Strong Academic Pressure Needs Stronger Support

In a typical year, I am a high school English teacher at a high performing district in Massachusetts; however, this year, I am fortunate to be able to call myself a Ed.M English Education student at Boston University. In order to maintain a link between my teaching experience and my student experience, I have been researching the effects of applying to college for girls who attend high performing schools, girls who fit the profile of my former students. Such high performing girls have intensive schedules that require a heavy, almost burdensome workload: the pressure to succeed is powerful, particularly for girls in their junior year as they compete for coveted spots at elite colleges. I have witnessed girls sacrifice their social and emotional well-being for the mere potential of achieving success; therefore, I am interested the effects of school culture on girls as they process, cope with, and justify the choices that they make in order to succeed academically.

There is a growing body of research on the impact of “pressure cooker” school culture at elite high schools. The term “pressure cooker school” is used by researchers, Jerusha Connor, Sarah Miles, and Denise Pope (2014), to describe high performing, affluent schools known for their strong academic performance. More than half of students in Connor et al.’s study reported feeling often or always stressed about their schoolwork, with 81% of those students experiencing physical, stress-related symptoms. Joanne Locker and Mark Cropley (2004) reported that girls, in particular, were more at risk for high anxiety symptoms and underestimation of their academic ability.

The appearance of stress-based symptoms in girls can affect their behavior inside and outside of school. Nadia Ansary and Sunyia Luthar (2009) studied high performing 10th and 11th grade students, and found that girls were more likely to use alcohol as a coping mechanism. Additionally, if such females were reported to be maladjusted in class, they were more likely to use marijuana than their male peers. Andary and Luther suggested that the reason for this correlation may be the pressure to succeed. Marie Wilhsson, Petra Svedberg, Sara Hӧdin, and Jens Nygren’s (2016) research in Sweden found that girls are more likely to prioritize their academic responsibilities over personal desires. Such prioritization may contribute to why girls tend to academically outperform boys; however, the pressure to maintain success may promote deviant behavior, like alcohol or marijuana use.

Despite girls’ risk factors, Conner, Miles and Pope (2014) found that students felt less physical stress-based symptoms when they felt supported by most or all of their teachers. Such relationships can provide emotional and academic support for students when they feel burdened by their student responsibilities. If stress can be mitigated, hopefully, girls will be less likely to turn to alcohol or marijuana because they have a supportive and trusted adult in their life to turn to instead. Student-teacher relationships, especially for girls, can be powerfully influential for girls’ well-being.

References Ansary, N.S., and Luthar, S.S. (2009). Distress and academic achievement among adolescents of affluence: A study of externalizing and internalizing problem behaviors and school performance. Development and Psychopathology 21 , 319-341.

Connor, J.O., Miles, S.B., Pope, D. C. (2014). How many teachers does it take to support a student? Examining the relationship between teacher support and adverse health outcomes in high-performing, pressure cooker high schools. The High School Journal 98 (1), 22-42.

Locker, J. and Cropley, M. (2004). Anxiety, depression, and self-esteem in secondary school children: An investigation into the impact of standardized assessment tests (SATs) and other important school examinations. School Psychology International 25 (3), 333-345.

Wilhsson, M., Svedberg, P., Hӧdin, S., and Nygren, J.M. (2016). Strategies of adolescent girls and boys for coping with school-related stress. The Journal of School Nursing 33 (51), 372-382.