University life is an exciting journey filled with new experiences and opportunities for personal development. However, it can also be a major source of stress for many students. Balancing the pressure of school, social life, work, and personal goals can lead to high levels of stress, which, if not managed well, can negatively impact one’s mental health and academic performance. Recent research highlights the importance of effective stress management strategies personalized to the needs of university students.
Stress among university students is multifaceted, deriving from various sources such as academic pressures, financial concerns, social relationships, and uncertainty about the future. A study by Denovan and Macaskill (2017) highlights that academic stressors, including exams, deadlines, and the pressure to perform, are among the most significant sources of stress for students. Moreover, transitioning to university life can be very challenging, with students often experiencing a sense of isolation and difficulty in balancing their new-found independence with academic responsibilities.
Strategies for Managing Stress
Effective time management is crucial for reducing academic stress. A study conducted at the University of Toronto emphasized the benefits of planning and prioritizing tasks to enhance productivity and reduce procrastination (Klassen et al., 2008). Students are encouraged to create a structured schedule, assigning specific times for studying, relaxation, and social activities. This balance is essential for maintaining mental health and ensuring academic success.
Mindfulness and relaxation techniques have been shown to significantly reduce stress levels among university students. A Canadian study by Dvořáková et al. (2017) demonstrated that mindfulness-based stress reduction (MBSR) programs could decrease symptoms of anxiety and depression, improving overall well-being. Techniques such as deep breathing, meditation, and yoga can help students stay present and grounded, reducing feelings of overload and anxiety.
Regular physical activity is a powerful stress reliever. The University of British Columbia conducted a study that revealed students who engaged in regular physical activity reported lower stress levels and improved mood (Stubbs et al., 2017). Exercise releases endorphins, which are natural mood lifters, and helps distract the mind from daily worries. Even short bursts of activity, such as walking or cycling, can have immediate stress-reducing effects.
Building a supportive social circle is essential for managing stress. Research from McGill University found that students with a strong social support system experienced lower levels of stress and were better able to cope with academic pressures (Hefner and Eisenberg, 2009). Engaging in social activities, joining clubs or groups, and maintaining open communication with family and friends can provide emotional support and limit feelings of isolation. Seeking professional support is also very important for students experiencing overwhelming stress or mental health issues. Canadian universities offer various mental health services, including counseling and therapy, which can provide students with the tools and strategies to manage stress effectively.
In conclusion, managing stress is essential for the well-being and academic achievement of university students. By implementing effective time management strategies, engaging in mindfulness and physical activities, building a strong social support network, and seeking professional help when needed, students can navigate the challenges of university life more effectively. It is necessary for educational institutions to provide resources and support to help students develop these skills, promoting a healthier, more balanced approach to university life.
Marisha Sai Jasmine Sahatoo, University Of Waterloo
Bachelor of Applied Science (in progress)
Student-intern, Rooted & Rising Psychotherapy
References
Denovan, A., & Macaskill, A. (2017). Stress and subjective well-being among first year UK undergraduate students. Journal of Happiness Studies, 18(2), 505-525.
Dvořáková, K., Kishida, M., Li, J., Elavsky, S., Broderick, P. C., Agrusti, M. R., & Greenberg, M. T. (2017). Promoting healthy transition to college through mindfulness training with first-year college students: Pilot randomized controlled trial. Journal of American College Health, 65(4), 259-267.
Hefner, J., & Eisenberg, D. (2009). Social support and mental health among college students. American Journal of Orthopsychiatry, 79(4), 491-499.
Klassen, R. M., Krawchuk, L. L., Lynch, S. L., & Rajani, S. (2008). Procrastination and motivation of undergraduates with learning disabilities: A mixed-methods inquiry. Learning Disabilities Research & Practice, 23(3), 137-147.
Reavley, N. J., & Jorm, A. F. (2010). Prevention and early intervention to improve mental health in higher education students:
*This information is not intended to replace psychotherapeutic and/or medical advice or practices. They are for educational purposes only.
