Sample Education Research Paper on Stress of College

Stress of College

Stress is defined as the force, applied or system, which has deformation or strain effects on the body. It can be emotional i.e. the one occurring in situations that students consider challenging, or physical stress that is a physical reaction of the body to various triggers such as pain. The causes of stress among students are the things or situations that are out of the ordinary from normal school life such as peer pressure, school-related challenges, and relationships. The essay below discusses the causes, effects, and management of stress among college students.

Adapting to a new life is a prominent stressful challenge that college students face. It is normally the first time that most of them interact with the outside world away from the protective and nurturing care of their parents. This leads to significant changes in the daily routine such as sleeping and eating habits and time management skills, implying that they are expected to be self-sufficient and independent (Dunkel-Schetter and Lobel 17). It also means that they are supposed to find an identity and test the values and rules that their parents and teachers taught and set out for them. School-related issues are also crucial in stress causation. For instance, college students may be stressed due to prolonged dismal performance in academics that makes them give up hope of ever-improving. More stressful is the manner in which students handle stress; some of them resort to drug abuse to relieve stress (Welle and Graf 97). Stress among college students can further be linked to bad peer pressure that forces them to engage without ingrained personal consent. Most of them would submit to peer pressure for fear of losing friends, rejection, or simply because they cannot make firm decisions without external opinion.

Stress affects all aspects of a student body i.e. physical, mental, emotional, and behavioral (Dunkel-Schetter and Lobel 20-34). Stress has profound negative impacts on the immune system and the equilibrium state of a student. The stressful condition of a student could be worsened by prolonged stress and sleepless nights as this compromises the body health. For instance, stressed people tend not to take care of their bodies by engaging in healthy behaviors such as eating healthy and exercising. Stress also distorts emotions making the victims be irritable and defensive. This has adverse impacts on their relationships with other people.

It is imperative for students to know the de-stressing techniques that can help them to regain their calm and relaxed states of mind during stressful moments. The most imperative stress management strategy for a college student is to balance the social and academic life (Welle and Graf 101). They should socialize with friends that can contribute positively to their school life without plunging them into stressful situations. Academic performance is highly boosted by interacting and engaging positively with supportive people that are determined to excel. Most importantly, one should learn proper time management, maximize life opportunities, and leaning to make independent decisions without being influenced by others. Stress overload and anxiety can also be curbed by taking care of the body by engaging in routine exercises and avoiding processed foods or energy drinks that can agitate stress levels.


Stress is an unavoidable aspect of human life, especially for a college student. However, successful college life is dependent on how students balance their social and academic lives, set their priorities, and utilize life opportunities. Family, friends, and the college stress-management system should be involved in controlling the stress levels.

Works Cited

Dunkel-Schetter, Christine, and Marci Lobel. “Stress among Students.” New Directions for

Student Services. 1990.49 (1990): 17-34.

Welle, Paul D, and Helen M. Graf. “Effective Lifestyle Habits and Coping Strategies for

stress Tolerance among College Students.” American Journal of Health Education.

42.2 (2011): 96-105.