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Feeling overwhelmed by your nightly homework grind? You’re not alone. Our Student Life in America survey results show that teens spend a third of their study time feeling worried, stressed, or stuck. If you’re spending close to four hours a night on your homework (the national average), that’s over an hour spent spent feeling panicky and still not getting your work done. Homework anxiety can become a self-fulfilling prophecy: If you’re already convinced that calculus is unconquerable, that anxiety can actually block your ability to learn the material.

Whether your anxiety is related to handling your workload (we know you’re getting more homework than ever!), mastering a particular subject like statistics, or getting great grades for your college application, stress doesn’t have to go hand-in-hand with studying .

In fact, a study by Stanford University School of Medicine and published in The Journal of Neuroscience shows that a student’s fear of math (and, yes, this fear is completely real and can be detectable in scans of the brain) can be eased by a one-on-one math tutoring program. At The Princeton Review this wasn’t news to us! Our online tutors are on-call 24/7 for students working on everything from AP Chemistry to Pre-Calc. Here’s a roundup of what our students have to say about managing homework stress by working one-one-one with our expert tutors .

1. Work the Best Way for YOU

From the way you decorate your room to the way you like to study, you have a style all your own:

"I cannot thank Christopher enough! I felt so anxious and stressed trying to work on my personal statement, and he made every effort to help me realize my strengths and focus on writing in a way that honored my personality. I wanted to give up, but he was patient with me and it made the difference."

"[My] tutor was 1000000000000% great . . . He made me feel important and fixed all of my mistakes and adapted to my learning style . . . I have so much confidence for my midterms that I was so stressed out about."

"I liked how the tutor asked me how was I starting the problem and allowed me to share what I was doing and what I had. The tutor was able to guide me from there and break down the steps and I got the answer all on my own and the tutor double checked it... saved me from tears and stress."

2. Study Smarter, Not Harder

If you’ve read the chapter in your history textbook twice and aren’t retaining the material, don’t assume the third time will be the charm. Our tutors will help you break the pattern, and learn ways to study more efficiently:

"[My] tutor has given me an easier, less stressful way of seeing math problems. It is like my eyes have opened up."

"I was so lost in this part of math but within minutes the tutor had me at ease and I get it now. I wasn't even with her maybe 30 minutes or so, and she helped me figure out what I have been stressing over for the past almost two days."

"I can not stress how helpful it is to have a live tutor available. Math was never and still isn't my favorite subject, but I know I need to take it. Being able to talk to someone and have them walk you through the steps on how to solve a problem is a huge weight lifted off of my shoulder."

3. Get Help in a Pinch

Because sometimes you need a hand RIGHT NOW:

"I was lost and stressed because I have a test tomorrow and did not understand the problems. I fully get it now!"

"My tutor was great. I was freaking out and stressed out about the entire assignment, but she really helped me to pull it together. I am excited to turn my paper in tomorrow."

"This was so helpful to have a live person to validate my understanding of the formulas I need to use before actually submitting my homework and getting it incorrect. My stress level reduced greatly with a project deadline due date."

4. Benefit from a Calming Presence

From PhDs and Ivy Leaguers to doctors and teachers, our tutors are experts in their fields, and they know how to keep your anxiety at bay:

"I really like that the tutors are real people and some of them help lighten the stress by making jokes or having quirky/witty things to say. That helps when you think you're messing up! Gives you a reprieve from your brain jumbling everything together!"

"He seemed understanding and empathetic to my situation. That means a lot to a new student who is under stress."

"She was very thorough in explaining her suggestions as well as asking questions and leaving the changes up to me, which I really appreciated. She was very encouraging and motivating which helped with keeping me positive about my paper and knowing that I am not alone in my struggles. She definitely eased my worries and stress. She was wonderful!"

5. Practice Makes Perfect

The Stanford study shows that repeated exposure to math problems through one-on-one tutoring helped students relieve their math anxiety (the authors’ analogy was how a fear of spiders can be treated with repeated exposure to spiders in a safe environment). Find a tutor you love, and come back to keep practicing:

"Love this site once again. It’s so helpful and this is the first time in years when I don’t stress about my frustration with HW because I know this site will always be here to help me."

"I've been using this service since I was in seventh grade and now I am a Freshman in High School. School has just started and I am already using this site again! :) This site is so dependable. I love it so much and it’s a lot easier than having an actual teacher sitting there hovering over you, waiting for you to finish the problem."

"I can always rely on this site to help me when I'm confused, and it always makes me feel more confident in the work I'm doing in school."

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10 Effective Tips on How to Reduce Homework Stress

Wondering how to reduce homework stress? You're not alone, as students of all ages and grades often grapple with this issue. 

The pressure to get good grades, finish homework on time, and keep up with different tasks can make you lose sleep, feel anxious, and even make you sick. This blog post is here to help you handle all that stress. 

We're going to explore ways to reduce homework stress, why taking notes can help, and answer some common questions about dealing with homework stress. So, let's get started on making schoolwork less stressful!

10 Ways to Deal With Homework Stress

Understanding how to deal with homework stress is key. Here are ten tried-and-true methods to help you cope effectively.

The first line of defense against homework stress is a well-thought-out plan. A homework schedule serves as your blueprint for academic success. It helps ensure that you're not cramming at the last minute and makes it easier to study . 

Use digital tools like Google Calendar or traditional planners to map out your study plan. The act of planning itself can alleviate stress by giving you a sense of control over your tasks.

1. Prioritize Tasks

Not all assignments are created equal. Some carry more weight in your grades, while others are crucial for mastering the subject matter. As a result, it’s important to prioritize these tasks to focus your energy where it counts the most. 

Use the Eisenhower Box technique to categorize tasks into urgent-important, important-not urgent, urgent-not important, and neither. This will help you allocate your time and resources more efficiently.

2. Take Short Breaks

It's a common misconception that working for extended periods without a break is a sign of dedication. In reality, it's a recipe for burnout. Short breaks can rejuvenate your mind, improving focus and productivity. 

Techniques like the Pomodoro Technique , which involves 25-minute work intervals followed by five-minute breaks, can be particularly effective.

3. Exercise Regularly

Physical activity is not just good for your body; it's excellent for your mind too. Exercise releases endorphins, which are natural stress relievers. Even a brisk 15-minute walk can significantly reduce stress and improve your mood. Incorporate regular exercise into your routine to keep stress at bay.

4. Reach Out for Help

There's no shame in seeking assistance when you're grappling with a tough issue. Whether it's from a teacher, a peer, or an online educational platform, outside viewpoints can offer invaluable guidance. Overall, there are a ton of advantages of tutoring . 

In fact, our tutoring services specialize in providing personalized, one-on-one support to help you overcome academic challenges. By turning to our team of experts, you not only save time but also alleviate the stress that comes with feeling stuck.

5. Use Technology Wisely

In this digital age, technology can be a double-edged sword. While it can be a source of distraction, it can also be a valuable ally in your academic journey. 

Educational platforms, both apps and websites, provide a wide array of resources to aid your learning journey. For instance, you can find apps that help you solve complex math equations or websites that assist you in refining your grammar. While these tools can be incredibly beneficial, it's important to strike a balance and not become too dependent on them. 

For example, you might use a math app to understand the steps of solving a quadratic equation but try to practice solving some on your own afterward. Similarly, a grammar checker can help you identify errors in your writing, but you should also make an effort to understand the rules behind those corrections.

6. Create a Study Environment

Your study environment plays a pivotal role in your academic performance. A clutter-free, quiet space can significantly enhance your focus and efficiency. Invest time in creating a study sanctuary equipped with all the supplies you'll need. This preparation can go a long way in reducing stress.

7. Practice Mindfulness

Mindfulness techniques, such as meditation and deep-breathing exercises, can help you become more aware of your thoughts and feelings. This heightened awareness makes it easier to control your stress levels. Even a few minutes of mindfulness practice can make a world of difference.

8. Stay Organized

Being organized goes beyond just maintaining a clean study area; it also involves systematically managing your study materials. Utilize physical folders and binders or opt for digital solutions like note-taking apps to keep your notes, assignments, and resources well-arranged. 

For example, apps like Evernote and Microsoft OneNote can be excellent tools for getting organized. They allow you to create different notebooks for various subjects, attach files, and even collaborate with others. Having a well-organized system helps you locate what you need effortlessly, saving you time and reducing stress.

9. Learn From Your Mistakes

Mistakes are a natural part of the learning process. They signal areas where you might need more practice or a different approach. Instead of getting frustrated, take a moment to understand why you made a mistake. Was it a lack of understanding, a misinterpretation, or simply a slip-up? 

Once you identify the root cause, you can work on strengthening that particular skill or concept. Over time, you'll notice that your homework becomes less stressful because you're not just completing it; you're also learning from it. So, don't fear mistakes – embrace them as your homework allies.

10. Reward Yourself

Positive reinforcement can be a powerful motivator. Treat yourself to small rewards after completing challenging tasks or reaching milestones. Whether it's a favorite snack, a short gaming session, or a walk in the park, these rewards can make the study process less daunting.

Why Are Note-Taking Techniques Important?

Note-taking is often misunderstood as a mere transcription activity where students jot down whatever the teacher is saying. However, this couldn't be further from the truth. Effective note-taking is an intricate skill that serves multiple functions, from aiding in comprehension to serving as a reliable study aid for future exams. 

It's not just about capturing information; it's about processing that information in a way that makes it easier to understand, remember, and apply.

The Science Behind Effective Note-Taking

When you engage in effective note-taking, you're actually participating in "active learning." This means you're not just passively absorbing information but actively processing it. This active engagement triggers cognitive functions that help in better retention and understanding. 

According to research , students who take notes perform better in exams compared to those who don't. The act of writing or typing out notes forces you to think critically about the material, thereby enhancing your understanding and ability to recall it later.

FAQs: How to Reduce Homework Stress

Discover practical tips and strategies to ease the burden of homework and make your academic journey less stressful.

1. How Can I Relieve Stress From Homework?

Stress relief comes in many forms. Techniques like deep breathing, progressive muscle relaxation, and even short physical exercises can help. Consider incorporating these into your study routine.

2. What Causes Homework Stress?

Homework stress can arise from various factors, including tight deadlines, high academic expectations, and a lack of understanding of the subject matter. Identifying the root cause can help you address it more effectively.

3. How Can I Help My Child With Homework Anxiety?

Supporting your child emotionally is crucial. Create a conducive study environment, establish a regular study routine, and consider seeking professional help like tutors or counselors if the anxiety persists.

Final Thoughts

Homework stress may seem like a hurdle, but it's one you can clear. Learning how to reduce homework stress is essential. With the right approaches and a positive mindset, you can not only handle this stress but also excel in your studies. 

Keep in mind that achieving academic success is more of a long-term race than a quick dash. By arming yourself with these proven strategies, you can make your educational journey much less stressful.

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Everyone struggles with homework sometimes, but if getting your homework done has become a chronic issue for you, then you may need a little extra help. That’s why we’ve written this article all about how to do homework. Once you’re finished reading it, you’ll know how to do homework (and have tons of new ways to motivate yourself to do homework)!

We’ve broken this article down into a few major sections. You’ll find:

• A diagnostic test to help you figure out why you’re struggling with homework
• A discussion of the four major homework problems students face, along with expert tips for addressing them
• A bonus section with tips for how to do homework fast

By the end of this article, you’ll be prepared to tackle whatever homework assignments your teachers throw at you .

