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Is homework useful or necessary?

An updated norwegian education act is currently being considered. several researchers are sceptical about the benefits of homework..

We are used to homework being part of a school’s learning programme, but homework is not mandated by the state and is only one of several options that schools have.

The Education Act currently includes no clear authorisation for assigning homework. It is therefore up to individual municipalities, schools and teachers whether they want to use homework as part of the educational scheme.

The Norwegian Ministry of Education believes that the new Education Act should specify that an individual school can require students to do assignments and homework outside of school hours.

Researchers and teachers in the field of pedagogy in the university and college sector met to discuss and submit their response to the proposed new Education Act:

“We wonder what knowledge the Ministry has based its statement on. A decision authorising homework would be a serious setback for the development of homework-free/homework-aware schools and especially for researching the topic.”

More about their input is included later in this article.

Changed opinion about homework usefulness

Opinions about homework in school vary widely, and more research is needed on the effect that homework has on learning. A research project at NTNU on homework-free schools has captured interesting results.

Per Egil Mjaavatn is a researcher and associate professor affiliated with NTNU. He previously supported homework as a positive tool for the learning outcomes of children and adolescents. During the course of the research project, he changed his mind.

Need more knowledge

The city council in Trondheim wanted to try out a homework-free project in some of the city’s elementary schools in order to gain experience with a different way of working in schools. NTNU’s Department of Education and Lifelong Learning was asked to evaluate the experiment.

The purpose of the project was to improve the knowledge base about attitudes towards, and experiences with homework in primary school – and about the effects of homework.

Although the homework-free project had to be scaled back and eventually discontinued due to the COVID pandemic, the researchers made several interesting discoveries.

In the 2019/2020 school year, Flatåsen and Stabbursmoen schools were homework-free with two extra school hours a week, while Byåsen and Romulslia schools were homework-free with no change in the timetable.

All four schools were in Trondheim municipality. Four control schools that gave traditional homework assignments as well as homework help at school were also involved in the trial project. Pupils in 5th through 7th grade participated.

Homework-free option reduced family conflicts

90 per cent of the children in schools with no homework experienced having more time to spend with family and friends. They also found that the level of conflict at home was less, as did more than half of the parents.

The parent of a child in a homework-free school with an extended school day said: “Fewer conflicts around homework, no need to fuss and follow up on whether homework was done. Better atmosphere in the home."

Another parent said: “Good for the family, but little control over my child’s development."

The parent of a child in a homework-free school with no timetable changes said: “There was less arguing about homework and when it had to be done. But I also think that the school hours should be extended if the no-homework policy continues next year."

Does homework promote or inhibit motivation?

A lot of students are tired of homework. A whopping 83.8 per cent of the pupils who took part in the trial project responded that they get bored with school because of homework.

Fewer than half the teachers believed that homework helps make pupils more interested in their schoolwork. The majority of parents (79 per cent) and teachers (89 per cent) believed that giving pupils homework is primarily dictated by tradition in Norwegian schools.

Some parents reported in their comments that pupils became more motivated about school and performed better during the homework-free period. Other parents said the opposite: the lack of homework made pupil motivation and performance worse.

Parents with an immigrant background were more positive about homework than the general parent average.

Girls missed homework

Only 28 per cent of the pupils in the homework-free schools believed that homework is necessary for them to learn everything that is expected of them. 20 per cent responded that they missed homework, and especially the girls at the homework-free schools missed having homework.

In the control schools with traditional homework, 70 per cent of the pupils would prefer not to have homework, yet 74.5 per cent of these pupils agreed with the statement that homework is necessary for learning.

Mathematics seems to be in a special position: a clear majority in all three informant groups believed that mathematics homework is necessary to get enough problem-solving practice.

Parents and teachers prefer different solutions

More than half of the parents would like to have an arrangement of an extended school day and no homework. Such a solution would satisfy both their desire for no homework and less homework stress at home.

A clear majority of the teachers preferred an ordinary school day with homework.

A pupil at a homework-free school with an extended school day said: "Not having homework was great. I'd rather be at school longer than have problems with homework at home."

Does homework contribute to increased inequality?

One task of schools is to reduce social differences in society. A clear majority of parents (75 per cent) believed that homework leads to greater differences between children of parents with different educational backgrounds.

The teachers disagreed with the parents in this regard. Only 39 per cent of the teachers believed that homework contributes to increased differences between children with different socio-economic backgrounds.

Homework should be a repetition of familiar material. Nevertheless, 95 per cent of the pupils answered that they got help at home to do their homework in Norwegian and mathematics.

“In other words, students aren’t able to do a lot of the homework that’s being assigned on their own, which seems demotivating. The pupils who had homework were less interested in these subjects than the pupils who didn’t have homework,” Mjaavatn says.

75 per cent of parents said they had to help their children with homework.

“Parents have different levels of preparation for helping their children with homework, and this can result in different learning conditions for children,” Mjaavatn says.

A majority of parents believed that homework also leads to greater differences between students’ academic levels.

Here too, the parent responses differed from those of the teachers. Only a third of the teachers shared the parents’ opinion.

How much time should children spend on homework?

Parents expect more homework with increasing age. The parents’ responses differed significantly here, with fathers wanting more time per week for homework than mothers.

Teachers’ homework expectations were slightly higher than those of parents in terms of what they perceive to be an appropriate amount of time spent on homework in a normal school week.

On average, the teachers suggested 3.27 hours per week for 5th graders and 3.55 hours for 7th graders.

Responses scattered

The researchers write in their report that they do not have measures of the impact that can show whether the homework-free project had an effect on the pupils’ effort and learning.

“But we’ve gained an understanding of the opinions held by pupils, parents and teachers on this issue. The answers vary widely, and we’ve concluded that the question of whether homework promotes learning and motivation depends on whom you ask.”

New Education Act

Now, back to the new Norwegian Education Act, which is out for review. Just over 30 pedagogical researchers and teachers in the university and college sector have gathered to craft a response relating to homework in particular.

“The answer to the question of whether homework is useful and necessary depends on who is given it and for what purpose. Whose perspectives are taken into account when issues relating to homework are formulated? Homework is a complex phenomenon that involves a lot of different players,” Elisabeth Rønningen at NTNU says. She is one of the authors of the text.

How teachers justify their views on homework

A qualitative study that examined how and why teachers give homework in elementary school showed that teachers justify homework by saying that:

• homework provides more learning.
• pupils should make the learning their own.
• homework helps students develop good work habits.
• homework is a good way to collaborate with children’s homes.
• schools depend on parent participation to meet all the competency targets.
• homework gives students time and peace to reflect on, repeat and automate their basic skills.

Thin knowledge base

The problem is that the knowledge base for these justifications is very thin, the researchers write in their response. For example, research shows no clear connection between homework and learning.

Australian school researcher John Hattie refers to 161 studies which conclude that homework has little or no effect on learning, least of all in primary school.

The literature review on homework research from the Norwegian Directorate of Education and Training (2021) includes no reference to studies that can document a strong connection between homework and pupils’ learning.

The review states that Norway showed no significant correlation between the time pupils spend on homework and their results in mathematics, according to the PISA survey.

Homework can lead to poor work habits

Nor does the research show any clear connection between homework and the development of good work habits in pupils. In Harris Cooper and colleagues' research summary, they found that homework can lead to developing bad work habits just as well as good ones.

Homework can lead to rushing assignments, doing tasks with little commitment and care, copying from the internet or getting others to do the tasks for them.

Stress and conflict-filled family relationships

In the experts' response, they argue that there needs to be a clear connection between homework and the development of good work habits if it is to be used as an argument for the Education Act to authorise schools to be able to require pupils to do school work after school hours.

The practice of giving homework assignments can be counterproductive . Holte’s research from 2016 showed that homework can contribute to destroying close and positive relationships between parents and children, because homework can lead to increased stress levels and conflict-filled relationships at home.

In their response, the researchers and teachers propose that the wording of the new law be changed to:

The school cannot require pupils to do assignments outside of school hours (homework).

A formulation like this sets a clear boundary against a teaching practice for which no good evidence exists and which can have very negative consequences both at an individual and societal level. This formulation is most in line with what we know today, they write

Read the full consultation response here (link in Norwegian).

