroom instructions. These activities have helped to replace the proliferation of homework and have increased students’ participation and teambuilding spirit in the classroom. I see this inclusion of activities as more effective than assigning homework to students (a response from a teacher).

We established that most schools had abolished written exams for grades 1 and 2 pupils. Hence, they focus on developing their creative and critical thinking skills through artwork.

After the double reduction policy, the students with high learning abilities are at an advantage, including those with better learning habits, learning attitudes, curiosity, and the ability to overcome difficulties. The non-intellectual factors account for more in students’ achievement than before (response from a teacher).

The parents admitted that there had been a steady implementation of the policy since 2021; they recounted significant changes in their children’s schools since it was instituted. Below is an assertion by one of the parents on implementing the double reduction policy.

My daughter is in grade one at a public primary school in Beijing. After the double reduction policy was implemented, there was no homework or examination, and the school end time was changed from 3: 30 pm to 4: 30 pm or even later. After 3:30, the school opened reading, music, and physical class (a response from a parent).

On the one hand, the amount of homework is significantly reduced; on the other hand, students participate in after-school activities organized by the school. Compared to the past, parents are somewhat more relaxed now because school hours have been extended, and parents are assured that the after-school activities would enhance the quality of their children’s lives (a response from a parent).

I do not like more homework for my kid; I think it is not very useful to their academic development; rather, I want him to practice more other essential things and be able to spend quality time with him (response from a parent).

The parents’ above responses depict how the double reduction implementation has caused a significant change in their children’s education. Most parents profoundly support the after-school activities organized by schools for their children to learn some sporting activities, teambuilding, and other necessary skills not taught in the classroom. Again, the parents also admitted that the reduction of students’ homework had relieved them of over-concentration on helping their children to complete their homework; they reiterated that they could focus on other developmental paths of their children. It was established that assigning homework to students has less impact on their intellectual development because parents complete the homework for their children.

In addition, teachers have shunned reporting students' scores in percentages to their parents; they instead give them letter grade reports. This helps to avoid unnecessary academic pressures parents mount on their children. To enable teachers’ adaptation to the double reduction policy, some schools organize training workshops for teachers to learn creative ways of teaching, assessing, and grading students.

The Benefits of the Double Reduction Policy

The double reduction policy was implemented not a while ago; however, teachers and parents have recounted some benefits it has accrued. One of the salient benefits we established in this study is how the double reduction policy has narrowed the educational gap between affluent and low-income families. Thus, students from low-income families cannot afford private or off-campus tutoring, so they encounter academic despair. With this regard, some of the parents made significant assertions below.

Due to the different economic levels and environments of families, excessive off-campus tutoring has increasingly widened the academic performance of students from different backgrounds. Students from low-income backgrounds would find it difficult to be selected for excellent schools. So, we need this policy to create a relatively fair academic environment for all students from different economic and social backgrounds (a response from a parent).

In conjunction with the above assertion, one of the teachers also noted that

The goal of the double reduction policy pursued by the government is the relative fairness of compulsory education in the whole country (response from a teacher).

Furthermore, most teachers admitted that the old system depresses students and increases their anxiety. It had emotional and psychological effects on students, which affected their academic performance in the long run. Hence, implementing this policy would relieve students from these negativities and catalyze students' holistic improvement. Again, this policy has augmented the performance of teachers in the classroom. Most teachers posited that they had to conduct in-depth research and prepare adequately before their classes.

The closure of off-campus training institutions due to the double reduction policy has enabled parents to save money and time. Most training institutions charge enormous fees that drain many parents' finances. On the other hand, it consumes parents' time; they must accompany their children and wait until they close. The response below depicts how parents have benefited in this regard.

After-school classes consumed a considerable amount of money from my monthly income. There were four different classes for my child, and we had to pay per hour; I could not make any other profitable investments due to the exorbitant fees they charged (a response from a teacher).

Accompanying my child with off-campus tutoring about four times a week consumed my time. I had to leave work earlier to pick him up from school to the training center. Due to this routine, I disengaged myself from other work; hence, I believe the crackdown on the training centers would enable me to have enough time for my work (a response from a teacher).

