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By Kenneth Morka, Teaching Fellow, Lecturer in Business & Health, FSB Digbeth

♦ Introduction

Understanding Holiday Academic Stress

The Dual Pressure Phenomenon

The holiday season, while festive and joyful, can be a particularly challenging time for students. The intersection of academic responsibilities and seasonal celebrations often creates a unique psychological landscape filled with both opportunities and potential stressors (Moen et al., 2016; Buchanan, 2018). The melding of academic pursuits and parental responsibilities poses unique obstacles for adult learners, especially during holiday seasons. This article explores evidence-based strategies for managing academic stress while maintaining familial obligations and personal well-being (Rodriguez & Lee, 2017). This comprehensive guide aims to provide students with practical strategies for managing academic stress, maintaining mental health, and effectively preparing for the upcoming academic term during holiday breaks.

Stress Management Perspectives

Research indicates that parent-students experience significantly higher stress levels compared to traditional students. Buchanan (2018) identified three primary stress domains:

1. Academic performance pressure
2. Childcare responsibilities
3. Time management challenges

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Common Stress Triggers for Students: A Comprehensive Analysis

The landscape of academic stress for students is particularly complex, characterised by multifaceted psychological and practical challenges. Incomplete academic tasks represent a persistent source of anxiety, as unfinished projects and pending assignments create a constant underlying tension. These lingering academic responsibilities cast a metaphorical shadow over holiday breaks, preventing full relaxation and generating persistent cognitive load. The anticipation of upcoming examinations further intensifies this stress, with students experiencing heightened performance anxiety as the prospect of challenging tests looms on the horizon. This examination-related stress is compounded by the dual pressures of maintaining academic excellence while managing familial responsibilities. Performance anxiety emerges as a critical psychological mechanism, where students grapple with internal expectations and external academic standards, often questioning their capability to balance multiple life domains effectively.

The subtle dance of family expectations adds another dimension of complication, as students navigate the delicate balance between personal academic goals and familial interactions. Parents-students must negotiate their educational goals within the context of family dynamics, managing potential conflicts between study time and family commitments. This negotiation process can generate significant emotional and psychological strain, as students strive to meet academic requirements while simultaneously fulfilling parental and familial roles. The intersectionality of these stress triggers creates a unique psychological landscape where academic achievement, personal growth, and family responsibilities converge, demanding exceptional adaptive strategies and emotional resilience from parent-students (Edwards & Goodwin, 2017; Darling & Turkki, 2020).

Understanding Stress Management for Student-Parents

Student-parents face unique challenges in balancing their education and family responsibilities. Gonzalez and Martinez (2019) developed a helpful approach to make this journey easier by focusing on three key areas: flexible learning environments, social support systems, and adaptive coping mechanisms (Chen & Wagner, 2018; Feinstein & Mettetal, 2018).

The first area is creating flexible learning environments. Flexible learning environments represent a transformative approach to education that acknowledges the complex lives of modern students, particularly those balancing academic pursuits with family responsibilities. This flexibility manifests in multiple ways. Imagine online classes that you can attend at night after the kids are asleep, or courses that let you submit assignments with more flexible deadlines. The transformation usually begins in the classroom itself. Educators are encouraged to implement innovative pedagogical strategies that create dynamic, engaging learning environments. By fostering excitement and genuine interest in course content, lecturers can inspire students to continue their learning beyond formal class hours, seamlessly integrating academic exploration into their personal time and home spaces.

Drawing from Dr. Qiao’s, an English Academic Purposes (EAP) Tutor at FSB Leicester, research on Willingness to Communicate (WTC), we can extend the concept of flexible learning environments to address the unique challenges of student-parents. As Dr. Qiao eloquently states, “When students understand their unwillingness to communicate, they are better equipped to engage actively. This is not just a linguistic issue! It is about cultivating confidence and a sense of belonging in the classroom. Universities and Colleges are increasingly using technology to help students learn in ways that fit their complicated schedules. This aligns perfectly with Dr. Qiao’s philosophy that education should create environments “where students feel safe to speak – rather than just be capable to speak (Mehta, 2024).

Social support systems form the second crucial component. This is not just about academic help – it is about creating a network that understands and supports student-parents. Universities are developing special counseling services, mentorship programs, and support groups specifically for parents pursuing their education. These support systems help students connect with others facing similar challenges, share experiences, and find practical solutions to balancing family and studies.

Adaptive coping mechanisms are the third key area. This is all about developing personal strategies to manage stress and stay motivated. It includes learning stress management techniques, practicing mindfulness, and developing skills to prioritize tasks effectively. The goal is to help student-parents build emotional resilience and develop practical tools to handle the pressures of studying while raising a family.

The most important thing to understand is that there’s no perfect, one-size-fits-all solution. Every student-parent’s situation is unique. The model suggests creating a personalized approach that adapts to individual needs, family situations, and academic goals.

Research shows that when student-parents use these strategies, they experience significant benefits. Many reports feeling less stressed, performing better academically, and finding a more comfortable balance between their studies and family life.