Harris Cooper et al. 'Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003', Review of Educational Research , 2006. Abstract.

K.L. Holte. Homework in Primary School: Could It Be Made More Child-Friendly? Studia paedagogica: Childhood , 2017.

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How useful or necessary is homework?

This topic is one of several addressed in an updated Norwegian Education Act that is currently out for comments. Several researchers are sceptical about the benefits of homework.

We are used to homework being part of a school’s learning programme, but homework is not mandated by the state and is only one of several options that schools have.

The Education Act currently includes no clear authorization that provides for assigning homework. It is therefore up to individual municipalities, schools and teachers whether they want to use homework as part of the educational scheme.

The Norwegian Ministry of Education believes that the new Education Act should specify that an individual school can require students to do assignments and homework outside of school hours.

University and college sector researchers and teachers in the field of pedagogy met to discuss and submit their comment response to the proposed new Education Act.

They stated, “We wonder what knowledge basis the Ministry is referring to with this statement. A decision authorizing homework would be a serious setback for the development of homework-free/homework-aware schools and especially for researching the topic.”

More about their input is included later in this article.

Changed opinion about homework usefulness

Opinions about homework in school vary widely, and more study is needed on the effect that homework has on learning. A research project at NTNU on homework-free schools has captured interesting results.

Photo: Elin Iversen/ NTNU SHOW MORE

Per Egil Mjaavatn (pictured) is a researcher and associate professor affiliated with NTNU. He previously supported homework as a positive tool for the learning outcomes of children and youth. During the course of the research project, he changed his mind.

Mjaavatn wrote the final report as part of the group at NTNU that evaluated a homework-free project in Trondheim.

Need more knowledge

The city council in Trondheim wanted to try out a homework-free project in some of the city’s elementary schools in order to gain experience with a different way of working in schools. NTNU’s Department of Education and Lifelong Learning was asked to evaluate the experiment.

The purpose of the project was to improve the knowledge base about attitudes towards and experiences with homework in primary school – and about the effects of homework.

Although the homework-free project had to be scaled back and eventually discontinued due to the COVID pandemic, the researchers made several interesting discoveries.

In the 2019/2020 school year, Flatåsen and Stabbursmoen schools were homework-free with two extra school hours a week, while Byåsen and Romulslia schools were homework-free with no change in the timetable. All four schools were in Trondheim municipality. Four control schools that gave traditional homework assignments as well as homework help at school were also involved in the trial project. Pupils in 5 th through 7th grade participated.

Homework-free option reduced family conflicts

Ninety per cent of the children in the schools with no homework experienced having more time to spend with family and friends. They also found that the level of conflict at home was less, as did more than half of the parents.

“Fewer conflicts around homework, no need to fuss and follow up on whether homework was done. Better atmosphere in the home” (parent of child in homework-free school with an extended school day).

“Good for the family, but little control over my child’s development” (parent of child in a homework-free school with an extended school day).

“There was less arguing about homework and when it had to be done. But I also think that the school hours should be extended if the no-homework policy continues next year” (parent of child in a homework-free school).

Does homework promote or inhibit motivation?

Excerpt from homework notebook. Photo: Idun Haugan/NTNU SHOW MORE

A lot of students are tired of homework. A whopping 83.8 per cent of the pupils who took part in the trial project responded that they get bored with school because of the homework.

Fewer than half the teachers believed that homework helps make pupils more interested in their schoolwork. The majority of parents (79 per cent) and teachers (89 per cent) believed that giving pupils homework is primarily dictated by tradition in Norwegian schools.

Some parents reported in their comments that pupils became more motivated about school and performed better during the homework-free period. Other parents said the opposite: the lack of homework made pupil motivation and performance worse.

Parents with an immigrant background were more positive about homework than the parent average.

Girls missed homework

Only 28 per cent of the pupils in the homework-free schools believed that homework is necessary for them to learn everything that is expected of them. Twenty per cent responded that they missed homework, and especially the girls at the homework-free schools missed having homework.

In the control schools with traditional homework, 70 per cent of the pupils would prefer not to have homework, yet 74.5 per cent of these pupils agreed with the statement that homework is necessary for learning.

Mathematics seems to be in a special position: a clear majority in all three informant groups believed that mathematics homework is necessary to get enough problem-solving practice.

Parents and teachers prefer different solutions

More than half of the parents would like to have an arrangement with an extended school day and no homework. Such a solution would satisfy both their desire for no homework and less homework stress at home.

A clear majority of the teachers preferred an ordinary school day with homework.

“Homework-free was great. I’d rather be at school longer than have problems with homework at home” (pupil at a homework-free school with an extended school day).

Does homework contribute to increased inequality?

One task of schools is to reduce social differences in society. A clear majority of parents (75 per cent) believed that homework leads to greater differences between children of parents with different educational backgrounds.

The teachers disagreed with the parents in this regard. Only 39 per cent of the teachers believed that homework contributes to increased differences between children with different socio-economic backgrounds.

Homework should be a repetition of familiar material. Nevertheless, 95 per cent of the pupils answered that they got help at home to do their homework in Norwegian and mathematics.

“In other words, students aren’t able to do a lot of the homework that’s being assigned on their own, which seems demotivating. The pupils who had homework were less interested in these subjects than the pupils who didn’t have homework,” says Mjaavatn.

Seventy-five per cent of parents said they had to help their children with homework.

“Parents have different levels of preparation for helping their children with homework, and this can result in different learning conditions for children,” says Mjaavatn.

A majority of parents believed that homework also leads to greater differences between students’ academic levels.

Here too, the parent responses differed from those of the teachers. Only a third of the teachers shared the parents’ opinion.

How much time should children spend on homework?

Parents expect more homework with increasing age. The parents’ responses differed significantly here, with fathers wanting more time per week for homework than mothers.

Teachers’ homework expectations were slightly higher than those of parents in terms of what they perceive to be an appropriate amount of time spent on homework in a normal school week. On average, the teachers suggested 3.27 hours per week for 5th graders and 3.55 hours for 7th graders.

Responses scattered

The researchers write in their report that they do not have impact measures that can show whether the homework-free project had an effect on the pupils’ effort and learning.

“But we’ve gained an understanding of the opinions held by pupils, parents and teachers on this issue. The answers vary widely, and we’ve concluded that the question of whether homework promotes learning and motivation depends on whom you ask.”

The research group consisted of Professor Per Frostad, Associate Professor Jan Arvid Haugan, Professor Vegard Johansen and Associate Professor Per Egil Mjaavatn

The full evaluative report is available in Norwegian: Report no. 3 Final report 10.03.21

Wrong kind of homework causes problems

“The main problem with homework is that far too little thought is given to what the homework should be and what its purpose is. Pupils are often assigned homework that they don’t have the prerequisite skills for, and then the payoff tends to be meagre. That’s often the cause of problems at home,” according to Thomas Dahl, a professor in NTNU’s Programme for Teacher Education, in a previous Gemini article.

“Homework is not an important topic in most teacher education programmes, either. Education students receive little instruction in how to use homework in an effective way,” says Dahl.

• You might like to read (in Norwegian): Feil type lekser skaper problemer

New Education Act

Now, back to the new Norwegian Education Act, which is out for consultation. Just over 30 pedagogical researchers and teachers in the university and college sector have gathered to craft a response relating to homework in particular.

“The answer to the question of whether homework is useful and necessary depends on who is to do it and for what purpose. Whose perspectives are taken into account when issues relating to homework are formulated? Homework is a complex phenomenon that involves a lot of different actors,” says Elisabeth Rønningen (pictured) at NTNU.

Here are excerpts from the researchers’ and teachers’ consultation response:

How teachers justify their views on homework

A qualitative study that examined how and why teachers give homework in elementary school showed that teachers justify homework by saying that:

• homework provides more learning.
• pupils should make the learning their own.
• homework helps students develop good work habits.
• homework is a good way to collaborate with children’s homes.
• schools depend on parent participation to meet all the competency targets.
• homework gives students time and peace to reflect on, repeat and automate their basic skills.

Thin knowledge base

The problem is that the knowledge base for these justifications is very thin, write the researchers in their consultation response. For example, research shows no clear connection between homework and learning.