So let’s get started!

How to Do Homework: Figure Out Your Struggles 

Sometimes it feels like everything is standing between you and getting your homework done. But the truth is, most people only have one or two major roadblocks that are keeping them from getting their homework done well and on time. 

The best way to figure out how to get motivated to do homework starts with pinpointing the issues that are affecting your ability to get your assignments done. That’s why we’ve developed a short quiz to help you identify the areas where you’re struggling. 

Take the quiz below and record your answers on your phone or on a scrap piece of paper. Keep in mind there are no wrong answers! 

1. You’ve just been assigned an essay in your English class that’s due at the end of the week. What’s the first thing you do?

A. Keep it in mind, even though you won’t start it until the day before it’s due  B. Open up your planner. You’ve got to figure out when you’ll write your paper since you have band practice, a speech tournament, and your little sister’s dance recital this week, too.  C. Groan out loud. Another essay? You could barely get yourself to write the last one!  D. Start thinking about your essay topic, which makes you think about your art project that’s due the same day, which reminds you that your favorite artist might have just posted to Instagram...so you better check your feed right now. 

2. Your mom asked you to pick up your room before she gets home from work. You’ve just gotten home from school. You decide you’ll tackle your chores: 

A. Five minutes before your mom walks through the front door. As long as it gets done, who cares when you start?  B. As soon as you get home from your shift at the local grocery store.  C. After you give yourself a 15-minute pep talk about how you need to get to work.  D. You won’t get it done. Between texts from your friends, trying to watch your favorite Netflix show, and playing with your dog, you just lost track of time! 

3. You’ve signed up to wash dogs at the Humane Society to help earn money for your senior class trip. You: 

A. Show up ten minutes late. You put off leaving your house until the last minute, then got stuck in unexpected traffic on the way to the shelter.  B. Have to call and cancel at the last minute. You forgot you’d already agreed to babysit your cousin and bake cupcakes for tomorrow’s bake sale.  C. Actually arrive fifteen minutes early with extra brushes and bandanas you picked up at the store. You’re passionate about animals, so you’re excited to help out! D. Show up on time, but only get three dogs washed. You couldn’t help it: you just kept getting distracted by how cute they were!

4. You have an hour of downtime, so you decide you’re going to watch an episode of The Great British Baking Show. You: 

A. Scroll through your social media feeds for twenty minutes before hitting play, which means you’re not able to finish the whole episode. Ugh! You really wanted to see who was sent home!  B. Watch fifteen minutes until you remember you’re supposed to pick up your sister from band practice before heading to your part-time job. No GBBO for you!  C. You finish one episode, then decide to watch another even though you’ve got SAT studying to do. It’s just more fun to watch people make scones.  D. Start the episode, but only catch bits and pieces of it because you’re reading Twitter, cleaning out your backpack, and eating a snack at the same time.

5. Your teacher asks you to stay after class because you’ve missed turning in two homework assignments in a row. When she asks you what’s wrong, you say: 

A. You planned to do your assignments during lunch, but you ran out of time. You decided it would be better to turn in nothing at all than submit unfinished work.  B. You really wanted to get the assignments done, but between your extracurriculars, family commitments, and your part-time job, your homework fell through the cracks.  C. You have a hard time psyching yourself to tackle the assignments. You just can’t seem to find the motivation to work on them once you get home.  D. You tried to do them, but you had a hard time focusing. By the time you realized you hadn’t gotten anything done, it was already time to turn them in. 

Like we said earlier, there are no right or wrong answers to this quiz (though your results will be better if you answered as honestly as possible). Here’s how your answers break down: 

• If your answers were mostly As, then your biggest struggle with doing homework is procrastination. 
• If your answers were mostly Bs, then your biggest struggle with doing homework is time management. 
• If your answers were mostly Cs, then your biggest struggle with doing homework is motivation. 
• If your answers were mostly Ds, then your biggest struggle with doing homework is getting distracted. 

Now that you’ve identified why you’re having a hard time getting your homework done, we can help you figure out how to fix it! Scroll down to find your core problem area to learn more about how you can start to address it. 

And one more thing: you’re really struggling with homework, it’s a good idea to read through every section below. You may find some additional tips that will help make homework less intimidating. 

How to Do Homework When You’re a Procrastinator  

Merriam Webster defines “procrastinate” as “to put off intentionally and habitually.” In other words, procrastination is when you choose to do something at the last minute on a regular basis. If you’ve ever found yourself pulling an all-nighter, trying to finish an assignment between periods, or sprinting to turn in a paper minutes before a deadline, you’ve experienced the effects of procrastination. 

If you’re a chronic procrastinator, you’re in good company. In fact, one study found that 70% to 95% of undergraduate students procrastinate when it comes to doing their homework. Unfortunately, procrastination can negatively impact your grades. Researchers have found that procrastination can lower your grade on an assignment by as much as five points ...which might not sound serious until you realize that can mean the difference between a B- and a C+. 

Procrastination can also negatively affect your health by increasing your stress levels , which can lead to other health conditions like insomnia, a weakened immune system, and even heart conditions. Getting a handle on procrastination can not only improve your grades, it can make you feel better, too! 

The big thing to understand about procrastination is that it’s not the result of laziness. Laziness is defined as being “disinclined to activity or exertion.” In other words, being lazy is all about doing nothing. But a s this Psychology Today article explains , procrastinators don’t put things off because they don’t want to work. Instead, procrastinators tend to postpone tasks they don’t want to do in favor of tasks that they perceive as either more important or more fun. Put another way, procrastinators want to do things...as long as it’s not their homework! 

3 Tips f or Conquering Procrastination 

Because putting off doing homework is a common problem, there are lots of good tactics for addressing procrastination. Keep reading for our three expert tips that will get your homework habits back on track in no time. 

#1: Create a Reward System

Like we mentioned earlier, procrastination happens when you prioritize other activities over getting your homework done. Many times, this happens because homework...well, just isn’t enjoyable. But you can add some fun back into the process by rewarding yourself for getting your work done. 

Here’s what we mean: let’s say you decide that every time you get your homework done before the day it’s due, you’ll give yourself a point. For every five points you earn, you’ll treat yourself to your favorite dessert: a chocolate cupcake! Now you have an extra (delicious!) incentive to motivate you to leave procrastination in the dust. 

If you’re not into cupcakes, don’t worry. Your reward can be anything that motivates you . Maybe it’s hanging out with your best friend or an extra ten minutes of video game time. As long as you’re choosing something that makes homework worth doing, you’ll be successful. 

#2: Have a Homework Accountability Partner 

If you’re having trouble getting yourself to start your homework ahead of time, it may be a good idea to call in reinforcements . Find a friend or classmate you can trust and explain to them that you’re trying to change your homework habits. Ask them if they’d be willing to text you to make sure you’re doing your homework and check in with you once a week to see if you’re meeting your anti-procrastination goals. 

Sharing your goals can make them feel more real, and an accountability partner can help hold you responsible for your decisions. For example, let’s say you’re tempted to put off your science lab write-up until the morning before it’s due. But you know that your accountability partner is going to text you about it tomorrow...and you don’t want to fess up that you haven’t started your assignment. A homework accountability partner can give you the extra support and incentive you need to keep your homework habits on track. 

#3: Create Your Own Due Dates 

If you’re a life-long procrastinator, you might find that changing the habit is harder than you expected. In that case, you might try using procrastination to your advantage! If you just can’t seem to stop doing your work at the last minute, try setting your own due dates for assignments that range from a day to a week before the assignment is actually due. 

Here’s what we mean. Let’s say you have a math worksheet that’s been assigned on Tuesday and is due on Friday. In your planner, you can write down the due date as Thursday instead. You may still put off your homework assignment until the last minute...but in this case, the “last minute” is a day before the assignment’s real due date . This little hack can trick your procrastination-addicted brain into planning ahead! 

If you feel like Kevin Hart in this meme, then our tips for doing homework when you're busy are for you. 

How to Do Homework When You’re too Busy

If you’re aiming to go to a top-tier college , you’re going to have a full plate. Because college admissions is getting more competitive, it’s important that you’re maintaining your grades , studying hard for your standardized tests , and participating in extracurriculars so your application stands out. A packed schedule can get even more hectic once you add family obligations or a part-time job to the mix. 

If you feel like you’re being pulled in a million directions at once, you’re not alone. Recent research has found that stress—and more severe stress-related conditions like anxiety and depression— are a major problem for high school students . In fact, one study from the American Psychological Association found that during the school year, students’ stress levels are higher than those of the adults around them. 

For students, homework is a major contributor to their overall stress levels . Many high schoolers have multiple hours of homework every night , and figuring out how to fit it into an already-packed schedule can seem impossible. 

3 Tips for Fitting Homework Into Your Busy Schedule

While it might feel like you have literally no time left in your schedule, there are still ways to make sure you’re able to get your homework done and meet your other commitments. Here are our expert homework tips for even the busiest of students. 

#1: Make a Prioritized To-Do List 

You probably already have a to-do list to keep yourself on track. The next step is to prioritize the items on your to-do list so you can see what items need your attention right away. 

Here’s how it works: at the beginning of each day, sit down and make a list of all the items you need to get done before you go to bed. This includes your homework, but it should also take into account any practices, chores, events, or job shifts you may have. Once you get everything listed out, it’s time to prioritize them using the labels A, B, and C. Here’s what those labels mean:

• A Tasks : tasks that have to get done—like showing up at work or turning in an assignment—get an A. 
• B Tasks : these are tasks that you would like to get done by the end of the day but aren’t as time sensitive. For example, studying for a test you have next week could be a B-level task. It’s still important, but it doesn’t have to be done right away.
• C Tasks: these are tasks that aren’t very important and/or have no real consequences if you don’t get them done immediately. For instance, if you’re hoping to clean out your closet but it’s not an assigned chore from your parents, you could label that to-do item with a C.

Prioritizing your to-do list helps you visualize which items need your immediate attention, and which items you can leave for later. A prioritized to-do list ensures that you’re spending your time efficiently and effectively, which helps you make room in your schedule for homework. So even though you might really want to start making decorations for Homecoming (a B task), you’ll know that finishing your reading log (an A task) is more important. 

#2: Use a Planner With Time Labels

Your planner is probably packed with notes, events, and assignments already. (And if you’re not using a planner, it’s time to start!) But planners can do more for you than just remind you when an assignment is due. If you’re using a planner with time labels, it can help you visualize how you need to spend your day.

A planner with time labels breaks your day down into chunks, and you assign tasks to each chunk of time. For example, you can make a note of your class schedule with assignments, block out time to study, and make sure you know when you need to be at practice. Once you know which tasks take priority, you can add them to any empty spaces in your day. 

Planning out how you spend your time not only helps you use it wisely, it can help you feel less overwhelmed, too . We’re big fans of planners that include a task list ( like this one ) or have room for notes ( like this one ). 

#3: Set Reminders on Your Phone 

If you need a little extra nudge to make sure you’re getting your homework done on time, it’s a good idea to set some reminders on your phone. You don’t need a fancy app, either. You can use your alarm app to have it go off at specific times throughout the day to remind you to do your homework. This works especially well if you have a set homework time scheduled. So if you’ve decided you’re doing homework at 6:00 pm, you can set an alarm to remind you to bust out your books and get to work. 