The ultimate message is simple: With the right support, strategies, and mindset, student-parents can successfully pursue their educational goals without sacrificing their family responsibilities or personal well-being.

Practical Implementation Plan for Parent-Students

The practical implementation plan emphasizes personalized strategies that adapt to individual needs, family situations, and academic goals (Lundberg, 2019). Research shows that when student-parents use these strategies, they experience significant benefits, including reduced stress and improved academic performance (Marcus & Reisel, 2020).

Preparation Phase

• Develop comprehensive family calendar
• Identify potential study windows
• Communicate academic goals with family; Discuss study requirements with family

Study Integration

• Create child-friendly study spaces
• Establish consistent routines
• Implement flexible learning strategies; Distribute learning across multiple shorter sessions
• Learn to Say No: Politely decline overwhelming social commitments

Self-Care Commitment

• Regular mental health check-ins
• Physical activity integration
• Stress management techniques

Conclusion

The academic journey of student-parents represents a remarkable intersection of personal ambition, family commitment, and educational excellence. Our comprehensive analysis reveals that success is not about achieving perfection, but about developing adaptive strategies, cultivating resilience, and creating supportive ecosystems that recognize the unique challenges these individuals face (Goldrick-Rab, 2016).

Research consistently demonstrates that student-parents possess extraordinary capabilities. They bring rich life experiences, exceptional time management skills, and profound motivation to their academic pursuits. However, these strengths are often accompanied by complex stress dynamics that require nuanced, holistic support approaches (Carter and Williams, 2021).

The strategies explored – from flexible learning environments to robust social support systems and adaptive coping mechanisms – are not merely theoretical constructs. They represent practical pathways for institutional transformation and individual empowerment. Colleges like Fairfield School of Business, policymakers, and educational institutions must continue evolving to create more inclusive, flexible academic environments that honor the multifaceted lives of student-parents (Kasworm, 2018).

Key takeaways include:

• Stress is not an insurmountable barrier but a manageable challenge
• Technology and adaptive learning can significantly reduce academic pressure
• Social support is crucial for academic and personal success
• Individual resilience can be systematically developed and strengthened

As our understanding of non-traditional students continues to evolve, we must remain committed to recognising and addressing their unique needs. The student-parent journey is not just an academic pursuit but a profound testament to human potential, demonstrating how determination, support, and strategic planning can transform educational experiences.

The future of higher education lies in embracing diversity, flexibility, and personalized learning approaches. By continuing to research, understand, and support student-parents, we contribute to a more inclusive, dynamic educational landscape that values every individual’s potential.

Final Reflection: Every student-parent’s journey is a powerful narrative of courage, adaptability, and transformative learning.

References

Berns, R.M., 2019. Stress and Coping Mechanisms in Adult Learners. Educational Psychology Review, 31(2), pp.167-189.

Buchanan, L., 2018. Stress Dynamics in Non-Traditional Students. Journal of Higher Education, 45(3), pp.212-229.

Carter, M. and Williams, R., 2021. Support Networks in Adult Education. Academic Perspectives, 38(2), pp.87-104.

Chen, L. and Wagner, D., 2018. Technology-Enhanced Learning for Non-Traditional Students. International Journal of Educational Technology, 22(1), pp.45-62.

Darling, C.A. and Turkki, K., 2020. Balancing Family and Academic Responsibilities: A Global Perspective. Family Relations, 69(4), pp.701-715.

Edwards, M.E. and Goodwin, J., 2017. Social Support Networks in Higher Education. Journal of Student Affairs Research and Practice, 54(3), pp.267-280.

Feinstein, S. and Mettetal, G., 2018. Strategies for Managing Student-Parent Stress. Adult Education Quarterly, 68(2), pp.99-120.

Goldrick-Rab, S., 2016. Paying the Price: College Costs, Financial Aid, and the Betrayal of the American Dream. Chicago: University of Chicago Press.

Gonzalez, A. and Martinez, S., 2019. Adaptive Learning Strategies for Parent-Students. Educational Research Quarterly, 42(4), pp.56-73.

Kasworm, C.E., 2018. Adult Students in Higher Education: A Review of Contextual Perspectives. New Directions for Adult and Continuing Education, 2018(157), pp.5-17.

Lundberg, C.A., 2019. Non-Traditional Student Success: Conceptual Framework and Institutional Practices. New Directions for Institutional Research, 2019(181), pp.13-26.

Marcus, J. and Reisel, W.D., 2020. Stress Management and Performance in Adult Learners. Journal of Management Education, 44(4), pp.435-459.

Mehta, K.C., 2024. FSB Lecturer’s Research Transforms Classroom Communication by Rethinking Student Silence. FSB News, [online] 11 November. Available at: <www.fsb.ac.uk> [Accessed Date].

Moen, P. et al., 2016. Work and Family Challenges for Adult Students. Sociological Perspectives, 59(1), pp.45-62.

Rodriguez, K. and Lee, J., 2017. Psychological Resilience in Higher Education. Mental Health in Academia, 33(2), pp.145-162.

Thompson, H. et al., 2020. Time Management Interventions in Adult Learning. Journal of Continuing Education, 51(4), pp.278-295.