The majority of respondents stated that they normally spent up to two hours a day helping their child with homework. However, one out of ten parents does not provide any support to their child regarding school activities.

During a August 2021 survey of parents in the United States, 51 percent of respondents stated that their children had more than three hours of screen time outside of homework per day. Another third of responding parents claimed that their children spent one to two hours with screen on a daily basis. Screen time of children increased significantly during the COVID-19 pandemic.

These files contain the data access file, analysis files and instructions used to create the tables and figures found in Parent and Teacher Support of Elementary Student’s Remote Learning during the COVID-19 Pandemic in Germany.Abstract from the related paper (Gunzenhauser et al., 2021): The aim of the present study was to investigate the associations between parental and teacher support and elementary students’ academic skills during the COVID-19 pandemic. Building on data of an ongoing longitudinal study, we studied the roles of children’s (N = 63) academic skills before the first COVID-19 lockdown in Germany (March-June 2020) as predictors of individual differences in parental schoolwork support during the lockdown, and the contributions of parental and teacher support to students’ reading and mathematics skills after the lockdown. Findings indicated that children’s reading and mathematics skills before the lockdown predicted parental help, and reading skills predicted parental need-oriented support with schoolwork during the lockdown. Children who received more need-oriented support from parents showed a more favorable development of arithmetic skills across the lockdown. Indicators of teacher support did not explain individual differences in students’ academic skills after the lockdown period.Gunzenhauser, C., Enke, S., Johann, V., Karbach, J., & Saalbach, H. (2021). Parent and teacher support of elementary students’ remote learning during the COVID-19 Pandemic in Germany. AERA Open.

According to a study conducted in the United Kingdom in 2022, 81 percent of children said that being online helped them with their school work or homework. Overall, 84 percent of parents said that being online helped their children with their schoolwork or homework. Additionally, 65 percent of children felt that being online helped them to build or maintain friendships, whereas a slightly higher share of parents felt that being online helped their children build or maintain friendships.

As of April 2024, more than half of teens in the United States reported using generative artificial intelligence (AI) tools to get help with school assignments. Approximately four in 10 teens, as well as around four in 10 parents used gen AI as a translation tool. Writing an e-mail or document was the second key motivation for parents to access generative AI tools, as 37 percent of them reported doing to get help in creating written content.

Nearly 60 percent of parents in Russia helped their children with school homework on a regular basis, according to a survey from 2019. Over 78 percent of mothers and fathers stated that they assisted in subjects that were necessary for their children's future profession.

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K-12 Online Tutoring Market Size 2025-2029

The k-12 online tutoring market size is forecast to increase by USD 136.8 billion, at a CAGR of 13.6% between 2024 and 2029.

The market is experiencing significant growth, driven by the increasing importance of Science, Technology, Engineering, and Mathematics (STEM) education. The emergence of learning via mobile devices further fuels this market's expansion, as students and parents seek flexible, accessible educational solutions. However, the market faces challenges, including the threat from open tutoring resources and private tutors. These competitors offer free or low-cost alternatives, putting pressure on market players to differentiate their offerings through personalized instruction, advanced technology, and additional resources. To capitalize on opportunities and navigate challenges effectively, companies must focus on delivering high-quality, interactive, and engaging online tutoring experiences that cater to the unique needs of individual students.

What will be the Size of the K-12 Online Tutoring Market during the forecast period?

Explore in-depth regional segment analysis with market size data - historical 2019-2023 and forecasts 2025-2029 - in the full report.
Request Free SampleThe market continues to evolve, with dynamic applications across various sectors. Standardized testing, social studies, college admissions counseling, and subscription models are seamlessly integrated into personalized learning programs. Accessibility features, such as closed captioning and text-to-speech, ensure inclusivity. Educational content creation and assessment tools cater to STEM education and adaptive learning. Progress tracking and small group instruction enable teachers to monitor student progress and provide personalized feedback. Teacher dashboards offer insights into student performance and allow for data-driven instruction. Freemium models provide access to basic services, while subscription models offer premium features. Special education and recorded lessons cater to diverse learning needs, while virtual classroom technology and mobile learning facilitate flexibility and convenience. Teacher training and student engagement tools ensure effective implementation of online tutoring platforms. Curriculum development and test preparation services cater to specific academic requirements. Blended learning and interactive learning tools enhance student engagement and understanding. Security and privacy measures protect student data. Compliance regulations ensure adherence to industry standards. Math, science, writing, and reading tutoring cater to various subjects. Homework help and one-on-one tutoring offer personalized assistance. Parent communication tools keep families informed. Live online tutoring and group tutoring provide opportunities for real-time interaction and collaboration. Asynchronous learning resources offer flexibility for students with varying schedules. Administrative tools streamline platform management. Interactive learning tools and gamification in education keep students engaged and motivated. Middle school students benefit from these services, as they prepare for high school and beyond. Overall, the market is a continuously unfolding landscape of innovation and growth.