If you use your phone as your planner, you may have the option to add alerts, emails, or notifications to scheduled events . Many calendar apps, including the one that comes with your phone, have built-in reminders that you can customize to meet your needs. So if you block off time to do your homework from 4:30 to 6:00 pm, you can set a reminder that will pop up on your phone when it’s time to get started. 

This dog isn't judging your lack of motivation...but your teacher might. Keep reading for tips to help you motivate yourself to do your homework.

How to Do Homework When You’re Unmotivated 

At first glance, it may seem like procrastination and being unmotivated are the same thing. After all, both of these issues usually result in you putting off your homework until the very last minute. 

But there’s one key difference: many procrastinators are working, they’re just prioritizing work differently. They know they’re going to start their homework...they’re just going to do it later. 

Conversely, people who are unmotivated to do homework just can’t find the willpower to tackle their assignments. Procrastinators know they’ll at least attempt the homework at the last minute, whereas people who are unmotivated struggle with convincing themselves to do it at a ll. For procrastinators, the stress comes from the inevitable time crunch. For unmotivated people, the stress comes from trying to convince themselves to do something they don’t want to do in the first place. 

Here are some common reasons students are unmotivated in doing homework : 

• Assignments are too easy, too hard, or seemingly pointless 
• Students aren’t interested in (or passionate about) the subject matter
• Students are intimidated by the work and/or feels like they don’t understand the assignment 
• Homework isn’t fun, and students would rather spend their time on things that they enjoy 

To sum it up: people who lack motivation to do their homework are more likely to not do it at all, or to spend more time worrying about doing their homework than...well, actually doing it.

3 Tips for How to Get Motivated to Do Homework

The key to getting homework done when you’re unmotivated is to figure out what does motivate you, then apply those things to homework. It sounds tricky...but it’s pretty simple once you get the hang of it! Here are our three expert tips for motivating yourself to do your homework. 

#1: Use Incremental Incentives

When you’re not motivated, it’s important to give yourself small rewards to stay focused on finishing the task at hand. The trick is to keep the incentives small and to reward yourself often. For example, maybe you’re reading a good book in your free time. For every ten minutes you spend on your homework, you get to read five pages of your book. Like we mentioned earlier, make sure you’re choosing a reward that works for you! 

So why does this technique work? Using small rewards more often allows you to experience small wins for getting your work done. Every time you make it to one of your tiny reward points, you get to celebrate your success, which gives your brain a boost of dopamine . Dopamine helps you stay motivated and also creates a feeling of satisfaction when you complete your homework !  

#2: Form a Homework Group 

If you’re having trouble motivating yourself, it’s okay to turn to others for support. Creating a homework group can help with this. Bring together a group of your friends or classmates, and pick one time a week where you meet and work on homework together. You don’t have to be in the same class, or even taking the same subjects— the goal is to encourage one another to start (and finish!) your assignments. 

Another added benefit of a homework group is that you can help one another if you’re struggling to understand the material covered in your classes. This is especially helpful if your lack of motivation comes from being intimidated by your assignments. Asking your friends for help may feel less scary than talking to your teacher...and once you get a handle on the material, your homework may become less frightening, too. 

#3: Change Up Your Environment 

If you find that you’re totally unmotivated, it may help if you find a new place to do your homework. For example, if you’ve been struggling to get your homework done at home, try spending an extra hour in the library after school instead. The change of scenery can limit your distractions and give you the energy you need to get your work done. 

If you’re stuck doing homework at home, you can still use this tip. For instance, maybe you’ve always done your homework sitting on your bed. Try relocating somewhere else, like your kitchen table, for a few weeks. You may find that setting up a new “homework spot” in your house gives you a motivational lift and helps you get your work done. 

Social media can be a huge problem when it comes to doing homework. We have advice for helping you unplug and regain focus.

How to Do Homework When You’re Easily Distracted

We live in an always-on world, and there are tons of things clamoring for our attention. From friends and family to pop culture and social media, it seems like there’s always something (or someone!) distracting us from the things we need to do.

The 24/7 world we live in has affected our ability to focus on tasks for prolonged periods of time. Research has shown that over the past decade, an average person’s attention span has gone from 12 seconds to eight seconds . And when we do lose focus, i t takes people a long time to get back on task . One study found that it can take as long as 23 minutes to get back to work once we’ve been distracte d. No wonder it can take hours to get your homework done! 

3 Tips to Improve Your Focus

If you have a hard time focusing when you’re doing your homework, it’s a good idea to try and eliminate as many distractions as possible. Here are three expert tips for blocking out the noise so you can focus on getting your homework done. 

#1: Create a Distraction-Free Environment

Pick a place where you’ll do your homework every day, and make it as distraction-free as possible. Try to find a location where there won’t be tons of noise, and limit your access to screens while you’re doing your homework. Put together a focus-oriented playlist (or choose one on your favorite streaming service), and put your headphones on while you work. 

You may find that other people, like your friends and family, are your biggest distraction. If that’s the case, try setting up some homework boundaries. Let them know when you’ll be working on homework every day, and ask them if they’ll help you keep a quiet environment. They’ll be happy to lend a hand! 

#2: Limit Your Access to Technology 

We know, we know...this tip isn’t fun, but it does work. For homework that doesn’t require a computer, like handouts or worksheets, it’s best to put all your technology away . Turn off your television, put your phone and laptop in your backpack, and silence notifications on any wearable tech you may be sporting. If you listen to music while you work, that’s fine...but make sure you have a playlist set up so you’re not shuffling through songs once you get started on your homework. 

If your homework requires your laptop or tablet, it can be harder to limit your access to distractions. But it’s not impossible! T here are apps you can download that will block certain websites while you’re working so that you’re not tempted to scroll through Twitter or check your Facebook feed. Silence notifications and text messages on your computer, and don’t open your email account unless you absolutely have to. And if you don’t need access to the internet to complete your assignments, turn off your WiFi. Cutting out the online chatter is a great way to make sure you’re getting your homework done. 

#3: Set a Timer (the Pomodoro Technique)

Have you ever heard of the Pomodoro technique ? It’s a productivity hack that uses a timer to help you focus!

Here’s how it works: first, set a timer for 25 minutes. This is going to be your work time. During this 25 minutes, all you can do is work on whatever homework assignment you have in front of you. No email, no text messaging, no phone calls—just homework. When that timer goes off, you get to take a 5 minute break. Every time you go through one of these cycles, it’s called a “pomodoro.” For every four pomodoros you complete, you can take a longer break of 15 to 30 minutes.

The pomodoro technique works through a combination of boundary setting and rewards. First, it gives you a finite amount of time to focus, so you know that you only have to work really hard for 25 minutes. Once you’ve done that, you’re rewarded with a short break where you can do whatever you want. Additionally, tracking how many pomodoros you complete can help you see how long you’re really working on your homework. (Once you start using our focus tips, you may find it doesn’t take as long as you thought!)

Two Bonus Tips for How to Do Homework Fast

Even if you’re doing everything right, there will be times when you just need to get your homework done as fast as possible. (Why do teachers always have projects due in the same week? The world may never know.)

The problem with speeding through homework is that it’s easy to make mistakes. While turning in an assignment is always better than not submitting anything at all, you want to make sure that you’re not compromising quality for speed. Simply put, the goal is to get your homework done quickly and still make a good grade on the assignment! 

Here are our two bonus tips for getting a decent grade on your homework assignments , even when you’re in a time crunch. 

#1: Do the Easy Parts First 

This is especially true if you’re working on a handout with multiple questions. Before you start working on the assignment, read through all the questions and problems. As you do, make a mark beside the questions you think are “easy” to answer . 

Once you’ve finished going through the whole assignment, you can answer these questions first. Getting the easy questions out of the way as quickly as possible lets you spend more time on the trickier portions of your homework, which will maximize your assignment grade. 

(Quick note: this is also a good strategy to use on timed assignments and tests, like the SAT and the ACT !) 

#2: Pay Attention in Class 

Homework gets a lot easier when you’re actively learning the material. Teachers aren’t giving you homework because they’re mean or trying to ruin your weekend... it’s because they want you to really understand the course material. Homework is designed to reinforce what you’re already learning in class so you’ll be ready to tackle harder concepts later.

When you pay attention in class, ask questions, and take good notes, you’re absorbing the information you’ll need to succeed on your homework assignments. (You’re stuck in class anyway, so you might as well make the most of it!) Not only will paying attention in class make your homework less confusing, it will also help it go much faster, too.

What’s Next?

If you’re looking to improve your productivity beyond homework, a good place to begin is with time management. After all, we only have so much time in a day...so it’s important to get the most out of it! To get you started, check out this list of the 12 best time management techniques that you can start using today.

You may have read this article because homework struggles have been affecting your GPA. Now that you’re on the path to homework success, it’s time to start being proactive about raising your grades. This article teaches you everything you need to know about raising your GPA so you can

Now you know how to get motivated to do homework...but what about your study habits? Studying is just as critical to getting good grades, and ultimately getting into a good college . We can teach you how to study bette r in high school. (We’ve also got tons of resources to help you study for your ACT and SAT exams , too!)

These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links, PrepScholar may receive a commission.

Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

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August 23, 2022 , Filed Under: Uncategorized

How to Manage Homework-Related Stress

Ask students what causes them the most stress, and the conversation will likely turn to homework. Students have complained about homework for practically as long as it has existed. While some dismiss these complaints as students’ laziness or lack of organization, there’s more to it than that. Many students face a lot of pressure to succeed in school, sports, work, and other areas. Also, more teens and young adults are dealing with mental health problems, with up to 40% of college students reporting symptoms of depression and anxiety.  

Researchers and professionals debate over whether homework does more harm than good, but at least for now, homework is an integral part of education. How do students deal with heavy homework loads? It’s become common for overwhelmed students to use an essay service to help them complete their assigned tasks. Pulling all-nighters to finish assignments and study for tests is another strategy busy college students use, for better or worse. 

If you’re a student that’s struggling to get all your homework done, make sure to take care of your mental health. School is important, but your health is more important. Try the following tips to help you stay on top of your busy schedule.

Make a Schedule

Time management is an important skill, but you can’t learn it without effort. The first step to managing your time more effectively is to make a schedule and stick to it. Use a calendar, planner, or an app to write down everything you need to get done. Set reminders for due dates and set aside time each day for studying. Don’t leave assignments for the last minute. Plan to finish your work well ahead of the due date in case something unexpected happens and you need more time. Make sure your schedule is realistic. Give yourself a reasonable amount of time to complete each task. And schedule time for hobbies and social activities too. 

Find a Study Spot

Doing homework in a dedicated workspace can boost your productivity. Studying in bed could make you fall asleep, and doing homework in a crowded, noisy place can be distracting. You want to complete as much work as possible during your study sessions, so choose a place that’s free of distractions. Make sure you have everything you need within arm’s reach. Resist the temptation to check your notifications or social media feeds while you study. Put your phone in airplane mode if necessary so it doesn’t distract you. You don’t need a private office to study efficiently, but having a quiet, distraction-free place to do your homework can help you to get more done.