The double reduction policy would not only benefit and relieve students from academic pressures, but it would also let parents have leeway to focus on other relevant matters. The policy is still at its infant stage, so there is less empirical evidence on how it has impacted students’ academic performance or the comprehensive development of students. Hence, with the support of all the stakeholders involved, there is optimism that this policy may come to fruition.

Challenges of the Double Reduction Policy

Regardless of the benefits recounted, the double reduction policy encounters challenges even at its infant stage. We established that some parents do not understand the goal of this policy; they still believe that loading students with more homework signals studiousness. They perceive that when students give less homework, they would have more free time to play around instead of studying; this primitive idea of effective learning has made some parents repel this policy. Responses depict that parents have derived other ways to engage their children in after-school classes like before.

I know that some parents are still secretly giving their children extra lessons. In the past, it was easy to find appropriate institutions because of the legal training institutions, but now they need to use their channels with a higher cost (response from a teacher).

Again, some of the parents expressed profound frets about the radical closure of the training centers. Li and Tian (2021) posited that the off-campus training centers have the benefits of helping students to meet their learning needs and overcome some academic challenges they encounter; therefore, some parents believe that their children’s academic performance would dwindle without supplementing what they study at school with off-campus tutoring centers. The quality of instructional methods and students’ critical engagement in the teaching and learning process help to improve students’ academic performance; hence, the quality of instructions at the training centers cannot be assured because of the influx of non-professionals in the private education industry. Due to the nature of their commercialization and marketization, the training centers present teachers from specific countries that may appeal to parents but do not critically take into consideration their qualifications and teaching skills. Hence, the training centers are not an absolute panacea to students’ academic problems.

Many parents continue to view academic achievement as the primary pathway to upward mobility, leading to skepticism about reducing traditional academic rigor. Some parents worry that time spent on extracurricular activities may compromise academic competitiveness, especially in highly competitive urban environments. This persistent anxiety reinforces old patterns of behavior, such as seeking unregulated tutoring, and undermines attempts to shift toward a more balanced and holistic model of education.

Another prevailing challenge among most schools is the lack of trained teachers to execute some extracurricular activities that are supposed to be held after school hours.

There are not enough music and physical education teachers in my child’s school, so while increasing children’s time in school, more teachers are also needed (response from a parent).

The schools need more quality human resources to implement this policy effectively. Most of the old teachers who are not trained or have less experience with the curriculum amendments regarding the double reduction policy may not be able to help its implementation in the long run. One of the teachers added that influencing people to change their minds is arduous; hence, the governments have a long way to go to achieve their educational aim with this policy. Teachers reported insufficient training in diversified teaching methods, a lack of instructional resources, and heavy workloads associated with managing new after-school service programs. In some schools, particularly those with large class sizes or limited funding, teachers struggle to provide the individualized attention necessary to maintain academic quality without external tutoring. This uneven capacity results in disparities in policy implementation, with schools in affluent or urban areas generally better equipped to adapt to the reforms.

Furthermore, one of the most persistent issues is the mismatch between burden reduction in compulsory education and the enduring high-stakes examination culture at the secondary and university levels. Teachers and parents repeatedly expressed concern that, while daily homework and tutoring have decreased, major examinations such as the gaokao continue to define educational trajectories. This systemic contradiction has led to lingering anxiety among parents, some of whom remain skeptical about whether the policy will benefit their children in the long run. As a result, underground tutoring persists, fueled by parental demand and uneven enforcement across districts.

The Sustainability of Double Reduction Policy

Teachers and parents have expressed some benefits of the double reduction policy; the primary concern here is how sustainable this policy is. According to the literature, similar policies have been implemented years before; however, they could not survive due to several challenges they encountered. Henceforth, this study has outlined how this policy could be improved and sustainable. We established that teachers, students, and parents are enthused about this policy; therefore, they are changing their mindset to adopt it; hence, the following are some of the responses by the participants that could help the perennial persistence of this policy.

The government and educational agencies should organize periodic workshops for teachers to learn more innovative and creative teaching methods to ensure the double reduction policy comes to fruition. Parents should also be well educated on this policy by the schools to understand the new approach toward their children's education and be able to support accordingly (response from a teacher).

The sustainability of this policy depends on the result. It achieved. Our examination system is more suitable for rote learning, not skill oriented; therefore, for this policy to thrive, the government should change the way the examination, especially the college entrance examination (gaokao), otherwise, it will be a challenge for teachers and students to conform to the double reduction policy (response from a teacher).

