As the school year comes to an end, there is a sense of urgency and stress that fills the atmosphere. Students and teachers are ready for the summer, and day by day they yearn for a quicker arrival of the summertime bliss. However, with the end of the school year comes tremendous pressure marked by final exams, projects, and the rush to finish on a high. While the strive to excel at the end of the academic year is understandable and quite common, the pressure placed on students raises concerns regarding mental health.
Academic and physical expectations at the end of the year feel overwhelming. Students, typically, force themselves to put a majority of their energy into rigorous review of year-round material to ace that final exam. Many spend hours cooped up in a room with their notes and practice problems. Additionally, projects and papers add to the workload that can bury even the most organized students. Upperclassmen feel this pressure tenfold because of the lurking college admissions process. The need to maintain high grades for transcripts and the added pressure regarding standardized tests create a frightening strain on the brain and body.
As a private school, Kingswood Oxford does not help to minimize stress for the students in our community. NYU states in its article that, “Private schools have reacted by providing more difficult classes (which may require longer hours of challenging homework), college-level classes, and extracurricular activities, as well as other opportunities for students to stand out. . . Thus schools, parents, and students may feel caught in a cycle of escalating demands and expectations, largely out of their control and driven by greater societal factors”. Being a student at a private school subconsciously increases the competition between students and the need to be better, highlighting the presence of an electric atmosphere.
Athletes also feel the pressure to do better during the end of the year. Spring teams find it hard to maintain a balance between work and play because not only do they want to perform well academically, but they also strive to win and perform better within their sport. This could range from winning the Founder’s League to finally beating that kid on your tennis team.
The high-stakes environment may promote unhealthy behavior and attitudes toward learning. It can lead to a mindset where students prioritize results over progress. The initial purpose of school was to learn how to learn, and part of that process includes understanding the knowledge passed on to you. However, now it feels as though a majority of students are just memorizing the material, rather than comprehending it for lifelong use.
Another concern is the inequity in how the end-of-the-year pressure affects different grades. Underclassmen feel a bit more at ease with the last few days of school rolling in. They don’t overstretch their energy towards their various commitments. Even seniors feel a bit of relief with the end of their high school career, and the excitement of what college holds. On the other hand, juniors are bombarded with responsibilities. They are hit with the confusing and dreadful college process and realize even the smallest action can have a big impact on their future.
While the end of the year pressure for students is driven by academic and athletic excellence, the current approach and process to achieve said excellence is unhealthy and detrimental to the well-being of students.