Get Enough Rest

An all-nighter every once in a while probably won’t do you any lasting harm. But a consistent lack of sleep is bad for your productivity and your health. Most young people need at least 7 hours of sleep every night, so make it your goal to go to bed on time. You’ll feel better throughout the day, have more energy, and improve your focus. Instead of dozing off while you’re doing homework, you’ll be more alert and productive if you get enough sleep. 

It’s also important to spend time relaxing and enjoying your favorite activities. Hang out with friends, take a walk, or watch a movie. You’ll feel less stressed if you take some time for yourself.

Don’t Shoot for Perfection

It’s tempting to try to get a perfect grade on every test or assignment. But perfectionism only causes unnecessary stress and anxiety. If you consider yourself a perfectionist, you might spend too much time on less important tasks. Prioritize your assignments and put more time and effort into the most important ones. 

Most people struggle with perfectionism because they’ve been taught they should do their best at everything. But you don’t have to go above and beyond for every assignment. That’s not to say you should turn in bad work. But putting in just enough effort to get by isn’t a bad thing. Don’t put pressure on yourself to be the best at everything. Focus on your most important assignments, and don’t spend too much time and effort perfecting the others. 

Almost all students deal with the burden of homework-related stress. No one enjoys the anxiety of having a lot of assignments due and not enough time to complete them. But take advantage of this opportunity to learn organization and self-discipline, which will help you throughout your life. Try making a schedule and don’t forget to set aside time to rest. When it’s time to study, choose a quiet place where you can concentrate. Don’t neglect your health; if you’re feeling anxious or depressed, talk to a counselor or your doctor. School stress is hard to avoid, but if you take these steps you can reduce homework anxiety and have better control of your time. 

The real voyage of discovery consists not in seeking new landscapes, but in having new eyes —  Marcel Proust

Mastering the Art of Homework: Expert Tips for a Stress-Free Study Session

2023-05-09 | By Orcam Staff

As students, parents, and teachers alike can attest, homework is a ubiquitous feature of modern education. But as much as homework is a fact of life for many students, the question of whether it causes stress remains a hotly debated topic. The importance of this topic cannot be overstated, as research has consistently shown that homework-related stress can have negative impacts on student mental health, academic performance, and overall well-being. 

In this article, we will explore the underlying causes of homework-related stress, its effects on students, and evidence-based strategies to alleviate homework-related stress and improve student well-being. By the end of this article, readers will have a clearer understanding of the issue at hand and practical tools to help manage the stress that homework can sometimes bring.

Homework is a common aspect of education that can cause stress for many students, parents, and teachers. The question of whether homework causes stress is a controversial topic. However, it is crucial to address this issue as research has consistently shown that homework-related stress can negatively impact students' mental health, academic performance, and overall well-being. One effective solution to alleviate homework-related stress is to learn how to make homework less frustrating. 

This article aims to explore the underlying causes of homework-related stress, its effects on students, and evidence-based strategies to improve student well-being. By the end of this article, readers will have gained a better understanding of the issue and practical tools to manage the stress that homework can bring.

Homework and Stress: Understanding the Causes and Effects

Homework policies: a contributing factor to student stress.

Homework can be a significant source of stress for students, leading to a range of negative effects on their mental health, academic performance, and overall well-being. Research has shown that homework policies that assign excessive amounts of homework or place unrealistic expectations on students can contribute to feelings of anxiety and stress.

Study Habits: The Key to Managing Homework-Related Stress

Some of the key causes of homework-related stress include academic pressure, lack of effective time management skills, and poor study habits. When students feel overwhelmed by their workload, it can lead to anxiety and feelings of being unable to cope. This can ultimately impact their academic performance and overall well-being.

Negative Impact of Academic Pressure on Student Mental Health and Well-Being

It's important to recognize that homework itself is not inherently stressful. Rather, it is the amount and type of homework assigned, as well as the expectations placed on students, that can contribute to stress. By implementing effective homework alternatives and strategies, such as project-based learning or flipped classrooms, educators can help alleviate homework-related stress and improve student engagement and performance.

Time Management: A Crucial Skill to Alleviate Homework Stress

To reduce homework stress, students can try to implement effective time management techniques, such as breaking down assignments into manageable tasks and creating a study schedule that prioritizes important assignments. They can also explore homework alternatives, such as online resources and study groups, that can help them better understand the material and complete their assignments more efficiently.

Overall, by understanding the causes and effects of homework-related stress, students, parents, and educators can work together to create a more supportive and less stressful learning environment.

Many students know all too well the feelings of anxiety, frustration, and even hopelessness that can come with excessive homework. But why exactly does homework cause stress? The answer lies in a number of factors, from the policies governing homework to the individual habits and well-being of each student.

The link between homework policies and student stress

One major source of homework-related stress is the policies and expectations surrounding homework. While homework is meant to help reinforce learning and promote academic success, too much homework or overly strict homework policies can lead to anxiety and burnout. When students feel overwhelmed by the sheer volume of homework, they may experience anxiety or even feelings of helplessness, leading to a vicious cycle of stress and poor academic performance.

The Role of study habits in Managing homework-related stress

But homework-related stress is not solely the result of external factors. Study habits and time management can play a significant role in how students experience homework-related stress. Students who struggle with effective study habits or who have difficulty managing their time may find themselves feeling overwhelmed by homework and unable to cope with the associated stress.

The Impact of academic pressure on student mental health and Well-being

Academic pressure is also a major contributor to homework-related stress. Whether from parents, teachers, or self-imposed expectations, students may feel intense pressure to perform well academically. This pressure can lead to a range of negative consequences, from burnout to anxiety and depression.

The relationship between homework, time management, and student stress

So, does homework cause anxiety or stress? The answer is yes, and the effects can be significant. When students experience high levels of stress related to homework, they may struggle to concentrate, retain information, and perform well academically. Over time, this can take a toll on their mental health and well-being.

In the next section, we will explore evidence-based strategies for managing homework-related stress, including homework alternatives and techniques for reducing anxiety and improving time management. By implementing these strategies, students can reduce the impact of homework-related stress on their lives and enjoy greater academic success and overall well-being.

The Psychology of Homework and Stress

Homework is a complex issue that goes beyond just completing assignments. The psychological impact of homework on students cannot be ignored. In this section, we will explore the educational psychology theories related to homework and stress.

Overview of Educational Psychology Theories Related to Homework and Stress a. Self-Determination Theory b. Control-Value Theory c. Cognitive Load Theory

Impact of Homework on Student Motivation and Engagement a. How homework can positively or negatively impact student motivation b. How different types of homework assignments affect student engagement

Homework Anxiety and Its Effects on Student Mental Health and Academic Performance a. How homework anxiety can lead to stress and negatively affect student mental health b. The relationship between homework anxiety and academic performance

Strategies to Alleviate Homework-Related Stress and Improve Student Well-being

After discussing the underlying causes and effects of homework-related stress, it's important to explore strategies that can help alleviate stress and promote student well-being. Here are some evidence-based strategies:

Alternatives to Traditional Homework Assignments

While homework has long been a staple of the education system, it may not always be the most effective way for students to learn. Here are some alternatives to traditional homework assignments:

Project-Based Learning: 

Instead of assigning daily homework, teachers can assign longer-term projects that allow students to explore a topic in-depth and demonstrate their understanding in creative ways.

Collaborative Learning: 

Group assignments can help students learn from one another and work together to achieve a common goal.

Flipped Classroom: 

In this approach, students watch lectures or read materials at home and use class time to work on assignments or projects, allowing for more individualized support from the teacher.

Time-Management Strategies to Reduce Homework-Related Stress

Effective time management can help students better balance their academic workload and reduce homework-related stress. Here are some strategies students can use:

Prioritize Tasks: 

Help students prioritize tasks by breaking down large assignments into smaller tasks and prioritizing tasks based on deadlines and importance.

Use a Planner: 

Encourage students to use a planner to keep track of assignments, deadlines, and extracurricular activities.

Take Breaks: 

Encourage students to take breaks and engage in physical activity or other hobbies to help reduce stress and increase focus.

Tips for Students on How to Make School Less Stressful

In addition to effective time management, there are other strategies students can use to make school less stressful:

Practice Mindfulness: 

Encourage students to practice mindfulness exercises such as deep breathing or meditation to help reduce stress and increase focus.

Get Enough Sleep: 

Getting enough sleep is crucial for student well-being and academic success. Encourage students to prioritize a consistent sleep schedule.

Seek Support: 

Encourage students to seek support from friends, family, or mental health professionals if they are feeling overwhelmed or anxious.

Strategies for Parents and Teachers to Support Students' Well-being and Academic Success

Parents and teachers can play a crucial role in supporting student well-being and academic success. Here are some strategies they can use:

Communicate: 

Encourage open communication between parents, teachers, and students to ensure everyone is aware of expectations and concerns.

Prioritize Playtime: 

Encourage parents to prioritize playtime and physical activity outside of school hours to help reduce stress and promote well-being.

Provide Support: 

Teachers can provide additional support to students who are struggling with homework by offering extra help sessions or alternative assignments.

By implementing these strategies, we can work towards reducing homework-related stress and promoting student well-being and academic success.

In conclusion, this article has explored the underlying causes and effects of homework-related stress on students, as well as evidence-based strategies to alleviate this stress and improve student well-being. It has been established that homework policies, study habits, academic pressure, and time management all play a significant role in contributing to homework-related stress. Moreover, it has been highlighted that homework-related stress can have a negative impact on student mental health, academic performance, and overall well-being.

To alleviate this stress and promote student well-being, there are various strategies that can be employed, such as alternatives to traditional homework assignments, time-management strategies, and tips for making school less stressful. Additionally, parents and teachers can play an important role in supporting students' well-being and academic success.

In conclusion, it is important for students, parents, and teachers to prioritize student well-being and to seek out additional resources on this topic. By taking steps to reduce homework-related stress, we can help ensure that students are better able to thrive academically, mentally, and emotionally.

Key Takeaways:

Homework can cause stress in students, which can negatively impact their mental health and academic performance.

Homework-related stress can stem from a variety of factors, including academic pressure, time management, and ineffective homework policies.

Alternatives to traditional homework assignments and time-management strategies can help reduce homework-related stress.

It's important for parents and teachers to prioritize student well-being and to seek out additional resources to support students in managing homework-related stress. 

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How to Reduce Homework Stress

If homework is a source of frustration and stress in your home, it doesn’t have to be that way! Read on to learn effective strategies to reduce your child’s homework stress.

Author Katie Wickliff

Published March 2024

 If homework is a source of frustration and stress in your home, it doesn’t have to be that way! Read on to learn effective strategies to reduce your child’s homework stress.

• Key takeaways
• Homework stress can be a significant problem for children and their families
• An appropriate amount of quality homework can be beneficial for students
• Parents can help reduce homework stress in several key ways

Table of contents

• Homework stress effects
• How to reduce homework stress

As a parent who has felt the frustration of watching my child be reduced to tears because of her homework each night, I’ve often wondered: do these math worksheets and reading trackers really make a difference to a child’s academic success? Or does homework cause stress without having a positive impact on learning? 

If your child experiences a significant amount of homework stress, you may feel at a loss to help. However, there are several things you can do at home to minimize the negative effects of this stress on your child–and you! We’ve put together a list of research-based practices that can help your child better handle their homework load.

The Effects of Homework Stress on Students

Does homework cause stress? Short answer: Yes. It’s been well documented that too much homework can cause stress and anxiety for students–and their parents. However, do the benefits of homework outweigh the costs? Is homework “worth” the frustration and exhaustion that our children experience? 