It was also noted that schools should include more skill-oriented extracurricular activities to equip students with various creative skills. The extracurricular activities in schools should not be unidirectional; aside from sporting activities, other extracurricular activities that could be embedded in the schools to arouse students’ interest and sustain the double reduction policy are explained below.

Career Technical Education (CTE)

This activity focuses on educating students to be career-oriented (ASVAB program, 2022). The CTE would help to improve students’ leadership, interpersonal, self-confidence, communication, and decision-making skills. Schools could train teachers or invite resource persons in career development to facilitate this activity after instructional hours in school.

Academic Clubs

This activity may include but is not limited to math club, science club, history club, literary magazine club, robotic club, writing club, and debate/speech team. The clubs provide practical opportunities and platforms for students to apply the content knowledge they have acquired in real-life situations.

Student Government

Granting students the opportunity to participate in student government is essential to developing their leadership qualities and contributing to improving school policies and events (ASVAB program, 2022). This governmental body could be called Student Representative Council (SRC) or simply the student council; students interested in holding any position could design their manifestos and programs for their peers to vote on them. The SRC or student council represents students’ interests and coordinates events like dances, community outreach, and fundraising activities (ASVAB program, 2022).

Volunteer and Community Organizations

Students could be encouraged to volunteer in community projects such as cleaning activities and planting trees. These activities would instill a sustainable lifestyle in students and enable them to become environmental activists in their societies.

Multicultural/Cultural Clubs

Cultural programs provide opportunities for students to exhibit their culture and subculture to the entire school community. This activity is essential for students to learn and appreciate different cultures from different tribes. The school can also institute language clubs for students to practice other foreign languages they study in the classroom. Primarily, the cultural clubs focus on educating students to be aware, understand, and tolerate other cultures through stage presentations or field trips.

The Arts

Extracurricular activities include but are not limited to drama club, marching band, orchestra, dance, chorus, and literary magazines (ASVAB program, 2022). These extracurricular activities are paramount for students to hone their craft and are also an excellent complement to the arts education in the regular school curriculum (ASVAB program, 2022).

The after-school training centers could also focus on training students in art-related activities for students to whet their talents rather than over-emphasize teaching languages and mathematics. Some schools may not have enough resources to institute all the art extracurricular activities mentioned above, so the training centers could fill in the gap in this regard to enable the sustainability of the double reduction policy.

Conclusion and Discussion

The double reduction policy is aimed at lessening academic burdens on students by reducing the amount of homework assigned to them and halting students’ engagement in after-school tutoring.. This policy aims to enhance educational reforms in China and proliferate extracurricular activities in schools, such as sports, aesthetics, and other physical activities (Chen, 2021) through collaborations. To anticipate the benefits and sustainability of the double reduction policy, we adopted the situated learning theory (SLT), which is the application of knowledge acquired in the classroom in the community by participating in practical socio-cultural activities (Lave & Wenger, 1991). Learning is more effective when students are presented with real-life problems and are guided to apply their critical thinking skills to act collaboratively. Hence, teachers should select realistic and problem-centered situations to engage students in the classroom and in extracurricular activities (Figure 1).

Figure 1.

Situated learning theory to enhance the double reduction policy

According to SLT, effective learning happens through cooperative activities to connect prior knowledge with authentic practical situations (Northern Illinois University Center for Innovative Teaching and Learning, 2012). Hence, the SLT model above encapsulates the core principles of equipping students with 21^st-century skills. To ensure the perennial sustainability of the double reduction policy, teachers should be well trained to innovatively inculcate project-based learning in their instructions and guide students to creatively apply the knowledge they have acquired to contribute to solutions to problems. Due to the obliteration of after-school training institutions, parents should appropriately guide their children and adequately arrange their spare time to create a learning atmosphere for them incessantly.

Since the double reduction is a novel policy in China (implemented in the middle of 2021), its effect on students' academic performance has not been critically investigated yet, so I recommend further research to delve into that. Future research in this sphere could also examine whether the current examination system is suitable for assessing students under the auspices of the double reduction policy.