Australian school researcher John Hattie refers to 161 studies which conclude that homework has little or no effect on learning, least of all in primary school.

The literature review on homework research from the Norwegian Directorate of Education and Training (UDIR, 2021) includes no reference to studies that can document a strong connection between homework and pupils’ learning. The review states that Norway showed no significant correlation between the time pupils spend on homework and their results in mathematics, according to the PISA survey.

Homework can lead to poor work habits

Nor does the research show any clear connection between homework and the development of good work habits in pupils. Harris Cooper et al. shows in his research summary that homework can lead to developing bad work habits just as well as good ones in pupils.

Homework can lead to rushing assignments, doing tasks with little commitment and care, copying from the internet or getting others to do the tasks for them.

Reference: Cooper, H., Robinson, J., & Patall, E. (2006). Does Homework Improve Academic Achievement? A Synthesis of Research , 1987–2003. Review of Educational Research.

Stress and conflict-filled family relationships

In the comment response from the pedagogical researchers and teachers, a knowledge base is therefore called for that clearly shows a connection between homework and the development of good work habits if it is to be used as an argument for the Education Act to authorize schools to be able to require pupils to do school work after school hours.

The practice of giving homework assignments can be counterproductive. Holte’s research from 2016 showed that homework can contribute to destroying positive and close relationships between parents and children, because homework can lead to increased stress levels and conflict-filled relationships at home.

Reference: Homework in Primary school: Could it be made more child-friendly?

In their comment response, the researchers and teachers propose that the wording of the new law be changed to:

The school cannot require pupils to do assignments outside of school hours (homework).

A formulation like this sets a clear boundary against a teaching practice for which no good knowledge base exists and which can have very negative consequences both at an individual and societal level. This formulation is most in line with the knowledge base we have today, the researchers write.

Read the full consultation response by pedagogical researchers and teachers (in Norwegian).

Should all learning happen at school or is homework important, too? Photo: Elin Iversen/NTNU SHOW MORE

Watch a video that summarizes the  article :

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What is the translation of "homework" in Norwegian?

"homework" in norwegian, homework {noun}.

• volume_up lekse
• hjemmelekse

Translations

Context sentences, english norwegian contextual examples of "homework" in norwegian.

These sentences come from external sources and may not be accurate. bab.la is not responsible for their content.

• open_in_new Link to source
• warning Request revision

Monolingual examples

English how to use "homework" in a sentence, synonyms (english) for "homework":.

• preparation
• home school
• home schooling
• home stretch
• homesickness
• homestretch
• homing pigeon
• homocentric

Translations into more languages in the bab.la Telugu-English dictionary .

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What is "Homework" in Norwegian and how to say it?

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Translation of "homework" into Norwegian

hjemmelekse, lekse, lekser are the top translations of "homework" into Norwegian. Sample translated sentence: Personal tasks, such as homework, were completed following family home evening. ↔ Personlige oppgaver, som hjemmelekser, ble gjort etter familiens hjemmeaften.

Work that is done at home, especially school exercises set by a teacher. [..]

English-Norwegian dictionary

Hjemmelekse.

work that is done at home [..]

Personal tasks, such as homework , were completed following family home evening.

Personlige oppgaver, som hjemmelekser , ble gjort etter familiens hjemmeaften.

I shouldn't have to tell you to do your homework .

Jeg burde ikke trenge å be deg om å gjøre leksene .

assignments given to be completed outside of class

Show algorithmically generated translations

Automatic translations of " homework " into Norwegian

Translations with alternative spelling

Homework (film)

"Homework" in English - Norwegian dictionary

Currently we have no translations for Homework in the dictionary, maybe you can add one? Make sure to check automatic translation, translation memory or indirect translations.

Images with "homework"

Translations of "homework" into norwegian in sentences, translation memory.

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Price: 3998 kr or two monthly payments of 1999 kr 

or 1680 per month with A1-B2 Package Dea l

B1 Intermediate Online Course

Our 7-week B1 Norwegian course is one of our most exciting courses! This course not only prepares you for the Norwegian language test but also unlocks the key to the language. We'll help you improve your speaking and listening by expanding your vocabulary and practicing more complex grammar.

B1+B2 package deal option for 1980 kr per month

Live, 2-hour classes, twice a week  

A tailored course for the Norwegian test

A focus on written and verbal Norwegian: written text paired with oral exercises the following day

One teacher to follow your progress and give you feedback from day one.

Real classmates and a genuine team spirit. 

Free course material: a textbook, workbook, and grammar book in one ebook, with English explanations. The B1 ebook has everything you need to pass the B1 Norwegian test. 

Free course repetition. We know each student learns at a different pace. We got you covered!

1-hour conversation class each week. This is especially important for the B1 students who want to take the Norwegian test. Practice makes perfect.

10% discount if you refer us to a friend.

B1 Online Morning Course  (MAY COURSE IS FULL)

From 13 August to 27 September

Fridays from 11:00-12:00 CET

B1 Online Evening Course 

Time: 17:00-19:00  CET

Wednesdays from 17:00-18:00 CET

B1 Online Nighttime Course  (MAY COURSE IS FULL)

Time: 19:15-21:15  CET

Price: 4400 kr or two monthly payments of  2200 kr 

or 1980 per month with B1+B2 Package Deal  

A2 Elementary Online Course

Lenoo’s 7-week A2 Norwegian course builds on the foundation of the A1 course. It gives you a broader vocabulary and a better understanding of the language. You will work on grammar and the technical aspects of the language, and learn how to string words together to form more complex sentences and use colloquial language.

This A2 online course is perfect for students who have completed the A1 course or have knowledge and use of the basics of the Norwegian language, wherever they are in the world.

Package deal options: A chance to go from elementary to fluent in 6 months with our A2-B2 package deal (1815 kr per month). Or complete your A1 + A2 level in 4 months for 1799 kr per month.  Click here to read more about our package deals)

A2 Online Morning Course  

Fridays from 14:00-15:00 CET

A2 Online Daytime Course

Time: 13:00-15:00 CET

A2 Online Evening Course  

Fridays from 18:00-19:00 CET

A2 Online Nighttime Course

Time: 19:15-21:15 CET

​ Conversation Class:

Thursdays from 20:15-21:15 CET

Price: 3998 kr or two monthly payments of  1999 kr 

or 1815 per month with A2-B2 Package Deal

B2 Upper Intermediate Online Course

Lenoo’s 7-week B2 Norwegian course is the ultimate course to boost your Norwegian learning and reach fluency. Our native teachers will help you master the Norwegian language, covering conversation, pronunciation, writing, and grammar. In this B2 course, we will elevate your intermediate level to upper-intermediate, and you'll be well on your way toward fluency. There is no stopping you now!

An interactive and engaging learning platform.

Closed groups for homework and feedback on written and verbal Norwegian.

Free course material: a textbook, workbook, and grammar book in one ebook, with English explanations. The B2 ebook has everything you need to pass the Norwegian test with a B2 result. 

1-hour conversation class each week. This is especially important for the B2 students who want to take the Norwegian test. Practice makes perfect.

B2 Online Daytime Course 

From 13 May to 28 June 

Fridays from 12:00-13:00 CET

B2 Online Evening Course  (MAY COURSE IS FULL)

Time:  17:00-19:00 CET

Wednesdays from 18:00-19:00 CET

Price: 4400 kr or two monthly payments of 2200 kr

FREE EBOOKS INCLUDED IN THE PRICE

What our previous students have to say:

"Fantastic five weeks of intensive A1 online class 😃 A very professional and motivating teacher with a great structure and teaching material. Lessons in reading, writing, and talking gave me a feeling for the language and made me comfortable with it in no time 🤓 I highly recommend Lenoo and already signed up for A2" - Vivian

"I feel grateful I found Lenoo as my Norwegian course. I not only found great teaching and professionalism but an entire community ready to support each other. I highly recommend this school, is the best you can ever find!! Thanks, Lenoo for having taught me soo much in such a little time!"- Giulia Milano

"I took norskprøve test A1-A2 after the course and I got positive results. I found that my speaking and writing skills have progressed - couldn't have achieved that without this course. Keep up the great work!" - Aleksandar Bozic

"An excellent Norwegian course with an amazing teacher. Excellent methodology and system that drives you in a simple and organized manner until you are able to understand and speak Norwegian at A1 level. Great atmosphere!