Findings on the benefits of homework at the elementary school level are mixed, with studies showing that homework appears to have more positive effects under certain conditions for certain groups of students.

After examining decades of studies on the relationship between homework and academic achievement, leading homework researcher Harris M. Cooper has proposed the “10-minute rule,” suggesting that homework be limited to 10 minutes per grade level. For example, children in 3rd grade should do no more than 30 minutes of homework daily, while a 1st grader should do no more than 10 minutes of homework. The National Parent Teacher Association and the National Education Association both endorse this guideline as a general rule of thumb. 

Because of these research findings, Doodle believes that an appropriate amount of quality homework can help students feel more positive about learning and can provide parents with a critical connection to their child’s school experience . But to keep learning positive, we need to reduce the amount of stress both students and parents feel about homework.

1. Routine, Routine, Routine

Creating an after-school routine and sticking to it helps children feel organized, but with sports, tutoring, or music lessons, many children have varying weekday schedules. As a former classroom teacher and private tutor, I suggest that families post a weekly schedule somewhere visible and communicate that schedule with their child. 

At our house, we have a dry-erase calendar posted on the wall. Every Sunday evening, I write both of my children’s schedules for the following week–including homework time. We go through the calendar together, and they reference it often throughout the week. I can tell both my son and daughter feel better when they know when they’ll get their homework done.

2. Create a Homework Space

Ideally, your child should have a dedicated homework space. It doesn’t matter if that space is a desk, a dining room table, or a kitchen countertop. What does matter is that the homework area is tidy, because an unorganized homework area is very distracting.

3. Start Homework Early

Encourage your child to start their homework as early as possible. Help them review their assignments, make a plan for what needs to be completed, and then dive in. Naturally, children are more tired later in the evening which can lead to more stress.

4. Encourage Breaks

If you can see your child becoming frustrated or overwhelmed by their homework, encourage them to take a breather and come back to it later. As a teacher and tutor, I called this a “brain break” and believe these breaks are essential. Taking a short break will give your child a chance to step away from a frustrating problem or assignment.

5. It’s Okay to Ask for Help

Sometimes, homework can become just too stressful and overwhelming. In that case, it really is okay to stop. Children can learn to advocate for themselves by making a list of questions for their teacher and asking for help the next day. Depending on their age, you might need to help role-play how to approach their teacher with their frustrations. 

Additionally, parents should never feel afraid to contact their child’s teacher to talk about homework issues. When I was teaching elementary school, I always wanted parents to feel comfortable reaching out about any issues, including homework stress.

6. Get Plenty of Rest

Sleep is critical to a child’s overall wellbeing , which includes their academic performance. Tired kids can’t concentrate as well, which can lead to feeling more overwhelmed about homework assignments. According to the American Academy of Sleep Medicine, kids aged 6-12 should get at least 9 hours of sleep each night.

7. Consider a Homework Group

Organizing a homework group a few times a week is another way for your child to view homework more positively. Working as a group encourages collaboration, while discussions can solidify concepts learned in class.

8. Encourage Positivity

No matter what your school experience was like, it’s important to model a growth mindset for your child. A growth mindset is the belief that your abilities can develop and improve over time. So if your child says something like “ I can’t do this! ” first acknowledge their frustration. Then, encourage them to say, “ I may not understand this yet, but I will figure it out. ” Speaking positively about tough experiences takes practice, but it will go a long way in reducing homework stress for your child.

9. Develop Skills With Fun Games

Feeling stressed about homework is no fun. Completing worksheets and memorizing facts is necessary, but playing games is a great way to inject some excitement into learning. Doodle’s interactive math app is filled with interactive exercises, engaging math games, and unique rewards that help kids develop their skills while having fun.

Lower Math Anxiety with DoodleMath

Does your child struggle with math anxiety? DoodleMath is an award-winning math app f illed with fun, interactive math questions aligned to state standards. Doodle creates a unique work program tailored to each child’s skill level to boost confidence and reduce math anxiety. Try it free  today!

FAQs About Homework Stress

Many studies have shown that homework and stress often go hand-in-hand, often because many children feel pressure to perform perfectly or they have trouble managing their emotions–they get overwhelmed or flooded easily.

You can help your child reduce homework stress in several ways, including by establishing a routine, creating a homework space, encouraging breaks, and making homework fun with online games or math apps.

Lesson credits

Katie Wickliff

Katie holds a master’s degree in Education from the University of Colorado and a bachelor’s degree in both Journalism and English from The University of Iowa. She has over 15 years of education experience as a K-12 classroom teacher and Orton-Gillingham certified tutor. Most importantly, Katie is the mother of two elementary students, ages 8 and 11. She is passionate about math education and firmly believes that the right tools and support will help every student reach their full potential.

Parents, sign up for a DoodleMath subscription and see your child become a math wizard!

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When seeking an answer to the common question of who can help me with my homework there are aspects of doing the work some may not think about because they want to get the task done and out of the way. It prepares students for related tasks in the future as it relates to career interests.

Ways of Managing Homework Stress

A significant proportion of students fail to submit their homework on time because of failure to complete them. But what causes this failure among students? Well, some students are plain lazy and therefore fail to comprehend enough to allow them the right assignments. In contrast, a significant proportion fails in doing their homework as a result of homework stress.

Causes of Homework Stress

Homework stress stems from a myriad of sources, and these are;

• Students get assigned an enormous homework load by teachers. It piles a lot of pressure on students to complete despite the exhaustion of learning throughout the day in school. Some teachers fail to realize that the amount of homework is vast and tough for a student to complete within the required time.
• Students take different classes in any particular grade, and getting assigned homework in each with similar timelines for submission compounds the matter further. Such a scenario forces students to rush assignments, which can eventually overwhelm students resulting in stress. Stress, as a result, affects the student’s capability even to concentrate and complete some of the manageable assignments.
• Some students fail to properly understand the content of the material they get taught in class, and as a result, they must re-read the content again to realize before starting their assignments. They end up wasting a lot of valuable time and, as a consequence, fail to complete the homework in time. Such can lead to a loss of morale.
• Students also fail to manage their time correctly, and this ultimately affects their projects. Poor time management can quickly escalate to anxiety and stress, which hampers their progress in doing assignments.Many students can socialize or play games beyond enough, which ultimately affects their supposed homework time.
• Some students also procrastinate doing their assignments until the deadlines come calling. They can’t do much about the task in the limited time left, they have to do the homework, yet know they will get bad grades as a consequence which leads to depression.

Stress Identifiers

It is impossible to manage stress without identifying if you get stressed in the first place. For you to do this, identify the following.

• A lack of interest in doing or completing your assignment
• Constant worry about finishing your homework
• Lack of sleep because of the thought of not completing your homework on time
• Unhappiness and hiding of school results from family and friends

Management of Homework Stress

It can be tough to avoid stress altogether when you get swamped with lots of homework. But the best part is that you can manage the stress to continue your productivity streak with your assignments. So what can you do?

• Ensure that you have enough sleep at night as sleep can improve your mental state and thereby boost your homework success.
• Begin doing your homework as early as you can to ensure that you don’t get constrained by time in completing the assignment.
• Organize your work by splitting the homework into many small portions where you can dedicate your time and finish a portion before starting on the next one.
• Stay attentive in class.
• Have a social life by mingling with your family and friends when you can to avoid the stress that comes with isolation.

The guidelines will help you manage your homework stress levels, provide exam help and ensure your productivity levels stay up. Everyone needs better grades, and you are no exception, so embrace the tips.

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• v.20(1); Spring 2021

Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students

Jeremy l. hsu.

† Schmid College of Science and Technology, Chapman University, Orange, CA 92866

Gregory R. Goldsmith

While student stress and anxiety are frequently cited as having negative effects on students’ academic performance, the role that instructors can play in mitigating these challenges is often underappreciated. We provide summaries of different evidence-based strategies, ranging from changes in instructional strategies to specific classroom interventions, that instructors may employ to address and ameliorate student stress and anxiety. While we focus on students in science, technology, engineering, and mathematics, the strategies we delineate may be more broadly applicable. We begin by highlighting ways in which instructors can learn about and prepare to act to alleviate stress and anxiety. We then discuss how to better connect with students and build an inclusive, equitable, and empowering classroom environment. When coupled with strategies to change student evaluation and assessment, these approaches may collectively reduce student stress and anxiety, as well as improve student performance. We then discuss the roles that instructors may play in empowering students with skills that improve their time management, studying, and approach toward learning, with an eye toward ensuring their success across all their academic endeavors. We conclude by noting areas in which further research is needed to determine best practices for alleviating student stress and anxiety.

INTRODUCTION

Several recent measures have indicated increases in mental health challenges in U.S. college students ( Eisenberg et al. , 2013 ; Beiter et al. , 2015 ; Lipson et al. , 2018 ). In particular, a nationwide survey of undergraduate students in the United States identified stress (40% of all students) and anxiety (29% of all respondents) as the two most common impediments to academic performance ( American College Health Association [ACHA], 2019 ). Stress and anxiety are complex concepts, and their denotation has been the subject of considerable debate ( Lazarus and Folkman, 1984 ). Stress can be described as an individual’s perception that a situation exceeds their ability to cope and endangers their well-being, while anxiety is described as the ambiguous feelings that arise from unresolved stress (sensu Lazarus and Folkman, 1984 ; as described in Bamber and Kraenzle Schneider, 2016 ). It is important to note that studies in educational research do not always provide formal definitions for stress and anxiety, nor do they necessarily even distinguish between the two.

While stress and anxiety may differ, it is clear that both are major challenges facing college students. In fact, more than one-third of all college students report experiencing stress that impacted their academic performance within the past academic year ( ACHA, 2019 ; Morey and Taylor, 2019 ), and students with high stress are more at risk of attrition or leaving college ( Muller et al. , 2017 ). In addition, student anxiety can also negatively influence persistence in the biology major ( England et al. , 2017 , 2019 ). The prevalence of these mental health challenges is a complex issue that requires engaging stakeholders from across an institution, and there are undoubtedly many factors that can contribute to student anxiety and stress beyond academics. Here, we focus specifically on the role that instructors can play in supporting students and mitigating their stress and anxiety, providing a review of evidence-based practices that instructors can use to lower student stress and alleviate anxiety.

The role of higher education instructors in mitigating student stress, anxiety, and mental health challenges is underexplored ( Di Placito-De Rango, 2018 ). Although there have been a number of studies, reviews, and books that examine factors that may contribute to student anxiety and stress, as well as potential interventions that may help reduce anxiety in students ( Hattie et al. , 1996 ; von der Embse et al. , 2013 ; Regehr et al. , 2013 ; Ribeiro et al. , 2018 ; Yusufov et al. , 2019 ), many of those works do not specifically focus on college students or do not focus on the instructor. Instead, these reviews tend to emphasize broader programmatic steps that can be adopted by an institution that may not be directly applicable for an instructor. In contrast, our objective is to provide evidence-based strategies that can be implemented by new and experienced instructors to reduce their students’ stress and anxiety and ultimately improve students’ academic performance and quality of life. We provide these strategies in the context of our own experience as instructors in the life sciences and therefore in the context of science, technology, engineering, and mathematics (STEM) literature and disciplines; however, we expect that many of the approaches summarized here should be applicable to other academic disciplines. To organize our review, we focus these strategies into five main categories that span the arc of interacting with a student from the start to the end of a course and beyond:

• Learning and preparing to act
• Connecting with students
• Building an empowering atmosphere in the classroom
• Reducing testing anxiety
• Promoting effective academic skills

In addition, we provide a summary of these strategies ( Table 1 ) and a short list of recommended literature for instructors to read to learn more about these strategies ( Box 1 ). In all these strategies, we recognize that instructors may feel unqualified or uncomfortable addressing such challenges and may be wary of exacerbating mental health concerns ( White and LaBelle, 2019 ). We emphasize that our advice here does not suggest that instructors take the role of mental health professionals; clear boundaries must be established when interacting with students regarding issues of mental health more generally. However, we hope that these evidence-based strategies can help instructors become informed and improve their ability to act proactively and respond to such challenges.