How is this K-12 Online Tutoring Industry segmented?

The k-12 online tutoring industry research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD billion' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments. TypeStructured tutoringOn-demand tutoringCoursesAssessmentsSubjectsApplicationHigh schoolsPrimary schoolsJunior high schoolsKindergartenPre-kindergartenGeographyNorth AmericaUSEuropeFranceGermanySpainUKAPACAustraliaChinaIndiaJapanSouth KoreaRest of World (ROW)

By Type Insights

The structured tutoring segment is estimated to witness significant growth during the forecast period.The markets offer various solutions to enhance educational experiences, with accessibility features ensuring access to personalized learning programs for students. Companies provide educational content creation and assessment tools, catering to STEM education, progress tracking, and small group instruction. Teacher dashboards enable real-time monitoring, while freemium models offer flexibility for various budgets. Math tutoring, SAT prep, student support services, and homework help are popular offerings. High schools and middle schools utilize live online tutoring for AP courses and test preparation. Elementary schools focus on adaptive learning and writing tutoring. Compliance regulations and standardized testing requirements are met through security and privacy measures. Virtual classroom technology, mobile learning, and teacher training foster student engagement. Curriculum development and test preparation cater to variou

The study ´Families in Germany´ was conducted by USUMA on behalf of the Konrad Adenauer Foundation. During the survey period 22.10.2019 to 19.12.2019, 3,022 persons aged 18 and over in private households in Germany (including N=1,521 with persons living in Germany who did not have parental authority for at least one minor child at the time of the survey and N=1. 501 with persons living in Germany with legal guardianship for at least one minor child) were interviewed by telephone (CATI) on the following topics: family situation, family norms, gender roles, division of housework, pressure of expectations, perceived real situation, importance of areas of life, satisfaction with areas of life, environmental and climate protection, Sunday question, sociodemographics, sociodemographics of partner. The respondents were selected by a multi-stage stratified random sample from the ADM sample frames for landline and mobile numbers (dual-frame sample in the ratio 50% mobile and 50% landline).
Family norms: People with children/ without children happier in life; gender roles: Important aspects of a good father/mother (cooking a hot meal a day for the children, helping the children with their homework, working only part-time, working full-time, taking care of the household, taking care of the sick child, not working); Division of household chores between the respondent and the partner in terms of cooking meals, grocery shopping, minor repairs in the house/apartment, laundry, doing taxes, cleaning the house/apartment, doing homework with the children, taking care of the children when they are sick; pressure of expectations: Agreement with various statements regarding expectations of third parties (being successful in one´s job, taking care of the household, looking good, doing something special in one´s free time, being happy, doing voluntary work, cooking meals for the family, family living healthily/ being happy, children doing well at school, living in a happy relationship); perceived own situation regarding the aforementioned expectations; importance of areas of life (own family and children, job and work, leisure and recreation, friends and acquaintances, time for myself); satisfaction with different areas of life (with current life, housing situation, work situation, family situation as well as with current partnership); frequency of feeling under pressure; sustainability: Importance of the topic of environmental and climate protection; frequency of conversations about environmental and climate protection topics with work colleagues, friends or acquaintances, parents, partner and children; attitude towards the climate demonstrations Fridays for future; nutrition: frequency of shared meals in the family; frequency of shared hot meals for the family or for oneself; importance of different characteristics of food (own and fresh preparation (no ready-made products), balanced, healthy food, vegetarian/ vegan food, food with meat, regional products/ organic products, tasty food, simple and fast food (e.g. fast food, frozen products, curry sausage).

Demography: sex; age; marital status; stable partnership; sex of partner; living with partner in a joint household; children; number of children; information on children: Age; child in common; child of the respondent; child of the partner; child lives in the same household; party preference in the next federal election (Sunday question); education; employment situation; occupational status; religious affiliation; frequency of attendance at religious services; migration background of the respondent or one of the parents; federal state; size of town; number of mobile phone numbers on which the respondent can be reached; number of landline phone numbers; size of household; number of children under 18 in the household.

