Written and Illustrated by Sylvain Chan
Second year can be tough: graduating from the safe ‘trial phase’ that is first year, as academia and one’s future prospects become of utmost concern. But how well do LSE students cope with these challenges? This data journalism aims to investigate the causes of stress within second-years, and the extent to which they effectively cope with these issues.
Regarding the methodology used to acquire this data, 25 semi-structured interviews were conducted with second years studying a variety of courses. Considering the small sample size, the data does not necessarily aim to be an accurate representation of the overall LSE second-year population. Rather, this article strives to provide insight to how students understand and tend to their mental health.
Average stress levels
When asked to quantify their stress levels on a scale of 1-5, with 5 being extremely stressed, students’ current stress levels (at 3.1 – considering all factors at the moment of the interview) were on average, lower than their overall stress levels (at 3.27 – considering all factors across their academic year) on average.
These interviews predominantly took place during week 7 of Winter Term, which was summative season for many students, which contributed to the reasons why they were currently stressed. However, coming out of Reading Week proved to be relaxing as well, hence why the current scores were lower than the overall ones. Interestingly, three students responded with numbers higher than 5, peaking at “20 billion” (though these were capped at 5 for accuracy). While a seemingly innocuous hyperbole, it may reflect the sheer toll students’ trials and tribulations have on their mental state, as though ‘laughing behind the pain’.
Interviewees that reported lower stress levels (below 3), responded with answers that reflected an overall understanding that stress derives from manageable things occurring in the present, and therefore strive to deal with the source of stress as early as possible – “conquering the enemy” head-on as one student described.
What causes second-year students stress?
37.8% of the reasons students cited why they felt stressed were due to academics, though this is not simply explained by impending deadlines. Many continue to find adjusting to the university teaching style difficult due to the shorter contact hours, and what can feel like an “impersonal” environment compared to high school, as one interviewee states. Compared to high school, where digesting information becomes easier with the routine help of teachers who know your name and seem to be actively rooting for your success, finding the motivation to self-direct your education in university can be difficult even after a year’s worth of time to adjust. Having “bad teachers”, as another student cites, can compound this further as they can make or break your interest in a course by affecting your ability to understand its content.
Lagging on readings can be especially troublesome for those who attempt to self-teach, as it means fundamentally losing out on invaluable knowledge. This is especially pertinent for political science students such as those who take History or Politics, where key theoretical ideas and case studies relevant to summatives or exams, are contained within these very readings. When it comes to these deadlines, four students complained about the lack of communication between departments and course directors wearing them thin, in lieu of how tightly packed together these assignments were.
Another student also mentions how stress comes from needing to excel in second year to compensate for his poorer performance in first year. While it is true for many LSE courses that the results you receive in first year do not significantly alter your final degree classification, performing ‘poorly’ in first year nonetheless has the potential to impact your education. Whether being behind in general concepts that are carried on into second year, or just barely missing the mark on what could have been an overall first-class honours because of that one ‘bad’ summative in first year. Some students express the inverse concerns, where they feel pressured to maintain their stellar first-year performance to prevent themselves from slipping academically.
Evidently, many students value their education and attempt to make the most of their time at the LSE. As such, in addition to academic duties, many have taken on extracurriculars which has the negative externality of causing stress in their own right. 8.9% of the reasons students cited why they felt stressed were due to society commitments, vocalising their struggle with balancing their “intense academic expectations” alongside other voluntary work. However, the interviewees that mention these concerns, also admit this stress is self-induced by overstacking on society commitments.
Though understandably, participation in societies equips students with the experience and development necessary to be a good applicant for internships and job hirings – which in itself, causes a significant amount of unease within students as well. 28.9% of the reasons students cited why they felt stressed were due to career prospects. While many find this like-mindedness motivating, and the opportunities LSE provides beneficial, it can feel suffocating for others, especially as some feel they have to “start trying” after putting it to the wayside in first year. The act of “simply doing applications” can be stressful as it is a task that may elicit procrastination, while “waiting for internships” is something out of students’ control, which adds to the anxiety. One student identified a negative cycle she faced regarding this: by focusing on internship applications, she sacrifices doing readings. And so if she gets a rejection email, she feels as though she has “fallen behind (on academics) for no good reason”.
With every rejection or long wait, students conveyed their “fears of having to join the rat race” – the arduous slog of continuously pitching themselves to potential employers for a chance of having a secure future. Some international students that were interviewed also expressed concerns specifically about “where (they would) go next” – if “staying in the UK (was even) a viable option” for them. One mentions how he feels as though his “family’s income (is) weighing on (his) shoulders”, hence the need to excel at academics and find a stable career. This facet complicates their experiences as they have additional geographical and/or financial factors to consider when applying for internships.
Another issue would be “balancing interpersonal relationships”, which accounts for 17.8% of the reasons students cited why they felt stressed. When socialising becomes a conscious effort one must make, so as to not worry your family or become isolated from your friends, it can get overwhelming to maintain this on top of other responsibilities. Dealing with “incompetent workers” in a collaborative environment, as one interviewee describes, can also add to these frustrations as extra time is spent ‘picking up slack’. There’s also the need to tend to your own mental health and personal life: one student mentioned how having stress anxiety disorder often amplified her struggles as it “becomes the dominant emotion”, hence why she frequents cognitive behavioural therapy to better manage this.
