Myla van Lynde '23
It is nearly impossible not to be overwhelmed, as students, by the volume of work we have yet to do, by that one test we need hours to study for, and most especially by how little time we have in which to do it all. I often feel that as soon as I am caught up on work and can finally breathe, a new assignment comes and knocks me off my feet, forcing me to scramble back up before I fall yet again. According to American Psychological Association’s “Teen Stress Rivals That of Adults,” this cycle of infinite imbalance is common among high schoolers, who across the country worry about grades, teachers, and tests, without being able to see an end in sight.
In an ideal world, there would be little to no stress, flexible deadlines, and freedom to choose your own curriculum. It is certainly true that much of the stress we face is unnecessary and could be relieved with the implementation of new forms of education. However, given that the educational systems in place are out of our control, at least for the time being, it is important to take ownership of what we can control. This is where mindset comes into play.
Every individual tells themself stories about the world, shaped by their experiences and what they perceive, little bits and pieces of evidence they gather. Bloom’s “Reframing” from Psychology Today talks about how these vignettes turn to fully formed narratives and as they are told over and over again in our minds, they start to become our own reality. According to The Guardian, Cognitive reframing is the idea that we can reframe our perception of these stories and thus, our world. It has been used to treat a number of different mental conditions and has even been found to reduce the recognition of pain, but is a strategy that can help almost anyone to live the life they want to live.
It is far too easy to dismiss our minds, to blame our problems on factors we have no say in. While some factors may be out of our control, how we respond to obstacles are a reflection of our outlook on life. In the case of scholarly stress, sliding into a spiral of dread and frustration at the news of a new assignment is often the norm. Once this outlook is repeated over and over it becomes like a mantra, this constant repetition of I can’t do it, it’s too much, I have no time. Homework or studying becomes a dreaded thing to avoid, to detest. Now, imagine molding this into a different mantra, one that asks, “Can I do it? What do I need to do to get it done? or How is this helping me grow as a person?” This is the first step to reframing, looking at the same situation and noticing what you haven’t before.
Reframing your mindset is a very personal process. According to Harvard University’s “Positive Reframing and Examining the Evidence,” for some, approaching school work from a new perspective might involve setting goals and reminding themselves why they want to be educated. For others, it might involve slowing down and taking time to enjoy the process, looking at math problems as adventures, or essays as journeys. If you are skeptical about the idea of influencing your own reality, it is incredibly simple to just look at the facts of what is happening and draw out something positive. What matters most is an understanding of the self and what motivates you, specifically.
How one works to mold and shape this mindset are also dependent on the person. If you tend to be organized, you might find that a to-do list is the best push in the right direction. In Positive Psychology’s “Positive Daily Affirmations,” Moore discusses how saying daily affirmations, which involves looking inside yourself and finding positive statements to combat the negative ones, is a popular method that has found success in the lives of many. Another strategy is discussed in the New York Times’ “Manifesting for the Rest of Us”: manifestation. This method is frequently used when you have a specific goal in mind or a specific way you want to inhabit the world. Visualizing success allows us to draw on what is already there and propel ourselves into our ideal future. All of these strategies are variations on a theme emphasizing the ability to change our approach of perception. In the case of students, this means deciding how to view school.
Regardless of the mindset you chose or how you got there, keeping in mind the power of your mind can be a tool when you find yourself looking at school as a chore. We have access to information and education, a gift, and exploring how to look at it differently can’t really do any harm. None of this is to say that school should be exciting all the time, and having a balance between school and everything else is very important. Nothing in life is going to constantly satisfy our desire for enjoyment, but motivation can come from a wide range of places. Disappointment can perhaps be less painful if you think of it as a stepping stone or a reason to work even harder.
These lessons can be applied outside of schoolwork-- if there is a club you’re nervous to join or maybe a sport you’ve wanted to play but think you’re not naturally talented at, simply believe you can do it: picture yourself there and you will be. Envision yourself with the pride, satisfaction, and joy you would have if you accomplished your goal. Visualizing the final results can push you forward, towards the seemingly impossible. It might be cliché or uncomfortable, but then again you might find yourself with a new hobby, or at least a new way to look at success.
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