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Navigating the Semester’s Homestretch:

Easing End-of-Term Stress for Undergraduate Students

by Leanne Silva, BASc

As the semester draws to a close, a familiar guest arrives uninvited: stress. For many undergraduate students, the end of term brings a whirlwind of deadlines, exams, and the looming pressure of academic performance. It’s a season where levels of stress often tend to reach their peak, leaving many feeling overwhelmed and stretched thin. 

There are various factors that may contribute to the onset of this feeling due to the high demands and expectations of being a student. Poor sleep quality, a commonality amongst this population, has been found to be a high contributor to the stress experienced throughout the school term (Gardani et al., 2022). Students tend to work late into the night to meet deadlines or prepare for exams (Gardani et al., 2022). Whether that’s due to intense workloads, hectic schedules, or poor time management, the effects of a poor night’s sleep are substantial on both the body and mind. 

Similarly, procrastination is found to be a leading factor in students’ high stress levels, particularly near the end of a semester (Brown, 1992). The delay in tackling assignments and studying creates a backlog of tasks, leaving students to grapple with an overwhelming surge of responsibilities. The cumulative effect of procrastination manifests as heightened stress, jeopardizing academic performance and well-being.

 Many studies also suggest the correlation between anxiety and end-of-semester stress. Due to factors such as academic validation and the pressure of choosing a career, many students experience anxious feelings around their responsibilities as students (Ahmed et al., 2023). Anxiety often leads to procrastination, thus creating a cycle that intensifies stress as tasks accumulate unresolved. 

Research has consistently affirmed that high levels of stress have negative consequences on one’s physical and mental wellbeing (Lee & Kim, 2019). In tandem, our wellbeing affects our performance. As difficult it is to avoid stress altogether, it is important to be mindful of what is causing the stress as well as how to relieve it.

Whether you’re juggling final projects, preparing for exams, or simply feeling the weight of approaching deadlines, the following strategies may provide some insight and support to ensure you reach the semester’s finish line with ease and success. 

Time Management 

Techniques To avoid procrastination, try to break down tasks into smaller manageable steps, utilize productivity tools and apps, and prioritize assignments and deadlines. Practice being proactive throughout the term to avoid a long to-do list at the end. 

Effective Study Habits 

There are many different study methods, such as active recall, spaced repetition, etc., that can be utilized for increased effectiveness (Mehta et al., 2023). Creating a conducive study environment may be helpful too. It is important to find what works for you. 

Self-Care Practices 

Your wellbeing will make all the difference. Encouraging regular breaks, promoting healthy sleep patterns, and incorporating physical activity into daily routines are often effective. Studies have found significant results in the correlation between regular exercise and decreased levels of stress (Herbert, 2023). Mindfulness practices, such as meditation and deep breathing, have also shown to reduce stress and improve academic performance (Huberty et al., 2019). 

Building a Support System 

It is important to know that you are not alone in these feelings. Open communication with peers and professors can be beneficial. Seek help when needed, whether academically or emotionally. Campus resources are often available; whether that is a tutoring centre, writing lab, or mental health services, students are encouraged to utilize them. 

 

 Students should be reminded that success isn’t solely measured by academic achievements, but also by the preservation of their physical and mental well-being. By remaining mindful of stress triggers and prioritizing self-care, students empower themselves to face end-of-term challenges with resilience. Find what works best for you and don’t forget to take breaks to avoid burnout! Best of luck to all students as the semester comes to a close.

Leanne Silva, BASc
Lead Researcher and Communications Advisor

 

References
Ahmed, I., Hazell, C. M., Edwards, B., Glazebrook, C., & Davies, E. B. (2023). A systematic review and meta-analysis of studies exploring prevalence of non-specific anxiety in undergraduate university students. BMC Psychiatry, 23(1). https://doi.org/10.1186/s12888- 023-04645-8

Brown, R. T. (1992). Helping students confront and deal with stress and procrastination. Journal of College Student Psychotherapy, 6(2), 87–102. https://doi.org/10.1300/j035v06n02_09 

Gardani, M., Bradford, D. R. R., Russell, K., Allan, S., Beattie, L., Ellis, J. G., & Akram, U. (2022). A systematic review and meta-analysis of poor sleep, insomnia symptoms and stress in undergraduate students. Sleep Medicine Reviews, 61, 101565. https://doi.org/10.1016/j.smrv.2021.101565 

Herbert C. (2022). Enhancing Mental Health, Well-Being and Active Lifestyles of University Students by Means of Physical Activity and Exercise Research Programs. Frontiers in Public Health, 10, 849093. https://doi.org/10.3389/fpubh.2022.849093 

Huberty, J., Green, J., Glissmann, C., Larkey, L., Puzia, M., & Lee, C. (2019). Efficacy of the Mindfulness Meditation Mobile App "Calm" to Reduce Stress Among College Students: Randomized Controlled Trial. JMIR mHealth and uHealth, 7(6), e14273. https://doi.org/10.2196/14273 

Lee, E., & Kim, Y. (2019). Effect of university students' sedentary behavior on stress, anxiety, and depression. Perspectives in Psychiatric Care, 55(2), 164–169. https://doi.org/10.1111/ppc.12296 

 Mehta, A., Brooke, N., Puskar, A., Woodson, M. C. C., Masi, B., Wallon, R. C., & Greeley, D. A. (2023). Implementation of Spaced Repetition by First-Year Medical Students: a Retrospective Comparison Based on Summative Exam Performance. Medical Science Educator, 33(5), 1089– 1094. https://doi.org/10.1007/s40670-023-01839-3

 

 

 

 

*This information is not intended to replace psychotherapeutic and/or medical advice or practices. They are for educational purposes only.

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