Despite the pressure to take an "all-in" approach during our university years, minimizing overwork can actually yield maximum rewards in the long run
By Ardena Bašić, Opinion contributor
When you start university, everything seems a lot more challenging. Your high school teachers constantly warned about how strict professors would be, your peers spread the word about how difficult the courses are and the whole transition to this new stage of life feels incredibly intimidating.
With the fear of failure during this rather stressful point in their lives, what many first-year students turn to is an "all-in" approach. This approach could include of studying 24/7, never saying no to a party or social event due to fear of missing out, feeling the need to make friends with everyone and overall pressuring ourselves to put 100 per cent effort into all endeavours, all the time.
While this "all-in" approach seems logical in a world that tells us that hard work pays off, our success is not always guaranteed.
I personally focused all my energy on studying not only in just my first year but also in my second. This decision was motivated by the aforementioned factors of new beginnings and arduous challenges and my personal goals. As someone who desired a job in high finance or law — requiring grad school and the associated stellar achievements — I thought that any distractions or activities taken away from school and work would be impeding.
Very soon, however, the consequences of this approach become clear to me.
For one, you miss out on learning opportunities outside of your books. University is a time when we are exposed to new people, ideas and perspectives that can shape the way we think going forward; when we're trapped in the library all day, we fail to appreciate this and to build integral skills like social and emotional intelligence. As such, this "all-in" approach can limit our personal growth and development.
Secondly, we forget the importance of balance. I do not believe we are ever in a state of perfect equilibrium, but rather in a constant flow with different focuses at different points in our lives. However, making time to go for walks, read books for pleasure and not just to fill our brains, going to events and exploring Hamilton are pivotal to ensuring we are well-rounded individuals, experiencing all colours of the life we are meant to live.
Lastly, burnout, anxiety and stress are real — especially for students; the all-in approach only accelerates this fatigue and distress. Being too focused on achievement, as opposed to living, can cause us to resent the purpose of our hard work in the first place. Once this happens, it is easy to lose motivation and set yourself back, destroying the efforts of your focus and ambition.
With time and experience, I have come to embrace the "less is more" approach. You know yourself best and know how much you need to study for certain subjects and work to maintain a healthy, balanced lifestyle. Taking some time to reflect on your priorities can help you figure out how much time you need to spend in different areas of your life and how to allocate it accordingly.
Once I decided to spend my weekends with friends, breaks between classes at coffee shops and mornings at the gym, I felt clearer, healthier and more motivated to achieve my goals. Of course, there will be times when you must divert your energy elsewhere, like during exam season, but I believe that being flexible in your approach is the key to success in your dynamic university years and well beyond.
YOOHYUN PARK/MULTIMEDIA COORDINATOR
Viewing reading week strictly as a break or as solely a time for revision can be harmful for students' wellbeing
For Canadian university students, reading week is likely the most anticipated week of the semester. It is standard for most universities to give their students a week off classes and other academic engagements. For the well-being of their students, many universities promote this break as a time to recharge, catch up on missed work or even get ahead in classes.
This messaging helps to increase the appeal of this weeklong recess. However, some students have a different take on reading week. Come reading week, students may be so burnt out from the first half of the semester, from assignment after assignment, midterm after midterm, they view reading week as a complete break. They use this time to fully relax and refreshen. As I have done this every reading week I have experienced, I would also argue there are many downsides to this approach.
For some people, this approach can contribute to a sense of overwhelming guilt for not working and simply taking time to relax instead. This kind of guilt is often driven by anxiety, particularly what is known as "time anxiety.” Tim anxiety refers to the feeling of unease created by time passing and believing that it is too late to accomplish certain things.
Time does not halt while we may take a step back from our studies during the week. In fact, it goes by faster if anything. So it's important to be mindful of the extent to your relaxation as readings will continue to pile up and you will once again fall back into the perpetual cycle of burnout.
Time does not halt while we may take a step back from our studies during the week. In fact, it goes by faster if anything. So be mindful of the extent to your relaxation as readings will continue to pile up and you will once again fall back into the perpetual cycle of burnout.
Additionally, for several students, the majority of their midterms fall after the break. With no classes to attend, they may choose to cram for the back-to-back midterms that wait for them the next week. However, this leaves little room to truly recharge and can lead to students feeling even more stressed than they might during their normal schedule.
As humans, it can be hard for us to find a balance at times. In the short run, we find it much easier to commit to one or another extreme, but this can result in long-term dissatisfaction and, in this case in particular, further burnout. Students must force themselves to find a balance during this period as that is the only way they might genuinely be able to take the opportunity for relaxation that reading week is offers, all while remaining successful in our studies.