Policy Recommendations

The findings of this study underscore that the Double Reduction Policy (DRP) represents a significant and necessary shift in China’s educational landscape; however, its successful implementation requires strategic, evidence-based policy interventions that address the realities faced by teachers, parents, and schools. Drawing from the themes identified across Beijing, Guangzhou, and Shenzhen, the following recommendations present comprehensive insights.

The first critical area requiring intensified policy attention concerns the capacity of schools to deliver high-quality, diversified instruction. Policymakers must invest in systematic, large-scale professional development programs that equip teachers with practical skills in inquiry-based learning, project-based learning, and experiential instructional models. Furthermore, reducing class sizes, particularly in densely populated urban areas would enable teachers to provide personalized guidance and adapt teaching to individual learning needs. Expanding access to digital learning tools, STEAM resources, and curriculum support materials would also reinforce the DRP’s goals by ensuring that students receive meaningful and enriching instruction within the school context, reducing reliance on private tutoring.

A second critical policy area centers on addressing the deeply rooted parental anxiety surrounding academic achievement. The empirical findings reveal that many parents remain uncertain about the long-term implications of the DRP, fearing that reduced homework or tutoring may disadvantage their children in competitive examinations. This anxiety continues to fuel hidden or underground tutoring markets and undermines progress toward equitable and balanced education. To counter this trend, schools and policymakers must establish structured and transparent communication channels with parents. This includes hosting regular parent workshops, conducting open forums to explain policy intentions, and providing accessible parenting guides grounded in educational psychology. Schools should adopt transparent, holistic, and non-competitive assessment methods that help parents better understand student progress without fixating on ranking and comparison. By reducing uncertainty and promoting trust in the public education system, policymakers can alleviate parental stress and diminish the incentives that sustain illegal tutoring activities.

Related to this issue is the need for strengthened regulatory oversight to effectively curb underground tutoring. Field data indicated that despite regulatory bans, clandestine tutoring persists due to inconsistent enforcement and persistent demand. Improving regulatory effectiveness requires a multifaceted approach: establishing centralized reporting systems to identify illegal tutoring operations, implementing stricter penalties for individuals and institutions involved, and expanding accessible, school-based enrichment programs to reduce the perceived need for external academic support. It is essential for regulatory enforcement to be supported by positive alternatives that meet families’ desire for meaningful engagement without perpetuating academic competition.

The study further highlights the importance of improving after-school services as a central pillar of the DRP’s success. Policymakers should prioritize expanding after-school services offerings that include sports, arts, cultural activities, maker programs, and digital literacy. Ensuring the quality and safety of these programs requires training dedicated after-school staff and providing targeted subsidies for schools with limited resources. By creating diverse opportunities for holistic learning, after-school programs help reduce academic pressure and promote balanced development.

Another critical area emerging from the study relates to the alignment between assessment practices and the goals of the DRP. Without aligning assessment reform with burden reduction, academic stress will simply reappear in different forms. Policymakers should therefore accelerate reforms that emphasize competency-based evaluations, reduce the frequency of standardized testing in compulsory education, and encourage schools to adopt formative assessments that highlight student growth rather than competition. Only by transforming assessment culture can the DRP’s goals be fully realized.

The empirical findings also show that schools in high-demand urban areas face unique challenges due to intense competition and resource disparities. To promote equitable implementation, policymakers must provide targeted support to schools in densely populated or economically diverse districts. This includes increased funding for instructional improvement, mental health support for students, and resource-sharing platforms that allow schools to access high-quality teaching materials, demonstrations, and professional networks.

Finally, the long-term success of the DRP hinges on fostering a broader cultural shift away from excessively academicized definitions of success. Teachers and experts emphasized that academic pressure is reinforced not only by schooling practices but also by deeply rooted social beliefs. Policymakers should therefore spearhead national campaigns that highlight diverse and valued pathways to personal success, showcasing achievements in sports, arts, innovation, entrepreneurship, and community service. Integrating social-emotional learning, well-being, and life-skills education into national curriculum standards can further promote balanced development. By reshaping societal expectations around education, China can create an environment where holistic and equitable education reforms are both embraced and sustained.

Together, these expanded policy recommendations provide a grounded, research-driven roadmap for strengthening the DRP. By addressing instructional capacity, parental anxiety, assessment alignment, regulatory oversight, and broader cultural perceptions, policymakers can ensure that the DRP not only reduces academic burden but also transforms China’s basic education system in meaningful and lasting ways.