Princeton Schools Making Changes To Tackle Student Stress

PRINCETON, NJ — Princeton High School students are experiencing high levels of stress and lower levels of joy when it comes to learning, according to a recent survey taken by students in the fall. More than 80 percent of respondents said they are often or always stressed by schoolwork, and only 15 percent said they truly enjoy learning during the school day. Students are also spending between three and three and a half hours a night on homework, and getting between six and six and a half hours of sleep a night.

The survey was designed by researchers at Stanford University, and analyzed student experiences in 12 different categories, including: stress, academic engagement, perceptions of homework, extracurricular activities, parental expectations, sleep, academic integrity, and overall health and well being. The results fell in line with the way students feel nationally, according to the Princeton Public School District.

The results were reviewed by parents, teachers, and administrators during a brainstorm session on Wednesday night, April 19.

“Our students are working incredibly hard,” Princeton High School Principal Gary Snyder said. “But many of them are caught up in going through the motions; they are ‘doing school.’ They may find their work interesting, but they are not always motivated by a joy of learning for the sake of learning.”

One of the more troubling aspects of the survey to the school district is the need to decrease student stress. About 47 percent of students miss one or more days of school each month because of a stress-related or emotional problem.

“Academic stress and struggles with depression are at an all-time high nationally for both high school and college students,” Princeton Public School Superintendent Stephen Cochrane said. “The goal we all share is to increase wellness while deepening learning.”

Cochrane said the two objectives are interwoven, and not mutually exclusive.

“Students do not learn well when they are under stress. None of us do,” Cochrane said. “Students learn best when they connect personally with the material they are studying, when they are appropriately challenged to apply their learning, and when they have time to reflect on what they have learned.”

“This is important and we need to do it well and we need to do it soon, but we need to be careful not to do it such a way that we rush in and stumble into things,” Snyder said. “We need to get it right.”

To deal with time issues surrounding homework, teachers have already begun asking students to do some of their homework in class, so they can see how long it really takes to finish the assignment. As a result, teachers are already adjusting and improving assignments.

At the same time, the survey showed that nearly 75 percent of students enjoy participating in afterschool, extra-curricular activities primarily because of personal enjoyment, and not resume building.

“One of our challenges is to get the passion and motivation for mastery our students experience with their afterschool activities into the regular school day,” Snyder said.

On Wednesday night, Snyder spoke about the need for significant change to the curriculum, assessments, and the use of physical space at the high school. He has already been working with administrators, faculty and a few parents to deepen students’ desire for knowledge and joy for learning while maintaining mental and physical wellness.

Some of the changes they are looking into include adjustments in the school schedule as well as shifts in instruction. Changes in instruction may include a shift to more problem-based learning, which allows for greater student choice and more interdisciplinary learning. Time changes could include a shift to a trimester scheduled for some classes.

Other changes would be a later start time, fewer class periods that last longer and additional breaks during the day.

Another high point was the high percentage of students who feel their teachers care about them, and 68 percent of students can identify at least adult in the district they can go to if they have a problem.

Snyder admitted to parents on Wednesday night that the district is eager, but fearful of making changes.

“We are a pretty successful high school by common measures,” Snyder said. “So even though we might see things we need to change, we worry: what if our community isn’t happy with the changes? What if our kids don’t do as well by the standard measures of success?”

Parent Zoe Brookes said not everyone will agree on what changes should be made, but said she was hopeful parents would support the district in taking decisive action. She said this survey was important because it comes directly from the students. She urged the district to clearly define success for students and move forward with evidence-based changes.

“To make the changes that are needed to ensure our students thrive in school and in life, Princeton High School will need the active support of parents, students, teachers, and the broader community,” Cochrane said. “We will need to work together to build a culture where students can have space to breathe, to try new things, to fail, to succeed, and to have definition of success that revolves around joy and purpose.”

The district intends to hold additional meetings with parents and teachers of both middle school and elementary school students to gain further feedback.

“The entire community needs to understand what’s at stake here and be invested in the outcome” Cochrane said. “Our goal is to be a leader in creating school environments that will help students develop meaningful relationships, foster the highest levels of learning, and internalize a healthy definition of success. Changes that support that goal need to happen not just at the high school but throughout the District.”

The district will continue its analysis of the results, and work with Stanford researchers to implement changes. These pilot changes will take place throughout the 2017-18 school year, with significant changes targeted for the 2018-19 school year. A plan for proposed changes will be presented in June.

To view full survey results, click here. For more on the stress and the issues facing students nationally, visit challengesuccess.org.

Patch file photo