Student Perspective: School is Starting, Please Send Help!

Student Perspective: School is Starting, Please Send Help!

This student-authored post is part of a series that highlights student perspectives around learning and executive function in the classroom.

Many students, myself included, are facing increased stress as the school year begins. Even before school starts, students are already stressed with summer work.

More Work, Less Choice

Every year it seems that the work assigned in the summer has grown in quantity. When I was younger, we were told the goal of summer work was just to encourage us to read. But in high school, there is more work and fewer choices.

Stressful Timing

Summer school work poses an issue as I try to balance my summer activities with this work. The school intends for summer work to be done slowly throughout the whole summer. However, being tested on most of this work makes it even worse, because I have to do it in the last two or three weeks of summer, so I don’t forget the content. This leaves me stressed about the tests I will have on the first or second day of classes.

0 to 100!

It’s standard for the first couple weeks of school to be stressful; getting used to a school schedule again and seeing people I haven’t seen for three months are just a few of the stressors. Coming back to school feels like being dropped into a new environment. I like to think of it like a fish being dropped in cold water. Usually, you raise and lower the temperature of fish tanks slowly, so the fish isn’t shocked by the temperature change. But going back to school is an abrupt change, and it is overwhelming.

I’ve only explained a few reasons why going back to school can be so stressful for students. It is important that teachers, parents, and anyone supporting a high schooler be aware of students’ emotions and heightened anxiety during this time.

  • C. Solomon, Student Contributor

SMARTS Executive Function Curriculum:

Research Institute for Learning and Development:

The Institute for Learning and Development: