Since starting this article in September, a heavy load of summative assessments—alongside other responsibilities—has left me hopelessly scrambling to finish this story while maintaining my grades. But I know I’m not the only sophomore struggling with deadlines and the seemingly endless workload of my second year.
Why are so many sophomore students struggling this year? Is it a lack of accountability for their assignments and due dates? Is the course material and large volume of work suffocating even the highest-performing students?
“I think there are more bigger assignments,” sophomore Eliza Goldhaber said. “Last year, they spaced [assignments] out more. Last year, you would maybe have three to five big assignments per class in a quarter, but now I feel like there [are] more back-to-back.”
“As an athlete and a student, I find myself having to choose between sleep and homework many days a week, which places a lot of stress on me and my grades long term,” Eliza said.
Echoing Eliza, sophomore Ilse Monarrez has had some trouble managing her time.
“First quarter is the shortest quarter, which means less time to judge your abilities,” she said. “Since I didn’t prioritize [my work] in the beginning of the quarter, now I am stressing about how to get my grades up, making me resent the work I have.”
Although many sophomores are struggling to adjust to their increased workload, changes in the volume and difficulty of academic work are expected as high school progresses.
Sophomore Kavina Aggarwal said, “I think my peers and I have not been able to adjust to the workload. Some students may feel like they’re lost, when in reality they just need to get back into the groove of things.”
A well-known term popularized by social media to describe this phenomenon is the “sophomore slump.” This term describes a second-year sense of burnout due to factors such as family, sports, and pressure among peers, resulting in lower grades and diminished motivation. Since sophomores are stuck between the freedom of freshman year and the importance of junior year, they find themselves in a weird gray area.
Sophomores and teachers weighed in on strategies to combat the popular sophomore slump. While Upper School math teacher Andrew Sanchez noted that he does not support the term, he does offer helpful advice to stay on track this year.
To battle mental stressors, Mr. Sanchez said, “Keep each class organized in folders—physical and digital—and keep your Google calendar clean.” Mr. Sanchez also suggested taking advantage of resources and said to “stay proactive rather than wait until it’s too late.”
Upper School English teacher Jim Joyce said that communication between teachers and students could be improved—on both sides.
“I can be better by, for instance, letting folks know when I’ve fallen behind or if I am expecting some stumbles and will appreciate their patience,” Mr. Joyce said.
He added that students could be better with communication with teachers by being “more upfront about, for instance, missing assignments and needing a little more help. For instance, a student who has forgotten to complete an assignment may sometimes pretend that they did it and that it’s around here somewhere in this or that doc.”
Eliza said she agreed with Mr. Joyce’s stance on accountability between students and teachers. “It’s best to stay honest and allow for open communication between students and teachers,” she said. “They will respect you and think of you higher, and, more importantly, it’s the right thing to do.”
Although I’ve tried to communicate with my teachers, this school year has undoubtedly gotten more challenging. I can also attest to the fact that time management plays a large role in the way that students view this hardship. As a student involved in fall sports and adjusting to the change from summer, I fell behind in classes this quarter.
Nevertheless, holding myself accountable and dedicating extra time to catch up has pushed me to get back on track. Usually, teachers are very understanding when it comes to giving extensions when needed, and I advise peers who may be struggling this quarter to take advantage of the support that teachers offer.
The best way I can recommend that my fellow sophomore students navigate this school year is to stay on top of work and to advocate for themselves when they need it. Whether that means meeting with teachers, visiting the math and writing centers, or living in the Quiet Area, keeping a positive attitude throughout this year will propel students forward to success.
