This study investigates the implementation of China’s Double Reduction Policy (DRP), which aims to reduce excessive academic pressure on students by limiting homework and off-campus tutoring. Although the policy is intended to promote educational equity and improve students’ overall well-being, it has caused dissatisfaction among key stakeholders and continues to be debated regarding its effectiveness. Focusing on Bo Le city in Xinjiang, this study explores the preferences, challenges, and recommendations of students, teachers, parents, and school principals regarding the policy. It aims to address current gaps in the implementation of the policy. A qualitative case study design was employed, with data collected through in-depth interviews, focus group discussions, and document analysis. Findings reveal that while students enjoy reduced stress and increased leisure time, teachers experience heavier workloads and longer working hours. School principals struggle with limited resources and uneven funding, while many parents remain anxious about their children’s academic performance. The policy has also unintentionally widened educational disparities between urban and rural areas, as low-income families have fewer means to support their children’s learning outside school. Based on these challenges, stakeholders provided constructive recommendations, such as increasing government support, offering professional development for teachers, and improving the quality and diversity of after-school programs. The study provides practical implications for policymakers to improve the effectiveness of the DRP and ensure it benefits all students equitably across different regions of China.
Hu et al. (Thu,) studied this question.