Analyzing the Impact of the “Double Reduction” Policy on Student Well-Being and Academic Performance in Urban China

Abstract

The “Double Reduction” policy, introduced in China in 2021, seeks to alleviate academic pressure on students by reducing homework loads and regulating private tutoring services. This study analyzes the policy’s impact on student well-being and academic performance in urban settings, drawing on quantitative and qualitative data from students, parents, teachers, and school administrators. The findings indicate a dual impact: a decrease in stress and anxiety levels and improvements in social behaviors and time management, but also challenges in maintaining academic discipline and performance, particularly among students preparing for high-stakes exams. While the policy promotes a more balanced approach to education, it requires further refinement and adaptive strategies to address diverse student needs effectively. The study concludes that ongoing support and monitoring are essential to achieve the policy’s long-term objectives of reducing stress while ensuring academic excellence.