Totally recommended! At the end of the second week I understood the Norwegian language structure, I was able to understand most of a day-to-day conversation, write and speak". - Cesar Padron

Choose your  desired package deal or cour se, and your plan, and continue to the check out page.  We are exci ted to teach you Norwegian!

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Translation of homework – English–Norwegian dictionary

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(Translation of homework from the PASSWORD English–Norwegian Dictionary © 2014 K Dictionaries Ltd)

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A Parent’s Guide To The Norwegian Education System

• July 3, 2023

Welcome to "A Parent’s Guide to the Norwegian Education System." If you are a parent considering or currently living in Norway, this article will provide you with valuable insights into the unique features and structure of the Norwegian education system. With its emphasis on equality, inclusivity, and individual development, understanding how it works is crucial for your child’s success.

In this guide, we will explore the structure of the Norwegian education system and delve into the curriculum followed by Norwegian schools. We will also highlight some of the unique features that set this system apart from others around the world. Additionally, we will discuss parental involvement in Norwegian schools and how you can actively participate in your child’s educational journey.

Transitioning to a new education system can be challenging for both parents and children. Therefore, we have included resources and support available to help you navigate this process smoothly.

By familiarizing yourself with the Norwegian education system, you can make informed decisions about your child’s education and ensure they receive high-quality learning opportunities. Let’s begin exploring what makes Norway’s educational landscape so exceptional!

Structure of the Norwegian Education System

The Norwegian education system is designed to provide a comprehensive and inclusive learning environment for all students, allowing them to thrive and reach their full potential. The curriculum structure in Norwegian schools is based on a combination of national guidelines and local autonomy. The national guidelines outline the core subjects that all students must study, such as mathematics, language arts, social sciences, natural sciences, physical education, and foreign languages. These core subjects are complemented by elective courses that allow students to explore their interests and develop specialized skills.

Teaching methods in Norwegian schools emphasize active learning and student participation. Teachers encourage critical thinking, problem-solving, and collaboration among students. They use a variety of instructional strategies including lectures, discussions, group work, projects, and hands-on activities. Technology is also integrated into the teaching process with the use of computers, interactive whiteboards, educational software, and online resources.

Furthermore, the Norwegian education system places great importance on individualized learning and differentiated instruction. Teachers adapt their teaching methods to meet the diverse needs of students in their classrooms. They provide support for struggling learners through additional resources or targeted interventions while challenging high-achieving students with advanced coursework or enrichment activities.

In conclusion transition sentence: Moving forward to the next section about ‘curriculum in Norwegian schools’, it is important to understand how these teaching methods align with the overall goals of the education system in Norway.

Curriculum in Norwegian Schools

In Norwegian schools, the curriculum is designed to provide students with a well-rounded education. Core subjects such as mathematics, science, and language are emphasized to ensure a strong foundation in essential knowledge and skills. Additionally, students have the opportunity to choose elective subjects based on their interests and career goals, allowing for personalized learning experiences. The curriculum also places a significant emphasis on developing practical skills, with an emphasis on hands-on learning and real-world applications of knowledge.

Core Subjects

When it comes to core subjects in the Norwegian education system, you’ll find that they play a crucial role in shaping your child’s academic foundation. The teaching methods used for these subjects are research-based and focus on active learning and student engagement. Teachers often use a variety of techniques such as group work, project-based learning, and hands-on activities to ensure that students develop a deep understanding of the subject matter. Assessment techniques also vary, with teachers using both formative and summative assessments to gauge student progress. These may include tests, quizzes, presentations, or portfolios. By providing a solid knowledge base and developing essential skills like critical thinking and problem-solving, core subjects lay the groundwork for your child’s future academic success. As we move into discussing elective subjects, it is important to recognize how these core subjects provide a strong foundation for further exploration and specialization.

Elective Subjects

Elective subjects offer students the opportunity to explore their passions and interests, allowing them to shape their educational journey in a way that is unique to them. in the norwegian education system, students have a wide range of subject options to choose from as electives. these can include music, art, drama, physical education, foreign languages, and more. the emphasis on student choice ensures that each individual can pursue their specific areas of interest and develop skills beyond the core subjects..

By offering elective subjects, the Norwegian education system recognizes that not all students learn best in the same way or have the same interests. This personalized approach allows students to engage more deeply with their studies and fosters a sense of ownership over their educational experience. It also encourages creativity and critical thinking by providing opportunities for students to explore different disciplines.

As we move into the subsequent section about ‘focus on practical skills’, it is important to note how elective subjects contribute to this aspect of learning in Norway’s education system.

Focus on Practical Skills

Immerse yourself in a hands-on learning experience as you acquire practical skills that are applicable to real-world situations. The Norwegian education system places a strong emphasis on integrating vocational training into the curriculum, ensuring students develop skills that can be readily applied in everyday life. By offering a range of practical subjects such as woodworking, cooking, and mechanics, Norwegian schools aim to equip students not only with theoretical knowledge but also with the ability to navigate and excel in various practical scenarios.

To illustrate the significance of practical skills in the Norwegian education system, consider the following table:

Through this focus on practical skills, Norway ensures that its students are well-prepared for challenges they may encounter beyond the classroom. Transitioning into the subsequent section about unique features of the Norwegian education system, it is evident that this commitment to practicality sets it apart from other systems worldwide.

Unique Features of the Norwegian Education System

In the Norwegian education system, there is a strong emphasis on equality and inclusion. Schools strive to create an environment where every student feels valued and included, regardless of their background or abilities. Outdoor and nature-based learning is another unique feature of the Norwegian education system, as it allows students to connect with nature and learn valuable life skills through hands-on experiences. Additionally, the Norwegian education system places great importance on supporting individual learning needs, ensuring that every student receives the necessary resources and accommodations to thrive academically.

Emphasis on Equality and Inclusion

Norwegian schools place a strong emphasis on equality and inclusion, ensuring that every student feels valued and supported. This commitment to equity initiatives is evident in various aspects of the education system. Special education programs are available to cater to students with diverse learning needs, providing them with necessary support to thrive academically. Additionally, schools actively promote equal opportunities for all students by creating an inclusive environment where diversity is celebrated. This inclusivity extends beyond the classroom as well, with efforts made to involve parents and guardians in decision-making processes. Students from different socio-economic backgrounds are given equal access to educational resources, reducing disparities and promoting fairness. By prioritizing equality and inclusion, Norwegian schools foster a supportive learning environment that benefits all students.

• Inclusive classrooms that value diversity
• Supportive special education programs
• Active involvement of parents/guardians in decision-making processes
• Equal access to educational resources for students from different backgrounds
• Efforts made to reduce disparities and promote fairness

This focus on equality seamlessly transitions into the subsequent section about ‘outdoor and nature-based learning,’ as Norwegian schools also prioritize providing equal opportunities for students through these unique educational experiences.

Outdoor and Nature-based Learning

Experience the transformative power of outdoor and nature-based learning in Norwegian schools, where students are immersed in hands-on activities that foster a deep connection with the environment. Outdoor education is an integral part of the curriculum, providing numerous benefits for students. Research has shown that nature-based learning enhances cognitive skills, creativity, and problem-solving abilities. Being outdoors also promotes physical health and well-being, as students engage in active play and exercise.

Moreover, exposure to nature has been linked to improved mental health outcomes, such as reduced stress levels and increased attention span. Nature-based learning allows children to develop a sense of stewardship towards the environment by instilling values like sustainability and conservation.

Norwegian schools prioritize outdoor education because it complements traditional classroom instruction by offering real-world applications of academic concepts. This holistic approach to education not only broadens students’ knowledge but also fosters a lifelong appreciation for the natural world.

Transitioning into the subsequent section about ‘support for individual learning needs,’ Norwegian schools recognize that every child is unique and requires personalized attention to thrive academically.

