Counterintuitive Fall 2024

A Potential Solution to Student Stress May be Right Outside the Window

Stress in adolescents has become an ever-growing issue, affecting millions of children daily. Research conducted by Professor Jean M. Twenge of San Diego State University, published by the American Psychological Association (APA), highlights that modern children experience significantly higher stress levels than previous generations, including post-World War II children of the 1950s and Cold War-era children of the 1980s Today’s stress levels among students are escalating at an alarming rate, largely driven by academic pressures and the persistent presence of schoolwork. To address this growing concern, society can look to the past, particularly to the philosophy of Henry David Thoreau as expressed in his memoir, Walden, which emphasizes the restorative power of connecting with nature. Applying Thoreau’s ideas may offer a much-needed reprieve for today’s overwhelmed students. 

Historically, the primary sources of stress for adolescents were often linked to existential threats as well as societal pressures that were outside of their immediate control. In the 1950s and 1980s, for example, children were concerned with the looming threat of nuclear war. These fears were largely shaped by global events and political tensions that were far removed from the everyday lives of children and teenagers. While these fears were significant and had profound impact on the way children viewed the world, they were largely external and irregular in nature, occurring sporadically based on political climates or international relations. These stressors were also more temporary as there were periods of heightened tension and periods of lessened tension. This is in contrast with the sources of stress for today’s adolescents as they are not only more immediate, but also more persistent, with much of the stress being internalized. The modern stresses that the youth face today are deeply embedded within the fabric of their personal lives, particularly revolving around their academic performance and social expectations. The pressures associated with succeeding in school, maintaining good grades, and meeting social standards have become ever-present, with students often feeling the wait of these concerns on a daily basis. 

The rise of digital technology, particularly in the realm of education, has amplified these challenges. In today’s world, the line between time for school work and personal time is increasingly blurred, leaving students with little opportunity to fully disconnect and relax. The widespread use of digital platforms such as Google Classroom and Canvas has dramatically changed the educational landscape, making it easier for students to access assignments, submit work, and receive feedback at all hours of the day. While these platforms were initially introduced with the intention of improving accessibility to learning, especially during the pandemic, they have inadvertently contributed to heightened stress levels. Students no longer have a clear boundary between school and home, as assignments and deadlines can now follow them wherever they go, creating a sense of constant pressure and expectations. Rather than being confined to the classroom, academic obligations now extend far beyond the school day, leaving students to juggle multiple responsibilities around the clock. 

A study conducted by the APA revealed that a significant portion of adolescents, 45% to be exact, report feeling stressed “all the time” about school. The results of this survey reflect how academic stress has evolved into a pervasive issue, affecting nearly half of all students. However, academic pressure is not the only source of stress in the modern world. The APA’s study also highlighted the role of other factors such as social media and extracurricular demands, which add additional layers of strain to adolescents already struggling with school-related pressures. Social media, in particular, has introduced a new set of expectations for young people, from maintaining a curated online persona to navigating the complex dynamics of virtual friendships. These pressures compound the stress of schoolwork, creating an environment where students feel as though they are constantly juggling competing demands for their time and energy. 

The omnipresence of technology has only worsened this cycle, making it more difficult for students to find relief from the stresses they face. The ability to assign homework, projects, and quizzes at any time of day or night has created a culture of perpetual deadlines. With the introduction of online platforms, teachers now have the capability to set strict deadlines, often as late as 11:59 p.m., and expect students to submit work over weekends. What was once a two-day break from academic responsibilities has now become an extension of the school week, where students are expected to be constantly available and engaged. As a result, students no longer have the luxury of a full weekend to decompress, relax, or participate in extracurricular activities without the looming pressure of unfinished assignments or upcoming deadlines. This shift in the educational systems has further eroded students’ ability to manage stress and maintain a healthy work-life balance. 

As previously mentioned, one of the major drawbacks of the shift to the increased use of technology in school is the rise of 11:59 p.m. and weekend deadlines. Supporters for this argue that these deadlines offer flexibility for students involved in extracurricular activities and encourage productivity by creating a sense of urgency; however, these arguments often fail to recognize the fact that students will procrastinate and have to deal with burnout and stress. An article titled “Why Do Students Procrastinate? Teachers Confirm That 11:59 is the Magic Hour” highlights that while some students find the late-night deadlines motivating, many others feel overwhelmed by the constant pressure. One high school AP in the article argues that, “When you have no other choice, you do it.” This very statement underscores the issue at hand: students feel as though they have no choice but to comply, even at the expense of their mental health. 

It would be naive to suggest that this is something that can be changed as stress and large workloads have always been a part of the education system and are unavoidable. It would also be difficult to move away from the 11:59 p.m. deadline as this has become a routine for many teachers and students and does give students more flexibility to get the work done after class hours, so many people would not want to get rid of this. So the question becomes, if the roots of stress in students is unavoidable, how can the education system help to reduce stress back down to the levels of prior generations? 