A summary of the strategies that can be employed by instructors to reduce student stress and anxiety

Box 1. An Annotated List of Additional Reading

• Cooper and Brownell (2020) : In this book chapter, Cooper and Brownell summarize the literature on how active learning impacts anxiety in the college science classroom and provide more information on how to best employ active-learning techniques while minimizing stress.
• Tanner (2013) : In this synthesis paper, Tanner provides a summary of strategies instructors can take to improve engagement and equity in the classroom. While this article was not written in the context of reducing stress and anxiety, it provides direct and useful strategies for building an inclusive classroom, and several of the strategies outlined (learn or have access to students’ names, do not judge responses, use praise with caution, etc.) may increase instructor immediacy. Promoting an empowering classroom atmosphere and increasing instructor immediacy may lower stress and anxiety.
• Hodges (2018) : In this article, Hodges discusses different types of group work in the classroom, group formation, how students learn in groups, and why some groups fail. This article provides insight into how instructors can most effectively manage group work, thus lowering stress.
• Regehr et al. (2013) : In this article, Regehr and coauthors provide a review and meta-analysis of interventions to lower stress in college students. While most of the interventions are broader campus-level interventions that are not realistically implemented in a classroom by an instructor, the article provides great insight into what techniques are most effective at lowering stress in college students.

LEARNING AND PREPARING TO ACT

In this first category, we describe the steps that instructors can take to familiarize themselves with the many ways that stress and anxiety can manifest in students, as well as the campus resources for helping students in crisis. Instructors, in part because of their frequent contact with students, can play a critical role as “first-line responders” in recognizing challenges, rendering support, and redirecting students to other resources ( Di Placito-De Rango, 2018 ).

Recognizing Underlying Mental Health Challenges

Academic performance and the pressure to succeed (or, conversely, the fear of failing) are known drivers of stress and anxiety in college students ( Beiter et al. , 2015 ). Both stress and anxiety have been closely associated with depression and other mental health challenges as well as physical illness in college students ( Kumaraswamy, 2013 ; Mahmoud et al. , 2012 ; Rawson et al. , 1994 ). These mental health challenges can manifest in many different forms, including depression and thoughts of, or attempts at, suicide ( Garlow et al. , 2008 ).

Although instructors cannot (and should not) serve as health professionals, instructors can learn about common mental health challenges relating to stress and anxiety. Instructors who familiarize themselves with and are aware of mental health challenges can better direct students to the proper resources and likewise will have greater insight into how to approach these conversations with students if and when they arise.

Many universities offer seminars or short trainings led by the campus health resources that are explicitly intended for instructors. While there is no replacement for seeking professional help, and some students may need more intensive mental health supports, these workshops provide instructors with basic training on how to provide support and identify students in need. Trainings can enable instructors to be more familiar with the range of potential mental health challenges students may be facing, guide instructors through how to hold conversations supporting students and referring them to mental health resources when needed, and provide a range of possible resources for instructors to be aware of. Trainings often include role-playing practice sessions to allow instructors to be more comfortable in conversations in which students approach an instructor and appear anxious, depressed, or suicidal. Trainings may also discuss the role of faculty as mandated reporters in connecting students in danger with additional resources. For those who wish to educate themselves further or whose campuses lack resources, the American College Health Association ( www.acha.org ) and the Jed Foundation ( jedfoundation.org ) are two organizations that provide accessible starting points. The more instructors become familiar with these underlying mental health challenges, the better prepared they are to appropriately respond and refer students to the proper resources when faced with a student in need.

Know and Promote Campus Resources

Instructors can familiarize themselves with various campus resources, such as where to refer students if they need mental health assistance, as well as the campus public safety office and emergency medical services. However, many universities also have an explicit protocol for contacting the office of student affairs (or equivalent) if an instructor is concerned about a student who is experiencing an emergency and/or needs more immediate mental health assistance. Having a list of phone numbers and addresses easily accessible can be helpful so that instructors can connect a student to the appropriate resources or contact such resources directly when appropriate if there is a student in need (e.g., if a student appears to be struggling, has abruptly changed their behavior, or has communicated major stressors, like a death in the family, with the instructor). Similarly, instructors should encourage students to use the resources available on campus. Common resources (albeit with different titles, depending on the institution) include counseling services, academic tutoring centers, and disability services. College students consistently report a poor understanding of what mental health resources are available to them, and instructors can play a role in increasing awareness ( Zivin et al. , 2009 ; Dobmeier et al. , 2013 ). Even if they are aware of the resources, students may be hesitant to reach out due to a perceived stigma or other barrier ( Eisenberg et al. , 2009 ; Wu et al. , 2017 ). Engaging students in conversation does not guarantee that they will seek additional help ( Mitchell et al. , 2012 ). Nevertheless, discussing these resources and encouraging students to use these support systems can ensure that more students experiencing stress, anxiety, or other mental health challenges are paired with the proper resources.

A range of other campus resources are often available to students to help alleviate stress and anxiety stemming from academic pressures. Many universities offer courses or workshops on academic skills, study strategies, and time management; different variants of these programs have been shown to promote student performance and retention and lower stress, as discussed later in the section on effective academic skills ( Macan et al. , 1990 ; Kimbark et al. , 2017 ). Some universities also offer peer tutors who can assist with either course content or academic skills. Instructors can familiarize themselves with these resources, ensure that students in their classes are aware of these resources, and refer students to these support systems when needed.

CONNECTING WITH STUDENTS

In this category, we discuss several strategies that instructors can use to promote connections with students. Establishing these connections increases instructor immediacy, the perception of relational closeness and connection between the student and the instructor ( LeFebvre and Allen, 2014 ). This can make students more comfortable in class and more willing to engage with the instructor both inside and outside class ( Cooper et al. , 2017 ). Unsurprisingly, it has been demonstrated in both non-STEM and STEM classes that student anxiety decreases as instructor immediacy increases ( Williams, 2010 ; Mazer et al. , 2014 ; Kelly et al. , 2015 ). Thus, while there are only a limited number of studies directly examining the impact of the strategies we describe here on student stress or anxiety, each strategy has been shown to promote instructor immediacy and thus may help mitigate student anxiety.

Use Student Names

One of the simplest steps that instructors can take to connect with students and increase instructor immediacy may be to learn and use their preferred names and pronouns. While learning names may be more challenging for instructors teaching large classes, there are several strategies that instructors can use to learn student names more effectively. For instance, many institutions offer photo rosters to help instructors recognize and learn student names. Similarly, an increasing number of institutions now allow students to record their name out loud, helping instructors pronounce names more easily. Cooper et al. (2017) find that using name tents—pieces of paper on which students write and display their preferred names—helped dramatically increase the perception that the instructor knew student names in a high-enrollment biology class, which led students to report positive impacts on their attitudes, behaviors, and perceptions of the course. For instance, many students felt more valued, more invested in the course, and more comfortable communicating with the instructor and reaching out for help; they also stated that the use of names made them feel like the instructor cared about them and helped establish better student–instructor relationships ( Cooper et al. , 2017 ). These are all attributes that promote increased instructor immediacy and are thus associated with reduced anxiety ( Jaasma and Koper, 1999 ; Baker, 2004 ; Creasey et al. , 2009 ). Notably, the results reported by Cooper et al. (2017) are despite the fact that the instructor did not actually know the names of all students. Instructors can also ask students to write preferred pronouns on their name tents if the students are comfortable doing so; this optional use of pronouns provides an opportunity for lesbian, gay, bisexual, transgender, queer, intersexual, or asexual (LGBTQIA) students to convey their preferred pronouns for both the instructor and their classmates if they so wish, thus creating a more inclusive environment and potentially lowering their stress ( Cooper et al. , 2020 ). Students have also reported that instructors learned their names through interactions during class, immediately before and after class, during office hours, and in other conversations outside class time ( Cooper et al. , 2017 ). However, instructors should be cognizant that the use of names in some contexts may increase anxiety; students in K–12 classrooms have reported anxiety if instructors mispronounce their names ( Kohli and Solórzano, 2012 ), and the use of names for random cold-calling can also increase anxiety ( Cooper et al. , 2018a ; Waugh and Andrews, 2020 ). Beyond using name tents, we have found that arriving a few minutes before the start of class to allow for time to set up, as well as to check in and greet students, allows us to more effectively connect with students and learn their names.

Empathize with Students and Provide Opportunities for Interpersonal Connection

In addition to learning and using student names, instructors should work to empathize with students and provide opportunities for interpersonal connection; these attributes have been shown to increase the perception of students that instructors care about them ( Teven, 2001 ), which has been shown to be associated with increased instructor immediacy ( Schutt et al. , 2009 ). In addition to the informal conversations that occur in the few minutes before and after each class, sharing personal stories can also enliven the classroom and help counter student perceptions about the course, topic, and/or instructor. The use of “noncontent instructor talk” in class—defined as any instructor language that does not directly convey the course concepts—has been documented as a way to build the relationship between the instructor and student, establish classroom culture, and increase instructor immediacy ( Seidel et al. , 2015 ). Our own experiences suggest that noncontent instructor talk outside class (e.g., during office hours or individual meetings with students) may also provide the same benefits. By sharing certain personal experiences, we enable interpersonal connection and may promote a growth mindset by illustrating our own growth when we were students (as discussed later). For instance, when faced with students who struggle on a quiz or exam, we often bring up an example of an undergraduate exam gone wrong from our own experiences as students. We then discuss how we changed our study habits and how we improved following that experience. Sharing these stories encourages students and likely promotes greater instructor immediacy that may lower anxiety by showing that it is possible to recover from a poor test performance.

The use of appropriate humor in class can also lessen anxiety in the classroom ( Wanzer and Frymier, 1999 ; Cooper et al. , 2018b ). While there are many categories of inappropriate humor (such as ones that marginalize or disparage groups of students) that can damage student–instructor relationships, the use of appropriate humor can be used to strengthen the student–instructor relationship and establish a more positive classroom climate ( Bekelja Wanzer et al. , 2006; Cooper et al. , 2020 ) . In addition, the use of humor can also increase student perceptions of learning as well as their motivation and willingness to engage in class ( Wanzer and Frymier, 1999 ; Neumann et al. , 2009 ; Banas et al. , 2011 ). Embedding humor into exams and other assessments has also been shown to lead to lower stress and increased perception of exam performance by students ( Berk, 1996 , 2010 ).