The final component affecting second-years would be day-to-day responsibilities, which account for 6.7% of the reasons students cited as to why they felt stressed. As “functioning adults”, keeping up with daily chores such as cooking and doing laundry becomes essential, which can be draining as they are repetitive requirements. However, one student notes that doing these responsibilities can be “meditative” and even a motivator. For example, your home becomes less of a mess, and therefore a better living environment, after vacuuming the floors.
How do students cope with stress?
39% of the methods students described they used to cope with stress involve time to themselves. This primarily involves students doing the things they enjoy, from playing chess to travelling, as “enjoyment brings enjoyment”. Two people mention going to the gym as it is a helpful method that improves “mental and physical health” by being “scientifically proven to release endorphins”. Another student specifically cites how doing Taekwondo helps with taking his mind off stress, as “fighting someone is such a focused endeavour (…) you have to discard unwanted thoughts – stress included.” Another student describes how daydreaming helps her relax through escapism, though recognises it is “not necessarily healthy because it’s not a coping mechanism rooted in reality”, which can distract from productive methods.
Interestingly, one student described specifically reading George Orwell’s books as a method of coping with stress. Rather than be discouraged by its prominent themes of dystopia and helplessness, he gleans that “at a certain point in time, (I) will have the autonomy to think and do things for (myself)”. Applying this mentality in his lived reality, he finds solace in knowing it is possible not to be ultimately subservient to a corporate or finance-adjacent lifestyle.
However, not everyone’s coping mechanisms were equally as effective. One student reflected on how while allowing yourself the time to recharge is “not bad in moderation”, being “passive’ ends up being the easiest way to deal with stress as other methods (such as making plans with friends), can exhaust time and effort that one might not have. Such examples of “passive” play include doom scrolling or sleeping, which heightens feelings of anxiety as there is a conscious acknowledgement of time being used ‘unproductively’. “Sleep procrastination” is another method of relaxation students identified, wherein one deliberately stays up late catching up on entertainment and fun after working during the day. While this is self-rewarding, this may cause sleep deficit and the negative subsequent effects it has on one’s health, with the interviewee notably stating they were tired from doing so last night.
Another method students mentioned was crying, which accounted for 4.9% of the reasons overall. While crying can be “good to relieve your emotions”, students agree that other times it may only make things worse as it “exacerbates (the) pain” by getting “stuck in (your) one head and sadness”. One student cited how although sleeping and crying may provide temporary relief, they “conflict with being productive”. This reflects a ‘grindset’ of needing to be constantly exerting your all, which may ultimately lead to an unhealthy relationship with work and burnout.
This is especially pertinent given the cyclical nature of stress. “One must imagine Sisyphus happy” was the mentality one student had when describing her struggles. 22% of the methods students used to deal with stress involve simply getting the task done, as this effectively deals with the source of the stress. However, even if you finally complete that looming assignment, or finally send off that internship cover letter, any moment of relief is then “immediately replaced by more stress”. Therefore, one must imagine Sisyphus happy. These struggles are part of life – part of adulthood – as dismal as that may sound for some. To prevent these issues in our lives from getting the best of us, we must adapt and face these obstacles head-on fearlessly.
Understandably, this is not as easy as it sounds. One student described how he faced mental blocks and the “tendency to procrastinate” when trying to work. But even “getting your foot through the door”, doing even the most minor of tasks, can help you work towards completing your goal. Afterall, “it is the initial hurdle” that discourages people from striving forward, causing many to fall into an unhealthy loop of procrastination, stress, and unproductivity. Two students suggest treating yourself to “sweet treats” as an incentive to complete tasks.
Of course, there is no pressure to be constantly striving for work. 22% of the methods students used to deal with stress involve spending time with friends, which produced the most positive results overall. Whether it’s playing tabletop games or going to the pub, being with others in social contexts can help “separate (your) brain from university”. With alcohol consumption being 12.2% of methods cited to deal with stress, many describe it in tandem with socialising with friends. Though hangouts can occur without alcohol, drinking specifically “makes the experience more fun” as one student describes. It acts as a “natural relaxant”, and “sometimes you need a feral night out”. However, these participants noted that “can be sustainable as long as it’s not something you do often, or over-rely on.”
Returning to spending time with friends, three students also mention the importance of having a support system, as it’s “nice to know you’re not alone”. Venting to friends can also provide solace, with one student expressing “it’s nice being reassured by others that I’m capable” despite perceived academic failures.
However, it’s important to make sure the person you’re sharing your vulnerability with is “emotionally available”, as ‘rational reassurance’ may make things worse. Wincing, one student reminisced about being told “and who’s fault is that?” and “this too shall pass” when expressing her grievances to a friend. To dissect this, feeling stressed is not a failure of understanding why these problems arise. Most interviewees were aware that the trials and tribulations they faced were ultimately temporary obstacles. Rather, stress comes about as a need to seek emotional relief. Some people may simply need a shoulder to lean on, and be reassured that despite it all, ‘you will prevail’.
Conclusion
Feeling stressed is a natural part of life, especially in such integral years of higher education that are the transitory state towards adulthood and the workforce. Therefore, it is how you acknowledge and approach it that makes all the difference. Consider reaching out to a friend and ask how they’re doing, or make time in your busy schedule to attend a show you’ve been meaning to watch. There’s more to LSE than academics, so make sure to treat yourself more gently.