The answer to managing stress in today’s high-pressure environment can be found within the wisdom of Thoreau’s Walden; or, Life in the Woods. This memoir offers a timeless perspective on the profound role that nature plays in alleviating stress and restoring balance to life. In the memoir, Thoreau recounts his two-year experiment living at Walden Pond, where he embraced solitude and simplicity, depending on nature for physical sustenance and mental clarity. For Thoreau, nature was far more than a scenic backdrop; it was a vital source of spiritual and emotional rejuvenation. His assertion, “We need the tonic of wilderness,” conveys the idea that nature serves as a remedy for the ailments of modern life-stress, monotony, and disconnection.

Thoreau observed that the repetitive routines of daily existence often lead to feelings of entrapment and a sense of alienation from one’s authentic self. He believed that immersion in nature has the power to “reawaken” the human spirit, breaking the monotony and renewing a sense of purpose and vitality. His insights are now seen in modern scientific research, which confirms the tangible benefits of spending time in natural environments. A Harvard-published study, for instance, demonstrated that as little as 20 minutes in nature can significantly lower cortisol levels, a hormone directly tied to stress responses. Reduced cortisol levels are not only linked to a decrease in stress but also to improvements in mood, focus, and overall mental health. Similarly, a study published in Frontiers in Psychology found that spending just 10 minutes in a natural setting can lead to measurable reductions in heart rate and blood pressure, both critical indicators of stress. These findings affirm that Thoreau’s insights were not only profound but scientifically grounded, even centuries after he wrote about them. 

While Thoreau was able to retreat entirely to the woods for an extended period, most people, especially students, do not have the luxury to abandon their daily lives for such an endeavor. However, his core principle, the importance of reconnecting with nature, remains accessible and adaptable to modern lifestyles. Small actions, such as sitting outside during a break, taking a walk in a park, or engaging in outdoor exercise, can provide similar benefits to those outlined in the studies previously mentioned. These brief moments of connection with the natural world serve as a counterbalance to the relentless demands of academic and personal responsibilities. For students, incorporating these simple practices into their daily routines could help mitigate stress, boost mental clarity, and foster a greater sense of well-being in an increasingly hectic world. By embracing Thoreau’s advice, even in small amounts, individuals can reclaim a measure of balance and tranquility in their lives. 

How can students find moments to connect with nature amid their packed schedules? Schools and teachers can play a critical role in addressing this challenge by integrating nature into the educational system. One practical solution is for schools to establish outdoor learning spaces, such as gardens, courtyards, or shaded seating areas, where students can engage with nature while studying or doing work. These spaces can be designed to accommodate group activities, individual study, or even informal discussions, providing  flexibility for various teaching styles and students’ needs. For high school or middle school students, who often have structured and demanding schedules, teachers could hold classes outdoors when weather permits. This approach would allow for students to enjoy the restorative effects of nature without sacrificing instructional time, making it an efficient way to blend academics with wellness. 

Another strategy to help integrate this idea could be with the introduction of “nature breaks” during the school day. These shorter, scheduled periods would give students the chance to step outside, breathe fresh air, and experience a change of scenery. Research from the APA highlights that even brief exposure to nature can enhance concentration and productivity. Such breaks would not only benefit students by reducing stress, but also provide teachers an opportunity to recharge, creating a more positive and effective classroom environment. 

Parents and communities also play a vital role in fostering a connection with nature. Families can encourage outdoor activities, such as evening walks, gardening, or playing in local parks, as a way to counterbalance the heavy screentime often accompanying schoolwork and entertainment. Community involvement could also extend to creating shared green spaces or hosting outdoor events that promote relaxation and social interaction in a natural setting. These efforts will help to reinforce the value of nature in daily life and help to establish long-lasting habits that support mental and physical health. 

In addition to these initiatives, schools could offer workshops focused on time management and stress reduction. These sessions could empower students with practical tools to handle their academic workloads more effectively, such as learning how to prioritize tasks, avoid procrastination, and set achievable goals. Combined with lesions on mindfulness and relaxation techniques, these workshops could help students build resilience against pressures of the modern education system.

By emphasizing the importance of mental health alongside academic achievement, schools can create a more balanced and supportive learning environment. Incorporating these strategies not only aids students in managing their current stress but also equips them with valuable life skills that extend beyond the classroom and into their future. 

While the idea of incorporating nature into school routines as a means to alleviate student stress is compelling, there are those who argue against it. Some might argue that the pressures of modern education are too great for such solutions to make a meaningful impact, while others suggest that nature based- interventions are not feasible or effective in the context of a high-pressure academic environment. While there is some merit behind these claims, these arguments can be addressed. 