Support for Individual Learning Needs

Discover how personalized attention and tailored support in Norwegian schools can empower you to thrive academically and reach your full potential. The Norwegian education system places a strong emphasis on meeting the individual learning needs of each student through a variety of strategies, such as differentiated instruction and individualized support. This approach recognizes that students have unique strengths, challenges, and learning styles, and aims to provide them with the tools and resources they need to succeed.

To better understand how personalized support works in Norwegian schools, consider the following table:

By tailoring instruction to meet each student’s needs, Norwegian schools promote inclusivity and foster an environment where all students can thrive academically. This commitment to individualized support sets the stage for successful educational experiences.

Transitioning into the next section about parental involvement in Norwegian schools: Understanding the importance of parental involvement in your child’s education is crucial for maximizing their academic success.

Parental Involvement in Norwegian Schools

Get ready to be actively involved in your child’s education and school life in Norway. Parental involvement is highly valued in Norwegian schools, as it is believed to have a positive impact on children’s academic achievement and overall well-being. One key aspect of parental involvement is parent-teacher collaboration. Norwegian schools encourage parents to maintain open lines of communication with their child’s teachers, attending regular parent-teacher meetings and participating in school activities. This collaboration allows parents to stay informed about their child’s progress, discuss any concerns or challenges, and work together with the teacher to support the child’s learning needs.

Another way parents can get involved in their child’s education is by providing guidance in homework. In Norway, homework is seen as an opportunity for students to practice what they have learned at school and develop independent study skills. As a parent, you can play an active role by helping your child establish good study habits, create a quiet and organized workspace at home, and provide assistance when needed. However, it is important to strike a balance between supporting your child and allowing them to take responsibility for their own learning.

Transitioning into the Norwegian education system may seem overwhelming at first but rest assured that there are resources available to help you navigate this process smoothly.

Transitioning to the Norwegian Education System

When enrolling your child in a Norwegian school, it is important to understand the process and requirements. Language requirements may vary depending on the age and level of your child, but support is often provided for non-Norwegian speakers. Cultural adjustment and integration are also crucial aspects to consider, as adapting to a new education system and environment can be challenging for both you and your child.

Enrolling Your Child in School

Are you ready to embark on the exciting journey of enrolling your child in a Norwegian school? Transitioning to a new environment can be challenging, but with proper support and guidance, your child will have an easier time adapting to the new school culture. Enrolling your child in a Norwegian school is a straightforward process that typically involves filling out an application form and providing necessary documentation such as proof of residency and identification. To give you a better understanding of this process, refer to the table below:

Once you have completed the enrollment process, it’s important to consider language requirements and support for your child.

Language Requirements and Support

Once your child is enrolled, it’s important to ensure they receive the necessary language support and meet the language requirements. The Norwegian education system recognizes the importance of bilingualism and offers language immersion programs to assist non-native speakers in becoming proficient in Norwegian. These programs provide intensive instruction in Norwegian while maintaining instruction in the student’s native language. Bilingual education strategies are also employed, where subjects are taught in both Norwegian and the student’s native language to facilitate comprehension and academic success.

Language requirements vary depending on the school level and municipality, but generally, students are expected to demonstrate a certain level of proficiency in Norwegian. This can be assessed through tests or interviews conducted by school authorities.

By providing targeted language support through immersion programs and bilingual education strategies, schools aim to help students integrate into their new academic environment successfully.

Moving forward into cultural adjustment and integration, it is crucial for parents to understand how schools promote inclusivity among diverse student populations.

Cultural Adjustment and Integration

Embrace the challenge of cultural adjustment and seamlessly integrate into your new school environment. Cultural adaptation is an essential aspect of successfully navigating the Norwegian education system. It involves understanding and embracing the cultural norms, customs, and values of the local community. Engaging with the community is crucial for both you and your child to feel a sense of belonging and acceptance.

To help you better understand this concept, consider the following table:

By actively participating in these activities, you can foster a deeper connection with your child’s school community while also gaining valuable insights into Norwegian culture.

Transitioning to the subsequent section about ‘resources and support for parents’, it is important to recognize that these resources play a vital role in facilitating cultural adjustment and integration.

Resources and Support for Parents

Navigating the Norwegian education system can be much easier with the right resources and support for parents. As a parent, it is important to have access to information and guidance in order to effectively support your child’s education journey. Fortunately, there are several resources available in Norway that can assist you in this process.

One valuable resource for parents is parental workshops. These workshops provide an opportunity for parents to learn about various aspects of the Norwegian education system and gain insights into how they can best support their children’s learning. Workshops may cover topics such as understanding the curriculum, effective communication with teachers, and strategies for helping children with homework. By attending these workshops, parents can acquire practical knowledge and tools that can enhance their involvement in their child’s education.

Another helpful resource for parents is online forums. Online forums provide a platform for parents to connect with each other, share experiences, and seek advice from more experienced parents or professionals. These forums are often moderated by experts who can provide reliable information and guidance on educational matters. Additionally, online forums allow parents to stay updated on relevant news and changes within the education system.

Parental workshops and online forums are valuable resources that can greatly support parents in navigating the Norwegian education system. By participating in workshops and engaging with online communities, parents can acquire knowledge, skills, and connections that will help them effectively support their children’s educational journey.

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Primary and lower secondary school in Norway

Right to a place in a Norwegian primary or lower secondary school

Primary and lower secondary education in Norway is compulsory. If you are staying in Norway for more than three months, and have children of primary and lower secondary education age, contact the municipality in which you are to live to enrol the child in school. The parents must actively enrol the child in the school.

All state-run primary and lower secondary education in Norway is free of charge, and is financed by the municipalities. There are also a number of private primary and lower secondary schools. Contact the municipality in which you live, or are moving to, for more information about the schools there. The alternative to primary and lower secondary education is private home tuition (hjemmeundervisning).

Primary and lower secondary education is ten years, and pupils normally start school in the year of their sixth birthday. This period of education is divided into two main stages. The first seven years (Years 1-7) are called the primary level (barnetrinnet), and the three subsequent years (Years 8-10) are called the lower secondary level (ungdomstrinnet). The school must provide, for example, all necessary teaching materials and equipment. Pupils take their own lunch. 

​​​​​​​Special needs education

Pupils who do not or cannot satisfactorily benefit from the ordinary teaching are entitled to special needs education (spesialundervisning). It is the school/school owner that decides whether or not the pupil is entitled to special needs education. If the pupil or parents are not satisfied with the decision, they may submit an appeal to the County Governor (Statsforvalteren).

Special language teaching

All pupils whose mother tongue is not Norwegian or Sami are entitled to special tuition in the Norwegian language until their proficiency in Norwegian is sufficient for them to take part in the ordinary teaching. If necessary, they are also entitled to mother tongue instruction and/or subject teaching in two languages.

If there are at least three pupils with a Kven-Finnish background at primary and lower secondary schools in Troms and Finnmark, these pupils are entitled to tuition in Finnish. In the Sami district, all pupils of primary and lower secondary education age are entitled to be taught in Sami and in the Sami language.  Outside the Sami district, if at least ten pupils in a municipality request teaching in Sami and in the Sami language, they are entitled to this, as long as there are at least six pupils left in the group.

Homework help scheme and daycare facilities for schoolchildren

All pupils at primary and lower secondary level are entitled to free homework help. It is the municipality that must offer this. Participation in the homework help scheme is voluntary. Municipalities must also offer schoolchildren in Years 1-4 daycare facilities (skolefritidsordning, SFO) before and after the school day. The same applies to children with special needs in Years 1-7. The daycare scheme is also voluntary. To find out more about these schemes, contact the municipality or the individual school.

Route to school and school transport

Pupils are entitled to free school transport if the route to school is of a certain distance, if it is dangerous, or if the pupil has a disability or injury.

Holidays and school-free days

The school owner decides when there are holidays and school-free days. All Norwegian public holidays are school-free days. The municipality may also allow individual pupils leave from school for up to two weeks if this is justifiable.

Primary and lower secondary education on Svalbard

On Svalbard, it is the local authority, Longyearbyen Lokalstyre, that is responsible for teaching in Longyearbyen.

Please fill in our contact form if you have any questions or if you have encountered an obstacle in another Nordic country.

NB! If you have questions regarding the processing of a specific case or application, or other personal matters, please contact the relevant authority directly.