Information on the partner: education; employment situation or situation if not employed; occupational status.

Additionally coded were: Respondent ID; weighting factors; categorisation of legal guardian; categorisation of situation; split groups.

Description of contents and output of instruction of mathematics in secondary schools for international comparison. P0768a: tests of mathematical knowledge / P0768b: pupils questionnaire mathematics as examination subject / time spent compared with other homework / extra help from parents or tutors / use of calculator / knowledge, performance and attitudes of parents / significance, ease and preference of math topics / attitudes regarding many aspects of mathematics / P0768c: teachers questionnaire experience / teaching degree / other school activities / evaluation of test-class on mathematics / time-scheme / use of calculator / time spent on various math topics / use of educational appliances / math books / significance, ease and preference of teaching various math topics / attitudes on various aspects of mathematics / P0768d: opportunity to learn questionnaire / P0768e: geometry questionnaire / P0768f: school questionnaire: general aspects and data on mathematics section. Background variables: basic characteristics/ residence/ occupation/employment/ education

School career in particular on mathematics / getting help with mathematics, homework / plans for occupational career, supposed consequences of choice for maths as final examination subject / image of mathematics, sex-role stereotypes / appreciation of mathematics, ability / evaluation of maths classes: behaviour of teacher, sex-role stereotypical opinions of teacher / motives to choose mathematics as a final examination subject / pre university students: choice between mathematics-A ( practical ) and -B ( theoretical ), advices from various persons around R., responsibility for results in mathematics / image of various follow-up training, schools and university training after the final examination / parents: child attitude to mathematics, child ability for maths and devotion to the subject / sex-role stereotypes in connection with mathematics / involvement of parents with child school career, initiatives of child to involve parents/ importance of mathematics to child. Background variables: basic characteristics/ household characteristics/ occupation/employment/ education

The demographic and socio-economic context as well as the moral orientations of children and parents of Greek and Italian as well as of children of Turkish origins.

Topics: The following questions were posed to Greek and Italian parents:

1. Employment: year, month and region of first occupational activity; occupational position, area of business and average working hours at beginning of employment as well as in today´s employment; arrangement of working hours and number of jobs in Germany; for those not employed: status as reported unemployed with the employment office, frequency and length of unemployment; last occupational position in country of origin; year of first longer stay in Germany.

2. Social nets: discussing personally important things with a confidant; common meals; instinctive ties with confidant; leisure partner; passive and active help with school tasks or homework; living together; help with problems; sex and nationality of confidant; type of relation with confidant; spatial distance to place of residence of confidant; frequency of contact.

3. Affiliation and language ability: feeling of foreignness in country of origin; viewed as German by the people in country of origin; ethnic group affiliation; voting in Germany or country of origin; discrimination experiences; interest in German citizenship; approval of marriage of children with German partner; ethnic first names for grandchildren; interest in German citizenship for child; desire for the child to return home; ethnic or German cooking habits; language use with parents and siblings as well as at work; self-assessment of personal knowledge of German.

4. Ethnic concentration, media usage and cultural participation: foreigners in residential building; possession of books, reading of press and renting video films in language of origin and German; preferred language for entertainment and news broadcasts; attending concerts of artists of country of origin; visit to youth clubs and cafes of the ethnic group; sympathies for nationalities; assessment of the sympathies of Germans for other nationalities; desire for special institutions for the ethnic group and actual availability in one´s residential area.

5. Education of children: current education status; current attendance at kindergarten; highest degree of one´s children from a school providing all-round education; current school years of one´s children; desired school degree for the child and certainty of the school degree sought; desired occupation for the child.

6. Family relationships and housing situation: division of tasks in one´s family; influence of family members with important decisions; help in household; sources of income; persons in residence; monthly net household income; floor space and furnishings of residence; number of rooms; condominium or apartment; personal residence, institution residence or home.

7. Partnership: time of marriage with current and former spouse; year of birth and month of birth of partner; region of birth, school degree and region of school degree of partner; place of residence immediately after marriage; degree of relationship to partner; currently living together with spouse; employment, occupational position, area of business, average time worked each week and arrangement of working hours of partner.

8. Sex roles: desired sex of first child; expected help from an adult daughter and an adult son; attitude to the relations between man and woman.

9. Health: current condition of health; psychosomatic complaints; disturbance of health well-being.

10. Moral orientations: ´locus of control´; attitude to relations between parents and children; attitude to educational goals; significance of children and marriage.