One of the main objections to integrating nature into schools is the argument that students’ academic and extracurricular obligations are overwhelming enough already. The critics of these ideas claim that students are already stretched thin with homework, exams, and extracurricular activities, and that adding additional breaks or outdoor classes may seem like an unnecessary distraction from the already packed curriculum. An article in the Journal of Education and Development titled “Outdoor education: Challenges and opportunities in modern education systems” also asserts that given the intensity of modern education systems, the idea of incorporating nature breaks or outdoor classes should be viewed as an unrealistic luxury rather than a necessity. 

Additionally, opponents may question the effectiveness of nature in alleviating stress, especially for students who may be dealing with more profound emotional or psychological issues. While spending time in nature has been shown to reduce cortisol levels and improve the moods of many students, as previously discussed, it may not be sufficient for those experiencing more severe anxiety, depression, or other mental health challenges. This argument is mostly rooted in the belief that the emphasis on nature-based solutions could divert attention away from addressing the deeper, systemic issues within the educational system, such as lack of mental health resources and unrealistic expectations placed upon students. They may suggest that rather than focusing on short-term interventions such as outdoor classes, schools should prioritize fundamental changes in how education is structured and how students’ well-being is supported. 

Furthermore, there are logistical concerns regarding the integration of nature into school systems. In urban areas where green spaces are limited or in schools located in regions with harsher weather conditions, creating outdoor learning spaces may not be feasible. Even if outdoor spaces can be created, there are financial and time constraints that schools may face in implementing such initiatives. Teachers may also be reluctant to adopt outdoor teaching methods due to concerns about classroom management, the potential for weather-related disruptions, or the lack of proper resources to support these practices. 

While these concerns are all valid, they do not necessarily outweigh the potential benefits of reconnecting students with nature. First, it is important to note that incorporating nature into school routines does not need to be an all-or-nothing solution. Even small adjustments, such as allowing students to take short walks to spend brief moments outside during breaks, such as a lunch period, can have noticeable effects on reducing stress and improving focus. These activities can be easily integrated into existing schedules without causing significant disruptions to academic learning. 

Moreover, addressing the underlying issues of academic pressure and mental health support is critical. A nature-based solution should not be seen as a replacement for the need of systemic changes within the education system, but rather as a complementary aid that can help to enhance student resilience and coping mechanisms. By providing students with opportunities to step away from their academic responsibilities and reconnect with the natural world, teachers and administrations will help build the mental and emotional strength needed to cope with ongoing pressures. 

In regards to the logistical challenges, it is true that not all schools have the infrastructure nor the resources to create extensive outdoor space; however, even simple changes such as holding classes in existing green areas, athletic fields or the front lawn for example, can make a difference. Additionally, technology can be utilized to help to some extent in more urban areas where there are no immediate green spaces within the school grounds. Teachers could hold virtual guided walks through nature via videos and provide some sense of connection and relaxation without requiring significant changes to the physical infrastructure, along with encouraging students to spend more time outside.

So, while there are legitimate concerns regarding the feasibility and effectiveness of integrating nature into education as a solution to student stress, these challenges do not negate the potential benefits. By taking a flexible approach and combining nature-based solutions with broader systemic changes, schools can provide students with a much-needed reprieve from the pressures that they face from day to day. This will help to foster a healthier, more balanced learning environment. 

The teachings of Thoreau offer valuable insights for addressing the challenges faced by today’s students. By reconnecting with nature, students can find a sense of balance and rejuvenation that helps them cope with the demands of modern education. Schools have the opportunity to integrate these principals into their practices and daily schedules, creating a more supportive and holistic learning environment. 

Ultimately, the goal should be to foster a culture that values both academic achievement and mental health. By making small but meaningful changes, such as the incorporation of nature into daily routines, educators can help students thrive academically while maintaining their well-being. This shift in perspective could pave the way for a healthier, happier generation of students and learners.

References

American Psychological Association. (n.d.). Stress in America: Generation Z. 

Birkner, J. (2020). Why late-night deadlines are hurting students. Technician. 

Exeter, University of. (2019). Two hours a week in nature is key to health and well-being. ScienceDaily.

Frontiers in Psychology. (2020). Ten minutes in nature reduces stress: A study of heart rate and cortisol levels. Frontiers in Psychology. 

Goodweather, E. (2022). Why do students procrastinate? Teachers confirm that 11:59 is the magic hour. Three Penny Press.

Harvard Gazette. (2019). The health benefits of spending time in nature. Harvard Gazette. 

Johnson, B., & Raynor, A. (2016). Outdoor education: Challenges and opportunities in modern education systems. Journal of Education and Development, 35(4), 42-56.

National Institutes of Health. (2017). The effects of nature exposure on mental health and stress. NIH Public Access. 

Pew Research Center. (2018). Anxiety and depression: A major problem among teens. Pew Research Center. 

Thoreau, H. D. (1854). Walden; or, Life in the Woods. Boston: Ticknor and Fields.Twenge, J. M. (2017). iGen: Why today’s super-connected kids are growing up less rebellious, more tolerant, less happy—and completely unprepared for adulthood. Atria Books.