Related content

Electronic identification - e-ID in Norway

Authorisation and recognition of foreign qualifications in Norway

Guide: study in Norway

Public holidays in Norway

Nordic education agreements and programmes

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StarTribune

What works for kids in norway, it's a less-stressful classroom atmosphere..

This past July, our family moved to Oslo for six months. We left behind our 9-year-old son's ADHD medication, which he started taking last year. The medication did wonders for his standardized test scores, which our suburban school district seems to care about a lot. But we wanted to give him a break from the side effects, and we did not have high expectations about what he or his sister would learn in the classroom in Oslo, where instruction would be in Norwegian, a language new to them.

When our son started school in August, we weren't sure what to expect.

We didn't anticipate that his ADHD would disappear, but this is what seems to have happened. It isn't that ADHD is unknown here; 3 percent to 5 percent of Norwegian schoolchildren have it. But our son's behavior no longer fits the condition, and his teacher here sees no evidence of it. The characteristic signs — fidgeting, inattention in the classroom, weepiness over homework, trouble falling asleep at night — are gone.

Incredibly, he cannot wait to get to school each day. He is rapidly learning Norwegian. He is happy to do homework and, in fact, sometimes works ahead or asks his sister to make up math problems for him to solve. At night, he readily reads before falling asleep, something he would never do back home.

What accounts for this dramatic change? Neither his diet nor the amount of "screen time" — two factors sometimes implicated in the rise in ADHD — has changed significantly. What has changed is his school experience.

He has three recesses here, rather than just one, as in Minnesota. The school day is about an hour shorter than at home, giving him extra time to play before doing homework. He enjoys nearly two hours of unstructured, outdoor play every day here, four times more than in the United States.

His classroom experience is also very different here. His classroom is virtually free of technology. There is an interactive whiteboard, but it is not used much. The teacher has no computer; she is thus liberated from the tyranny of endless e-mail messages that teachers back home receive. She also does not grade assignments during class; with the shorter day, that can wait. The entire day, she is both physically and mentally present with her students.

Education here focuses on the "whole child." So while most of the week, our son gets instruction in the three Rs, he is also learning to cook, do needlework and dance. And every other week, regardless of weather, his class takes a half-day field trip. This usually involves a long walk to a park where they grill hot dogs and play.

Perhaps the field-trip time could be better spent in the classroom. But a recent study by the Organization for Economic Cooperation and Development suggests that Norway's education system is doing an excellent job producing a population with high literacy and numeracy. Norway ranked sixth among industrialized countries in both these categories. The United States, in contrast, ranked 16th in literacy and 21st in numeracy.

Building camaraderie, as opposed to competition, is also a goal here. This is a main reason for the field trips, the teacher explained to me; group cohesion is considered important to learning in school. This contrasts with school back home, where the kids talk about who is in which math track and at times even know each other's test scores.

The group esprit among Oslo classmates has nothing to do with ethnic homogeneity. None of the children in my son's class are native Norwegian speakers. At home they speak, variously, Urdu, Russian, Icelandic, Polish, Chinese, English and Spanish. This diversity is reflective of Oslo itself, where 30 percent of the population is composed of immigrants or children born in Norway to immigrant parents.

The day I observed our son's class, the teacher focused almost entirely on reading and writing. The students sat at their desks most of the day, with periodic breaks for a song or game. The teacher moved around the room, taking time to sit with each child and talk about his or her work. In Minnesota, our son's classroom bustles with activity, as the students move from subject to subject and from individual work to group work, to rug time, and to other classrooms. The Oslo classroom, in contrast, was placid.

In Oslo, the teacher knows each child well, in part because she has just 13 students and a full-time aide. The teacher-student ratio in our son's classroom back home is good by American standards, but twice that of his Oslo classroom.

One more difference: Our son has taken no standardized tests here and won't, as students learning Norwegian take these tests only in their second year in the school. So we only have his enthusiasm, and his teacher's evaluation of his abilities, by which to judge his educational experience here.

In January, we will return to Minnesota and to our kids' routine of testing, competitive pressures and a long school day with little play time. We're hoping that our son can somehow hang onto the love of learning that he discovered in Norway.

Rebecca Lowen teaches American history at Metropolitan State University.

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High School in Norway

Norway is a Scandinavian country made up of mountains, glaciers, and deep coastal fjords. Known for fishing, hiking, and skiing, Norway offers visitors many activities in a beautiful, historic landscape. Want to learn more about this amazing country first hand? You can with our high school study abroad programs!

Program Dates

Costs & discounts, eligibility, academic info, orientation, application process.

Our high school exchange program in Norway will enable you to immerse yourself in Norwegian culture while living with an Norwegian host family and sharing in their daily life. You will be attending a local public High school (Videregående skole 11th or 12th grade) depending on your age for the specified program period, and the availability at the local school.

You will have the opportunity to learn about Norwegian culture by actively participating in family, school and community life; and to help improve their written and oral Norwegian skills. High school abroad in Norway is a once in a lifetime experience!

Not interested in studying in Norway? How about Spain! Learn more here .

About Norway

Have you ever imagined being able to see for yourself the dramatic beauty of the Norwegian fjords and glaciers, ski or snowboard on the slopes of Scandinavian mountains, or photograph breathtaking landscapes with sunlight at midnight ? All of this is can be possible in Norway, the Scandinavian country that stretches furthest to the north, reaching the Arctic Circle. In some areas in Norway, you can see beautiful fjords and in other areas, you can enjoy breathtaking landscape and the highest mountain you will ever see. If you are very lucky, you can experience the northern lights. Norway offers great skiing areas as well.

The days are short in the winter and the sun may only rise for a few hours. In the summer the days are long and in some areas you can go for days with continuous light! Research your arrival season so that you have appropriate clothing and can be prepared for these adjustments.

Program Dates & Deadlines

Apply early and get a discount! Submit your application 45 days before the deadline to receive an Early Bird Discount.

These are the approximate start dates. Exact start dates will be provided closer to your arrival.

Academic Semester: Mid-January – Mid June

Final Deadline for Completed Applications: September 15th

Academic Semester: Mid-August – Mid-January

Academic Year:  Mid-August – Mid-June

Final Deadline for Completed Applications: April 1st

Program Costs

Discounts, scholarships & fundraising.

Early Bird Discount – $250 discount if you apply 45 days prior to the application deadline

Host Family Discount – Discount of up to $1000 for families that hosted an inbound student

Area Representative Discount – Discount of up to $500 for children of ISE Area Representatives

ISE Ambassador Scholarship – Designed for students who would like to engage deeply with their host community and reflect on their experience via blog/video contributions. 

Additional Scholarships –   We gathered a list of some additional scholarships that can help finance your dream exchange

ISE Fundraising Guide –  Check out our tips and tricks for planning your very own study abroad fundraiser.

What's Included In The Program

• Arrival Orientation
• Comprehensive medical insurance
• Support and supervision by local representative
• Host family accommodation including 2 meals a day during the week, and 3 meals a day on the weekends.
• School tuition and fees
• Progress reports sent directly to parents
• 24/7 emergency support
• ISE Tote bag, luggage tag & lanyard

Additional Expenses You Might Incur

• Personal Expenses – cell phone bills, personal spending money, travel expenses
• Transportation to airport at conclusion of program
• Extra School Fees – Uniform, class trips, extra curricular activities
• Applicants must be between 15-17, however, if they are applying for August semester or year programs, they must turn 16 before the end of the calendar year
• If applying for January semester or year programs, applicants must turn 17 before the end of the calendar year

In Norway, school typically starts at 8am. Most students walk or ride their bikes to school if they live close enough or alternatively they take the bus. If the distance is more than 6 km from the house to the school, most of the schools will give the students a free bus card. It is normal in Norway to spend around 1 hour from home to school. Lunch is normally eaten at school, at around 11am. You can bring your own lunch or you can buy food in the cafeteria.

School finishes around 3 pm. Students are expected to do 1-2 hours of homework every night. In the Norwegian school, it is required to have your own computer, so it is important that you bring a laptop to Norway. All schoolbooks are free in Norwegian schools, except notebooks, pencils and that sort of things.  You don´t need a school uniform. It is also necessary for you to bring a cell phone that can use a Norwegian sim card. If you do not have a phone like this, you have to get a new phone before departure or latest 2 weeks after arrival in Norway. 