BUILDING AN EMPOWERING ATMOSPHERE IN THE CLASSROOM

While connecting with students is important, it is equally critical to build a classroom atmosphere that empowers all students to feel comfortable learning, which may correlate with reduced student anxiety in the biology classroom in some contexts ( Cooper and Brownell, 2016 ). There are several strategies that instructors can take to promote such a dynamic.

Shape Active-Learning Strategies to Minimize Anxiety

The benefits of active-learning strategies have been well documented, including increased learning for students, a decrease in the achievement gap for identities historically underrepresented in the sciences, and improved attitudes and perceptions toward science ( Armbruster et al. , 2009 ; Haak et al. , 2011 ; Freeman et al. , 2014 ; Theobald et al. , 2020 ). However, recent research has indicated that many active-learning techniques can also increase student anxiety or the perceptions of student anxiety ( England et al. , 2017 ; Cooper et al. , 2018a ; Cooper and Brownell, 2020 ; Downing et al. , 2020 ) and that students employ both adaptive and maladaptive strategies to cope with this anxiety ( Brigati et al. , 2020 ). Ultimately, students with high anxiety may even learn less in an active-learning classroom ( Cohen et al. , 2019 ). Some techniques, such as cold-calling—asking a student to share a response with the class without the student volunteering—have been identified as producing particularly high anxiety in students ( England et al. , 2017 ; Cooper and Brownell, 2020 ; Waugh and Andrews, 2020 ). Even modifying common techniques, such as cold-calling, to reduce apprehension may still lead to increased student anxiety as compared with not using such techniques ( Broeckelman-Post et al. , 2016 ). In addition, different demographics of students (e.g., underrepresented students and students who speak English as a second language) may feel disproportionate amounts of stress and anxiety in an active-learning classroom ( Mak, 2011 ; Freeman et al. , 2014 ; Cooper and Brownell, 2016 ). Similarly, such active learning has the potential to disproportionately impact underrepresented students; for instance, Cooper and Brownell (2016) find that students in biology classes who are LGBTQIA report that in-class group work, particularly if they are not allowed to choose their own groups, can increase their stress and anxiety, given that they are faced with the challenge of potentially working with students who are not accepting of their identities.

While the diversity of active-learning techniques makes it challenging to generalize about active learning and classroom anxiety, there are a few active-learning techniques that may be less stressful than others. For instance, Cooper et al. (2018a) find that some types of active-learning strategies, such as clicker questions and group work, have the potential to help lower anxiety levels for some students. Ultimately, few studies to date have investigated the impact of active-learning interventions on reducing anxiety. While none of these studies suggest that instructors move away from active-learning techniques, given their benefits to student learning and retention, instructors can take steps to minimize the stress and anxiety often associated with these techniques by explaining the rationale behind their pedagogical techniques, allowing students to form their own groups, and providing students the time to think individually and share with partners before being asked to share with the class ( England et al. , 2017 ; Cooper et al. , 2018a ). These steps can also increase trust in the instructor in an active-learning class, which has been shown to lead to increased student performance ( Cavanagh et al. , 2018 ), and would likely promote a more comfortable classroom atmosphere. While the term “active learning” encompasses a wide range of possible techniques in biology education and STEM education more generally ( Driessen et al. , 2020 ), instructors can use evidence-based guides and frameworks to aid their implementation of active learning and their response to student feedback (e.g., Allen and Tanner, 2005 ; Seidel and Tanner, 2013 ; Stains and Vickrey, 2017 ). Our own experiences align, with several students expressing to us in past courses that while they were initially resistant to some of the active-learning techniques we implemented in class, hearing the pedagogical justification and seeing the results made them more accepting of these techniques.

Be Deliberate when Forming Student Groups

There is a growing body of empirical studies examining student group work and its impact on learning and attitudes ( Jensen and Lawson, 2011 ; Chang and Brickman, 2018 ; Hodges, 2018 ).

While the formation of groups is highly context dependent (e.g., size of class, lower division or upper division, duration of group work), several studies have found that student learning and perceptions of learning increase, and anxiety decreases, when students are familiar with and comfortable sharing with their group mates ( Theobald et al. , 2017 ; Downing et al. , 2020 ). Student anxiety is often driven by the fear of negative evaluation by peers and instructors ( Watson and Friend, 1969 ; Weeks et al. , 2005 ; Downing et al. , 2020 ), and thus instructors can take steps to promote student familiarity and comfort with their groups. These include activities that provide an opportunity for students in groups to get to know one another and to establish group norms ( Chapman and Auken, 2001 ). Students have also reported more positive group experiences with increased structure in group work ( Theobald et al. , 2017 ; Chang and Brickman, 2018 ). Thus, instructors may be able to lower student stress by assigning roles for students in groups; providing clear expectations with specific goals, objectives, and deadlines; and structuring activities so that students bring different pieces of expertise to the project.

Instructors may also allow students to choose their own groups, depending on the course context. Doing so can lessen stress and anxiety, particularly among students who may not wish to disclose parts of their identities ( Cooper and Brownell, 2016 ). Allowing students to choose their own groups can also lessen fear of negative evaluation by their peers and thus decrease stress ( Cooper and Brownell, 2020 ; Downing et al. , 2020 ). However, instructors should be aware that doing so may increase stress and anxiety for some students, such as those who do not readily find a group ( Rosser, 1998 ; Strauss et al. , 2011 ; Henning et al. , 2019 ; Juvonen et al. , 2019 ).

Our own experience with group work affirms the complicated nature of forming student groups. Our best outcomes often come from forming groups around an affinity for a theme or topic that will be pursued for the project (e.g., a group of students all interested in doing a final project focused on genetics). We have also observed that allowing groups to remain consistent for a longer period of time (e.g., an entire unit or a semester-long project) can allow for group norms and foster a sense of community in the classroom that also extends outside the classroom, with students forming social networks with their groups and also relying on their partners for studying. Instructors may wish to refer to the evidence-based guide to group work from Wilson et al. (2018) , which provides further context on the formation of groups.

Create an Inclusive and Equitable Classroom

Because student anxiety is often driven by fear of negative evaluation, fostering an inclusive and equitable classroom atmosphere where students are comfortable with being wrong can decrease student anxiety and stress and promote a more inclusive classroom ( Cooper and Brownell, 2020 ; Downing et al. , 2020 ). Downing et al. (2020) find that student fear of negative evaluation may be reduced by allowing students to work in groups with other students whom they know (see previous section), providing a chance for students to talk to their classmate before sharing with the class (referred to as “warm calling”), and framing errors as part of the learning process. Positive error framing can reduce stress and lead to both improved metacognition and learning for the student ( Steele-Johnson and Kalinoski, 2014 ; Downing et al. , 2020 ). If a student does perform poorly, Henry et al. (2019) outline a theoretical framework for how students can appropriately cope (e.g., problem solving, support seeking, and cognitive restructuring); by encouraging student ownership over their own learning and providing support, instructors may lessen the impact of the failure, promote future improvement, and ultimately alleviate stress.

Choose Words Carefully

Instructors can be cognizant of their choice of language and avoid microaggressions that may either consciously or subconsciously lead to some students not feeling welcome or included ( Harrison and Tanner, 2018 ). Microaggressions—directly or indirectly speaking negatively about student identities—can make students feel unwelcome and thus elevate stress and contribute to anxiety ( Harrison and Tanner, 2018 ). In contrast, the use of “microaffirmations”—any nonobvious verbal or nonverbal cues to demonstrate kindness—can counteract the impact of microaggressions and promote student persistence ( Estrada et al. , 2019 ). Such microaffirmations have been suggested to lower stress in certain populations of college students, such as first-generation students ( Ellis et al. , 2019 ), perhaps by alleviating a sense of isolation that can be associated with stress and anxiety ( Harrison and Tanner, 2018 ).

Instructors can similarly reduce stereotype threat, that is, the “risk of confirming a negative stereotype,” or an association/expectation of conforming to a preconceived notion about a certain group of individuals ( Steele and Aronson, 1995 ). Stereotype threat has been shown to increase student anxiety ( Bosson et al. , 2004 ; Osborne, 2007 ) and negatively impact student performance and achievement ( Osborne, 2001 ; Cadinu et al. , 2003 ). In addition to eliminating language that promotes stereotype threat, instructors can also perform specific interventions to mitigate stereotype threat. Seidel et al. (2015) posit that some types of noncontent instructor talk can help reduce stereotype threat. For instance, explicitly delinking the often-perceived association between exams and intelligence can decrease the impact of stereotype threat ( Croizet and Claire, 1998 ; Spencer et al. , 1999 ; Binning et al. , 2020 ). Similarly, Johns et al. (2005) find that explicitly teaching about stereotype threat can help reduce the negative impacts of such stereotype threat; in their study, an intervention in which the instructor explained the idea of stereotype threat to women before those women took a math exam led to lower anxiety and higher performance.

In contrast to the negative impacts of stereotype threat, interventions that promote values affirmation—the process of positively reinforcing values important to students—can counter the effects of stereotype threat ( Jordt et al. , 2017 ). Values affirmation may also lower stress levels ( Creswell et al. , 2005 ), though some specific values affirmation interventions may not alleviate levels of anxiety ( Czech et al. , 2011 ; Peters et al. , 2017 ). Despite this, values affirmation has been found to increase performance and reduce achievement gaps ( Cohen et al. , 2006 ; Miyake et al. , 2010 ; Freeman et al. , 2014 ; Peters et al. , 2017 ). Even simple interventions that ask students to describe their values and how they practice and demonstrate these values in everyday life can be beneficial for students ( Jordt et al. , 2017 ).

REDUCING TESTING ANXIETY

Exams and tests can often be a source of stress and anxiety for students. In this section, we first describe structural changes that instructors can make to such assessments to lower stress and anxiety and then describe interventions that can be used to lower anxiety before or during such assessments.

Reduce or Modify High-Stakes Testing

High-stakes testing has been known to cause anxiety in students across a diversity of settings ( Cizek and Burg, 2006 ; Kruger et al. , 2007 ). In addition, there is evidence that women and underrepresented students may be disproportionately disadvantaged by such high-pressure exams ( Ballen et al. , 2017 ). Test anxiety can also contribute to increased student perceptions of difficulty and lower academic performance ( England et al. , 2019 ). As such, if instructors can reduce or eliminate high-stakes testing whenever possible, then this may reduce student anxiety ( Putwain, 2008 ). For example, instructors can add smaller-stakes quizzes to reduce the proportional weight of exams as well as to create a means for formative assessment that informs both the instructor and learners. In addition, instructors can implement schemes to reward improvement over time (e.g., Bailey et al. , 2017 ) or drop the lowest quiz or exam score. This approach lowers the potential impact of each individual assessment. Finally, instructors can explore alternate means of assessments beyond high-stakes testing, such as problem sets, essays, and lab reports ( Ballen et al. , 2017 ). Beyond the potential to reduce stress, using a diversity of methods for assessments (and thus lowering the weight of exams) has been shown to reduce the achievement gap of females in biology on both exams and the course as a whole ( Ballen et al. , 2017 ).

In addition, multiple studies demonstrate that open-book exams, or exams wherein students can bring in a “cheat sheet” with notes, can lower student stress ( Durning et al. , 2016 ; Erbe, 2007 ; Gharib and Phillips, 2012 ). However, the impacts of modifying exams to allow notes on student learning is unclear; while some studies report some improved learning gains or no impact on student learning or performance ( Sato et al. , 2015 ), other studies have found negative consequences on learning, retention, and student motivation ( Moore and Jensen, 2007 ; Durning et al. , 2016 ).