11. Societal and political participation: membership and activity in clubs and (political) organizations; membership and activity in ethnic clubs and organizations.

Demography: sex, year of birth and month of birth; region of origins; number of siblings; status regarding residence permit; marital status; highest degree from school providing all-round education in country of origin, year and region of acquisition; highest school degree of father; highest school degree of mother; number of children; first name of target child; first names, birth dates, places of birth and sex of one´s children; status of one´s children; children with parent since birth or years of living separated; places of residence of one´s children; ages of children at leaving home...

Abstract The scope of this study was to assess the association between parental supervision and sedentary behavior and physical inactivity among Brazilian adolescents. Data of 102,072 students attending 9th grade from public and private school gathered in the 2015 Brazilian National Survey of School Health (PeNSE) were used. Adolescents were sedentary and physical inactive when they spent ≥3 hours/day sitting and practiced less then 60min/day of physical activity, respectively. Frequency of parental supervision (never, sometimes, always) was assessed through checking school homework, knowledge about what the adolescents do in their free time and understanding their problems. Logistic regression was applied and duly adjusted for sociodemographic variables. Among the adolescents, 56.3% were sedentary and 78.1% were inactive. Checking school homework was associated with lower odds of physical inactivity and sedentary behavior. Knowing what adolescents did in their free time and inspecting their belongings was associated with lower odds of physical inactivity. The understanding of problems by parents/guardians was associated with lower odds of sedentary behavior. The conclusion drawn is that greater parental supervision is associated with less physical inactivity and less sedentary behavior.

In 2022, almost four out of 10 Polish parents would find time daily to do homework with their children or help with learning.

This represents the stage one quantitative data, providing an initial analysis based on measurable variables collected during the first phase of the research. The project investigated the extent to which homework affects secondary school adolescents’ leisure. This was important because the majority of research within this area focused on the effects of homework on adolescents’ academic development. This project explored the other, non-academic effects on leisure. An interpretivist sequential mixed methods research design was used to explore the actual versus expected time spent on homework, time spent on leisure and/or non-academic responsibilities. This was achieved from the perspective of the parents, adolescents, and teachers using questionnaire in stage one and then follow-up semi-structured interviews for parents and adolescents during stage two. Three schools participated in the project, each with distinct characteristics. School one, located in the Nottingham East constituency, became an academy in 2018 and was uninspected by Ofsted. It was larger than average, with higher-than-average numbers of minority ethnic students, English as an Additional Language (EAL) learners, and those eligible for free school meals. It had a homework policy for all year groups but no specified consequences for non-completion. School two, also in Nottingham East constituency, became an academy in 2012 and was rated good by Ofsted in 2017. It had below-average numbers of minority ethnic and EAL students and average free school meal eligibility but no homework policy. School three, based in Nottingham North, joined a multi-academy trust in 2012 and was rated good by Ofsted in 2018. It was ethnically diverse, with a significant proportion of EAL learners and high free school meal eligibility. Its homework policy was similar to school one's but included detention as a consequence for non-completion.The thesis can be accessed here: Exploring the effects of homework on secondary school adolescents’ leisure - IRep - Nottingham Trent University

For both children and parents, access to online entertainment, and the use of the Internet as a tool to help children do their homework were the most positive aspects of internet use in Poland in 2018. The most significant divergence of opinions concerned the possibility of broadening knowledge through the Internet. Nearly ** percent of parents said that the Internet provided a lot of information to help kids learn, while only ** percent of children shared this view.

In 2022, online lessons in Poland were conducted in video chats using a platform or instant messenger. As a result, nearly every third child and parent stated that teachers provide self-study materials.

How did online education affect Polish parents? 

Remote learning was first introduced in Poland in March 2020, due to the coronavirus (COVID-19) pandemic. This led to changes to homework and study workload set by teachers. Every third Pole believed that the teaching staff was setting more homework during remote teaching. Although most Polish children managed this workload on their own, 16 percent of parents stated that their child ended up needing a lot of help. In addition, six out of ten parents admitted that preparing their child for online classes required more time.

Online learning environment 

Online learning brought in experiences of online class trolling. As a result, more than half of Polish children experienced these kinds of disruptions in their new learning environment. Despite this, the majority of pupils still felt comfortable taking tests online. Regarding parents, nearly two-thirds of mothers and fathers claimed that there were no benefits stemming from remote education.