Upon arrival in Norway, there will be a 2 day, 2 night arrival orientation in Oslo or Copenhagen. During this orientation, you will learn about the culture, language as well go on a guided city tour.

• Explore our programs, options and countries to find your best match. 
• You can submit the interest form here: Travel & Study Abroad Interest Form
• Schedule a meeting with one of our Travel & Study Abroad experts.
• Submit your application and a $200 application fee. This non-refundable fee will be applied to your overall program costs.
• Upon acceptance, you will be required to pay a deposit of 50% of the total program costs, up to $1500. The final payment is due several weeks before your departure. 

Parent FAQs

How can my child's mental health impact their program.

Moving away from your support network and into a new and unfamiliar environment can be difficult even for the most well-adjusted students. Students with pre-existing mental health conditions may find this adjustment particularly challenging, which could worsen any issues they were previously facing. 

We conduct a thorough screening of all applicants to ensure they are in the right mindset to participate. While the majority of students are eligible to participate, we may not be able to accept students who have recently struggled with mental illness and/or are reliant on medication to treat mental illness in order to protect the student’s well-being. 

Pre-existing mental health conditions include, but are not limited to:

• Severe anxiety
• Eating Disorders
• Obsessive-Compulsive Disorder

Will studying abroad help my child mature?

For students prepared to take on the challenge, absolutely. It is, however, important to consider a student’s level of maturity prior to the program because it directly impacts their success. 

Ideally, our programs will push students beyond their comfort zone and into what is referred to as their stretch zone . It’s in the stretch zone that learning, growth, and development - along with challenges and risk - occur. 

If a student is not ready and/or willing to move beyond their comfort zone, plunging into a new and unfamiliar environment could actually have an adverse effect and place them in what is referred to as the panic zone .  Parents should make an honest assessment of their child’s maturity level and understand that study abroad will not fundamentally change their child’s personality or behavior when considering the program.

What kind of support will my child receive while studying abroad?

While abroad, your child will be fully supported. First, they will receive a personal Program Manager to assist with everything from the initial request to your child’s departure. Then, they will be supported abroad by a dedicated Local Coordinator who will frequently check in on the student and provide monthly progress reports . Your child will have the contact information of their Local Coordinator and can contact them at any time. There is also a 24/7 emergency line managed out of ISE headquarters.

Can our child come home to visit during their program? Can we visit them?

No. Visits of any kind are not allowed during our programs . If you plan to visit your child, you should plan to do so after the program has ended.  

High School Program FAQs

Why participate in the high school program.

There are many benefits to attending high school abroad, including but not limited to:

• Developing new language skills
• Developing problem-solving skills
• Identifying interests to better select your college major
• Inspiring insightful college admissions essays
• Improving academic scores upon your return home
• Developing cross-cultural collaboration skills

If I must take a required class, can you guarantee I can take it abroad?

We can’t offer any guarantees that certain classes will be offered at your host school . We can provide you with general curriculum information, but often students are not able to sign up for specific classes until after they arrive in the host country. In certain instances, virtual high school options for required classes might be a useful option.

Can I take the SATs while abroad?

You will not be able to take the SATs while abroad. We highly recommend that you take the SATs prior to or after the program.

Will I receive a transcript? Will my credits from studying abroad transfer back home?

Upon successful completion of the program, everyone is guaranteed a Certificate of Attendance. Transcripts (i.e. grades) have to be earned. To earn the grades, you will have to excel in your classes abroad, in the language of your destination country. All of our high schools abroad are accredited institutions, therefore their grades are transferable to the United States. Please visit  Scholaro for more information on translating and evaluating grades from abroad. As part of the preparation process, you have to check with your guidance counselor which classes/credits you will need to graduate or to advance to your next year of high school. Some classes, such as US History might not be offered abroad, and therefore you will have to find a way to earn those credits either before your study abroad year or after. One option to consider is a virtual high school.

If I already graduated, can I still study abroad?

Yes! We offer a post-high school Gap Year Program . Visit our Gap Year Program page for more details.

Are there additional costs I should budget for?

Yes. Additional expenses to consider include (estimates):

• Stationary and school supplies: $100
• School excursions and trips: $50
• Cell phone service: $20-$50/month
• Personal expenses (shopping, movies, nights out, etc.): $300/month
• Bus pass/transportation: $10-$20/week

General FAQs

Why should i study abroad.

ISE’s Travel & Study Abroad Program will take your academic, career, and life opportunities to new levels! College admissions and employers love compelling personal growth stories, and Travel & Study Abroad will supply you with those stories.  

Some of the many benefits of participating in our programs include:

Academic & Career Benefits

• Stand out during the college admissions process
• Develop new language skills in an immersive environment
• Develop problem-solving skills
• Identify interests to better select academic & career paths
• Establish cross-cultural skills
• Improve academic scores

Personal Benefits

• Improve personal organization and time management skills
• Develop a sense of adaptability, independence, and self-reliance
• Boost self-confidence
• Learn about new lifestyles
• Experience new cuisines
• Make lifelong friends
• Gain life experience

Why study abroad with International Student Exchange?

Since 1982, our nonprofit organization has remained committed to educating future leaders and making a positive, long-lasting impact in communities.

To make cross-cultural experiences accessible to more people, we offer the best pricing available to our participants ...and we do so without compromising the quality of the experience or level of support offered . 

We assign each participant a personal Program Manager, so you’ll receive assistance throughout your entire program experience by someone you know by name. We also provide 24/7 support from our dedicated Student Services Team.

Lastly, the trusted international organizations we partner with have been trained and certified over the course of many years working to provide study abroad programs

Does studying abroad in high school help with college admissions?

“ The summer abroad experience does lend itself to some very important essays that students write. ” Deputy director of admissions for the University of Texas 

“ A lot of schools, including ours, are looking for a diverse perspective, and international experiences lend themselves to that. ” - Admissions Advisor, University of California

“ Anything that makes your application stand out is a good thing. ” - Admissions officer, University of Chicago

“ Not only does studying outside the United States help build necessary language fluency for all college-bound students, it shows those headed to elite institutions will go outside their comfort zone and expand to meet the challenge. Nothing speaks to the ethics of those institutions quite like a commitment to that kind of excellence and personal achievement. ” - Admissions Advisor, New York University

What makes someone a good exchange student?

First and foremost, program candidates should be mature, open-minded, and adaptable . Wondering if our Travel & Study Abroad Program is right for you? Check out our article Should You Study Abroad? 8 Signs You’d Make a Great Exchange Student to find out!

When can I study abroad?

During the Academic Year (Visit Our High School Programs Page for Specific Dates)

• Short Term Option (1-2 months)
• Trimester and Semester Options
• Full Year Options

During the Summer (Visit Our Summer Program Page for Specific Dates)

• Program options from 1-8 weeks

Post-High School Gap Year (Visit Our Gap Year Page for Specific Dates)

• 12-month program option

Where will I live when studying abroad?

For the majority of our programs, you’ll be living with a host family. 

A few of our programs offer boarding schools. In those cases, you will be living with other students in a dormitory.

Can I choose my host family?

We offer placements in big cities, medium-sized suburbs, and small towns. For select programs, you can choose the specific location you’d like to stay in for an added fee.  

Is airfare included in the program price?

We don’t include airfare in our pricing because we know that allowing people to shop around for the most competitive rates and convenient airport locations is best . Not to mention you might have frequent flyer miles that you could use towards the purchase of a ticket, why take that opportunity away?

You may see other programs that include flights, but it should be noted that often these flights will cost more than what participants could find on their own and/or depart from less convenient locations.

Will someone meet me at the airport?

Yes, pick up and drop-off at the airport is included in all of our programs.

Is insurance included in the program price?

Yes, a travel medical insurance policy is included in the program price for all participants.

Am I required to speak another language?

To attend a high school you must be sufficiently proficient in the native language of the country you would like to visit , but you don’t have to be fluent. Your language skills will improve quickly once you are culturally immersed! 