Perform Classroom Interventions

There are also several interventions that instructors can implement to help reduce student anxiety and/or increase student performance for an exam or a course. For instance, concept mapping has been found to lower student anxiety about the learning of biology, a benefit attributed to increased metacognition, as discussed elsewhere ( Okebukola and Jegede, 1989 ; Jegede et al. , 1990 ). In addition, asking highly anxious students to write about their testing worries immediately before an exam has repeatedly been demonstrated to help counter the expected negative impact of this anxiety on their test performance ( Frattaroli et al. , 2011 ; Ramirez and Beilock, 2011 ; Park et al. , 2014 ). Similarly, several studies on stress reappraisal, the guiding of students to perceive stress and anxiety as beneficial given the possibility of increased focus and attention, have also been shown to both decrease anxiety and increase exam performance ( Jamieson et al. , 2013 ; Jamieson et al. , 2016 ). In sum, these interventions have been shown to increase student performance for all students, including both low- and high-anxiety students ( Harris et al. , 2019 ). Instructors can either implement these interventions or let students know of the relevant research if they struggle with testing anxiety. Similarly, instructors can use published interventions relating to these themes that have been successfully implemented in a variety of courses ( Doherty and Wenderoth, 2017 ; Harris et al. , 2019 ). Finally, there are also a number of more general interventions that instructors can promote to lower stress, such as providing access to “comfort” or therapy dogs before an exam ( Barker et al. , 2016 ; McDonald et al. , 2017 ; Schroder et al. , 2017 ; Trammell, 2017 ; Jarolmen and Patel, 2018 ), or encouraging students to attend mindfulness and meditation classes ( Bamber and Kraenzle Schneider, 2016 ).

PROMOTING EFFECTIVE ACADEMIC SKILLS

The strategies that have been described thus far are implemented by an instructor to reduce student stress and anxiety. However, there are many academic skills and strategies that a student could use to lower stress and anxiety; these strategies can therefore be implemented directly by the student in any course. In this section, we describe strategies that instructors can recommend to their students to improve time management and study skills, as well as promote students’ own thinking about how they learn and their mindset toward the process of learning. While we acknowledge that instructors can also recommend ways in which students can cope with (i.e., manage) stress and anxiety, our intent here is to discuss strategies that instructors can instead take to prevent student stress and anxiety.

Instill Effective Study Habits and Time Management Skills

Ineffective study habits and time management have been found to correlate with anxiety and lower student performance, and thus there have been calls for instructors to facilitate development of these skills in order to lower student anxiety ( Wittmaier, 1972 ; Bruch, 1981 ; Macan et al. , 1990 ; Nonis et al. , 1998 ; Cizek and Burg, 2006 ). Students may not be aware of how to study effectively, and thus instructors can promote these study strategies by discussing them with their classes. These strategies include 1) explicitly discussing the use of learning objectives with students and modeling the writing of a question based on a learning objective ( Osueke et al. , 2018 ); 2) suggesting that students retake past quizzes, exams, and assessments and reflect upon their performance ( Walck-Shannon et al. , 2019 ); 3) teaching students how to self-evaluate their own work ( Osterhage et al. , 2019 ); 4) guiding students toward self-regulated learning, wherein they set goals and monitor progress toward those goals ( Sebesta and Bray Speth, 2017 ); 5) encouraging group studying, so students can clarify concepts with peers ( Kritzinger et al. , 2018 ); and 6) promoting regular and spaced-out study time in preparation for tests ( Roediger and Karpicke, 2006 ).

Similarly, targeted programs to promote time management in college students have lowered their stress and anxiety ( Häfner et al. , 2014a , b ; Aeon and Aguinis, 2017 ). The core elements of these interventions include prioritizing, goal setting, strategy development, daily planning, and the establishment of monitoring and reward structures as achieved by a series of self-reflection questions followed by a planning exercise ( Häfner and Stock, 2010 ). Such interventions may be particularly useful for reducing procrastination and time discounting on larger or more long-term activities ( Koch and Kleinmann, 2002 ). We regularly implement brief self-reflection exercises in the classroom, often focused on daily planning that includes the explicit incorporation of rewards that are also expected to reduce stress and anxiety (e.g., going to the gym to exercise after finishing an assignment).

Use Metacognition

Multiple studies have indicated that promoting metacognition, a process in which students think about and reflect upon their own learning, can lead to reductions in test and course anxiety ( Alaiyemola et al. , 1990 ; Everson et al. , 1994 ; Matthews et al. , 1999 ; Spada et al. , 2006 ). Students generally need to be prompted to deliberately engage in metacognition, and instructor assistance may be needed to guide student thinking about studying, particularly for students earlier in their college careers ( Stanton et al. , 2019 ). For instance, instructors can implement exam wrappers, a questionnaire usually provided to students after an exam that asks them to reflect on their studying, preparation, and performance on the exam ( Pate et al. , 2019 ). The use of exam wrappers may lead to increased knowledge of cognition and higher performance ( Gezer-Templeton et al. , 2017 ; LaCaille et al. , 2019 ; Langdon et al. , 2019 ; Edlund, 2020 ). Instructors may also choose to use “enhanced answer keys” with reflective metacognitive questions embedded to deliberately prompt student metacognition ( Sabel et al. , 2017 ). Similarly, instructors can implement such metacognitive questions into homework or problem sets or ask students questions that promote metacognition during individual or class meetings. For instance, as instructors, we regularly prompt students to use note cards to reflect on what they did well in the past week and what they wish to improve on in the coming week as a simple method for promoting metacognition.

Promote a Growth Mindset

Language that promotes a growth mindset, or the belief that skills, personality, and intelligence can change and be improved, has been linked to greater academic achievement and improved grades ( Claro et al. , 2016 ; Yeager et al. , 2019 ). This contrasts with a fixed mindset, whereby students believe that their intellectual abilities are immutable ( Dweck, 2000 ; Claro et al. , 2016 ). Likewise, fostering a growth mindset has been shown to mitigate stress and anxiety in psychological studies ( Schleider and Weisz, 2016 , 2018 ; Schroder et al. , 2017 ). While the literature examining a growth mindset and the impact on stress in the classroom is sparse, instructors can have a direct influence on students’ perceptions of a growth mindset ( Powers, 2015 ). Instructors can incorporate short messages promoting a growth mindset in the classroom and encourage further growth and improvement in students. We often praise students on improvement and encourage students who struggle to come talk to us, reflect on their learning, and then improve on the next assessment. In addition, course policies that reward increased learning may also promote a growth mindset, reducing anxiety while fostering and maintaining student motivation. For example, Fernandez (2020) describes promoting a growth mindset by structuring grading around mastery, while providing students a second chance at answering questions on an exam.

OPPORTUNITIES FOR FUTURE RESEARCH

While the relationships between student stress and anxiety and academic performance are relatively well established, there remain many opportunities to establish and strengthen our understanding of what practices instructors can adopt to decrease stress and anxiety. We highlight three main areas.

How Applicable Are These Strategies and Interventions for Reducing Stress and Anxiety among Different Demographics?

Students report different levels of stress and anxiety depending on gender, ethnicity, and sexual orientation ( Eisenberg et al. , 2013 ; Posselt and Lipson, 2016 ). It is not clear that a strategy to reduce stress and anxiety studied among one student demographic will be applicable to another. Moreover, there appear to be systematic biases in the current literature. For instance, a recent analysis of biology education research found biases in study populations, with the majority of studies focusing on undergraduate students at research-intensive institutions ( Lo et al. , 2019 ). Relatively few biology education studies have focused on community college and transfer students, despite those students making up nearly half of postsecondary biology students in the United States and generally comprising a more diverse population than students at research-intensive institutions ( Schinske et al. , 2017 ). We found only a few studies that focused explicitly on studying stress or anxiety in these populations ( Powers, 2015 ; Kimbark et al. , 2017 ; Downing et al. , 2020 ). Future research is needed to examine the generalizability of these strategies among different student populations and among different identities more generally.

How Applicable Are These Strategies and Interventions for Reducing Stress and Anxiety in Different Contexts?

Students also report different levels of stress and anxiety depending on STEM major ( May and Casazza, 2012 ). It is not clear that a strategy to reduce stress and anxiety studied in one discipline will be applicable to another or that the strategy will be relevant for different concepts within a discipline. For instance, some of the strongest evidence regarding strategies that can reduce anxiety and increase performance (e.g., informing certain groups about stereotype threat, using humor to connect with students, expressive writing before taking an exam) arise from studies carried out in mathematics and statistics courses ( Spencer et al. , 1999 ; Johns et al. , 2005 ; Neumann et al. , 2009 , p. 200; Williams, 2010 ; Park et al. , 2014 ). Each of these strategies could be applied in biology; however, their efficacy generally remains untested. Similarly, if effective, the strategies could also be applied to reduce math anxiety in the context of the biology classroom (e.g., Madlung, Bremer, Himelblau, and Tullis, 2011 ). Future research is needed to examine whether strategies applied in one context will work in another context. When combined with the need to consider how different student identities respond to a given strategy, this presents a significant challenge for the field moving forward.

What Strategies Have a Weak or Nonexistent Evidence Base?

In many cases, the strategies that we identify here currently lack evidence for direct linkages with reductions in stress and anxiety. For instance, the use of student names is predicated on the linkage between name use and instructor immediacy. There is a need for additional research that explicitly measures student stress and anxiety as a function of different classroom interventions, even if only ancillary to the primary purpose of the study. This research should strive to adopt more explicit definitions of stress and anxiety, although we recognize that the many conceptualizations of stress and anxiety make this quite challenging ( Lazarus and Folkman, 1984 ). In addition, we identified several strategies that are likely to be related to student stress and anxiety but have no clear evidence base. For instance, many students perceive office hours negatively, with students often citing apprehension about using office hours and viewing them as a last resort ( Smith et al. , 2017 ). Despite the stress and anxiety that can be created by office hours, research on best practices remains limited and presents an area for future research.

Some stress and anxiety are likely unavoidable, and students can also learn various coping mechanisms through the adoption of healthy academic (e.g., problem solving, information seeking, emotional regulation, etc.; Henry et al. , 2019 ) and self-care habits (e.g., sufficient sleep, getting exercise, identifying a supportive community of friends; Myers et al. , 2012 ). However, we have focused here on identifying evidence-based strategies that instructors can employ to try to reduce student stress and anxiety so that students can reach their full potential in the classroom. These strategies span a range of approaches, from modifying instructional techniques to empowering students with different mindsets and tools that they can use to alleviate stress. Instructors can pick and choose among these strategies depending on context, but should always think about ways to assess their efficacy. In that sense, our review also exposes the need for new studies that explicitly link instructional techniques with student stress and anxiety and that identify how those relationships vary among STEM disciplines and across diverse student demographics.

Acknowledgments

G.R.G. is supported by the Grand Challenges Initiative at Chapman University. We thank L. Sanchez for assistance with references. We thank the reviewers and handling editor for valuable suggestions and feedback. In addition, we thank D.S. Newman and the faculty and staff of the Grand Challenges Initiative for helpful comments that improved this essay.

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