Students must force themselves to find a balance during this period as that is the only way they might genuinely be able to take the opportunity for relaxation that reading week is offers, all while remaining successful in our studies.
To start developing balance, students could set up a short to do list for yourself every day and resist the urge to pile on more tasks than you can handle. I find that at times I overestimate how much I can get done on a day free of classes. But in reality, I easily get distracted from the tasks at hand and long to do something more relaxing, especially since I have a free day.
Reading week can set students up for the gruelling two months that follow it, but it is also capable for setting students up for success for the rest of the semester. If we just try to find a school-relaxation balance during the break, we would be able to not only enjoy the break itself, but achieve much more throughout the remaining part of the semester.
The mental illness label can have tremendous impacts and we should approach it with more care
By: Frank Chen, Contributor
CW: mentions of mental illness
Veterans of university know: this late-November to mid-December stretch is not a good time of the year. As midterms wrap up and exam season ramps into full gear, this is the point where students become overwhelmed, burnt out and exhausted. Yet, we have some of the most important examinations ahead. Especially in this “unprecedented” year, the burden on students is massive, and the McMaster University community has been vocal about it.
At the forefront of this is a discussion regarding student mental health. Over the past year, the ideas of mental health and mental illness have been thrown around a lot by students. Students are increasingly expressing loneliness, reporting frustration with coursework and burning out. As a result of those feelings, I’ve seen more and more people labelling themselves as depressed or anxious. But “mental illness” is a term with a lot more weight than many people realize.
When the “mental illness” tag is put on you, it’s often seen as a fixed state — a never-ending onslaught of “bad” mental health. It becomes easy to stop appreciating the good parts of your life when you fixate on the idea that you are “mentally unfit.” Regardless of illness or not, there can be real harm done just by the label itself.
As an example, in my first year of university (which was in person), I bought into the idea that my stresses and insecurities were a form of generalized anxiety disorder. Due to this, I put boundaries on how I could or could not act based on what I thought of my own mental state. This took away so many possibilities.
Instead, I now realize how my stresses in my first year could be reframed as a normal response to a change of environment and an adaptation to university life. But regardless, my belief of having anxiety limited me and it can be incredibly easy to misjudge these negative emotions to mental illness.
Both my personal experience and some of the nuances in how students talk about mental illness illustrate an important idea: that our view of mental illness can be incredibly individualized. In stressful situations that evoke emotional responses and actions, we often miscategorize our failings to ourselves rather than a product of our environment.
For example, students often blame themselves for their grades, for not being prepared enough or for not being that star student who can simultaneously juggle many commitments. However, what we fail to consider are the social contexts that we are in that often make it difficult to achieve these standards, such as home conditions, family duties or socioeconomic status.
In stressful situations that evoke emotional responses and actions, we often miscategorize our failings to ourselves rather than a product of our environment.
Similarly, students also often talk about mental health as a dichotomous issue, as either having good or bad mental health, which inherently puts pressure on themselves to “fix” their mental states. But realistically, everyone has good and bad days, largely influenced by the events and activities taking place that day. Mental health is less a fixed state based on your own failures, but rather something that is constantly fluctuating largely influenced by your surroundings.
Our individualized view of mental illness poses danger for those caught up in it. Mental health when approached from the view that it’s the fault of the individual can often lead to a vicious cycle where mental illness can lead to self-doubt and self-hate, furthering negative self-perceptions. The label of illness can be hard to escape from, but social context is key when approaching the way you feel. Understanding that the vast majority of signs and symptoms of what you may think is illness can actually come as normal responses to stressful contexts.
It can be hard to step back and convince yourself that social contexts can play the role it does. Historically, mental health as a discipline has been rooted in individualism, harkening back to the days when disabled people, 2SLGBTQIA+ folks and others who were deemed socially undesirable were blamed for their “mental illness.”
Mental illness was used as a tool to control those who didn’t conform to social standards set at the time, their purpose was originally to condemn the individual. In part, it’s this long-standing history of individualized mental illness that contributes to why so many people still think of it this way today.
With the impending exam season, we need to be more aware of the implications of a term like “mental illness.” As we move into a stressful time for students and educators alike, I hope that we can all consider whether those negative thoughts and emotions are truly arising from mental illness or something else — because it can be very easy to misattribute feelings as disease, when there can be bigger and broader social contexts in play.