Don’t speak another language? Don’t worry - we offer several programs in English-speaking countries.

How do I apply to study abroad?

We try to make the application process as simple as possible. Here are the steps you should follow if you’d like to apply:

• Explore our programs, options, and countries to find your best match.
• Complete our interest form and, if applicable, let us know who referred you to us.
• Upon acceptance, you will be required to pay a deposit of 50% of the total program cost, up to $1500. The final payment is due several weeks before your departure.

Are there any payment plans available?

All program fees must be received before departure, usually 6-8 weeks before.    The usual payment schedule is: $200 student application fee, $1500 deposit before your application is forwarded to our partner in the country of choice and a remainder 6-8 weeks before departure.    Personalized installment plans are also available, where a minimum payment is set at $500.    We understand that financing a study abroad program might be challenging for some, therefore we want you to know that we are here to help as much as we can. Please visit our  Scholarship  and  Fundraising  pages for additional financing hints.

Can I travel alone or with friends when I have free time?

Minors are not permitted to travel alone or with other minors. You may travel with your host family, local representative, or with a school. Students above 18 years old, must coordinate with their host family and local representative before making any travel plans.

How can I make purchases with my spending money abroad?

Making the best decision on how to prepare for a trip to another country where different currency is used takes a bit of planning. Besides US dollar banknotes, that you can exchange anywhere in the world, most debit and credit cards are also accepted worldwide. Before leaving the US you should speak to your bank to make sure that you won’t be charged exorbitant international fees. Many banks in the US offer cards with no international or ATM fees. Also, consider inquiring about prepaid cards. Another option might be traveler’s checks that are an alternative to cash and cards. It is not very common that you will be able to open a local bank account to which you could transfer money to. However, since we live in an ever-changing world, you should never disregard this option; we encourage you to inquire about it upon your arrival. Our local representative will always be happy to assist you. Remember, never keep all of your cards and cash in one place.

No Homework in Norway

Gyri talks about the education system in Norway.

Viyasan : So Gyri, can you tell me a little bit more about the lifestyle of school in Norway? For example, I've heard you guys don't have homework, don't have standardized tests. Tell me a little bit more about how school is in Norway.

Gyri : Yeah. So, we don't have a lot of homework, that's true. When I was little, or in grade school, we had homework, but not too much. I think they changed it recently so that they almost have no homework anymore.

Viyasan : Okay.

Gyri : Also, in junior high I remember that we did have homework, but it was like, it didn't really matter if you did it or not. So it was, how I remember grade school and junior high is that it's pretty relaxed.

Viyasan : So that's very interesting, because I'm sure all around the world students who go to school have lots of homework, they have lots of classes to take, they're probably in classes for lots of hours in a day. That's pretty cool, like, do you think it's working? What are your thoughts on it?

Gyri : Well, I think Norway really wants to focus on that if we have a lot of free time then we learn better, like we'll stay motivated instead of like having to go to school and then also having to work with school when you get home. Like you should ... Norwegians, I think, mostly agree that you do school at school, and then you do other things after so you don't have to think about school all the time.

Viyasan : So there's a large emphasis on what you do outside of the classroom.

Gyri : Yeah.

Viyasan : Got it, okay.

Gyri : Yeah, 'cause I think one of the problems that we have in Norway is like motivation, maybe because, like, we're a more relaxed, or we're, yeah, we're more relaxed when it comes to education, other problems show up. So we have a lot of, yeah, we have a problem with pupils that can't focus.

Viyasan : Got it.

Gyri : And we're also, we don't have enough teachers as well. So that's a problem now in Norway, that not enough people are getting their, or becoming teachers, and there are so many students that have other needs than the rest of the students and we don't have enough teachers to follow up on all of them. So that's Norway's focus now, I think.

Gyri : To get more teachers, and have like, I think the goal is to have one teacher for every five kids.

Viyasan : Wow.

Viyasan : That's intense. Wow.

Gyri : Yeah. So everyone gets the, gets a lot of-

Viyasan : To compare and contrast with Canada at least, and Toronto, in high school there is about one student, or sorry, one teacher per 28 students.

Gyri : Oh, wow.

Viyasan : Students.

Viyasan : So it's very tough for the teacher to learn all the names, especially in the first few months, and they have to keep on doing that year, after year, after year, and every year usually it increases. So 28 turns into 30, 30 turns into 33, and so, wow, that's quite intense to see the differences. But how do you think the students are liking that approach of one teacher and five students? Do they like how that style of class is?

Gyri : I think so, because especially for some students that don't take, that don't learn as fast, they have a teacher that can help them to, yeah, and that helps their specific needs, because if you only have one teacher in like a big classroom, then the really, the kids that learn fast, they'll take everything on their own, and then you'll have like this, these bunch of kids that are lost. So I think people are pretty happy with this.

Gyri : But it's not like ... This is the goal. I think right now maybe we maybe have a teacher for every 10 pupils or something.

Viyasan : And so, for example, there's different ways for teachers to grade a student or a certain class. Of course, there's the pass or fail, very binary , you either pass the class or you fail the class, there's percentages, so you can do very well or very poor in the class, there's the bell curve , of course, and I think the last one would be, yeah, portfolio based, so that's based off of different tasks and the teacher leaves a comment of how you did and ways to improve. Which ways do you think would be best for students to learn and how do they do it in Norway?

Gyri : Well, in Norway I think they do a combination of all of them, but we definitely do a lot of the latter, the portfolio based, so you don't necessarily get a grade, but you get feedback , detailed feedback on how you did and what you need to improve. And I think that's my, I prefer that method, because it's not as, like it focuses on the learning, not on the grade.

Gyr i: And I think that's important, but grades are useful as well. Especially if you're a competitive student, I think grades are very useful. But yeah, so I think the best way to do it is to have a combination of the different types of grading systems. What about you?

Viyasan : Yeah, I agree. In Canada, well at least in Toronto, what they do is they do a mix of both the bell curve and the percentage, and so usually depending on how your class performs, for example if you're in a statistics class filled with 50 students and the average that everyone gets on a certain test is 40% out of 100%, and that usually is the case because of how difficult the class is, there usually is a bell curve so that they meet a minimum of maybe 60%, so that way students that got a 70 on it get a 90 in the class. That's some ways that teachers grade university level classes, but of course in high school usually you're given a letter grade. For example, A plus is perfect, about 90%, and then A, A minus, B, B plus, that kind of stuff, or percentages as well. And so, I think they're both very cool to compare and contrast, but I definitely do like how Norway provides comments and detailed feedback, so it's not just “Yes, you got that right,” and “No, you got that wrong,” it's “This is what you did very well,” and “You can perform even better on those areas by following some of these steps.” I think that's very beneficial, especially for young students trying to grasp a concept , and really master a certain area and find out what they like.

There's a large emphasis on what you do outside of the classroom.

An emphasis is a great importance placed on something. Notice the following:

• Business schools put a large emphasis on math skills.
• Good companies put a large emphasis on quality control.

There's the pass or fail, which is very binary .

A binary test only has a pass or fail grade. Notice the following:

• A driver's license test is usually binary.
• The test is binary. Either you pass it or your fail it.

There's the bell curve , of course

The bell curve is an even distribution of test scores that looks like a bell. Notice the following:

• In college, I was in the bottom of the bell curve.
• Students in the middle of the bell curve are passing the class.

You get feedback , detailed feedback

Feedback refers to giving analysis on how someone or something did in an evaluation. Notice the following:

• The teacher gave good feedback on the paper.
• I made changes in my report based on my feedback.

grasp a concept

Especially for young students trying to grasp a concept .

When you grasp a concept, you understand it well. Notice the following:

• In physics you need to grasp many concepts.
• I couldn't grasp the concept, so I asked for help.

master an area

They really master a certain area and find out what they like.

When you master something, you get really good at it. Notice the following:

• He is very smart. He mastered math by age 5.
• The professor is a master in that area.

Vocabulary Quiz

• One of their best practices is asking for .
• The teacher asked the students to graph a .
• It will help if you put an on the main idea of the narrative.
• The lecture will not proceed as long as there is a student who cannot the concept.
• She made sure that she will the anatomy of painting.
• If the test is , you cannot expect a third option in the results.

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