Due to the excessive academic burden on Chinese primary and secondary school students, problems such as myopia, depression, and sleep deprivation have emerged. Additionally, extracurricular tutoring has hindered the development of school education and exacerbated educational inequality. As a result, China implemented the “Double Reduction” policy during the compulsory education stage to alleviate students’ homework load and reduce the burden of extracurricular tutoring, which has sparked a wave of research among scholars. This study uses China National Knowledge Infrastructure (CNKI) as the database and retrieves papers related to the Double Reduction policy published between 2013 and 2024, with a total of 886 valid documents after screening. CiteSpace software is used to analyze the selected literature. The study finds that the annual research trend on the Double Reduction policy initially shows a fluctuating increase followed by a decrease, which is primarily influenced by the policy's introduction. Furthermore, the research collaboration network is relatively sparse, with few cooperative relationships between researchers and institutions. Lastly, the research hotspots of the Double Reduction policy encompass four main areas: implementation and fundamental education reform; academic burden and classroom teaching reform; school education, family education, and societal collaboration in education; and the development of physical education and holistic education. The research trends include initial explorations of burden reduction measures, construction of policy support systems, agenda-setting studies on the Double Reduction policy, and evaluation of policy implementation and effectiveness. This study aims to provide a basis for future policy re-decision-making and policy evaluation research.