{"id":670,"date":"2026-07-31T22:10:36","date_gmt":"2026-07-31T22:10:36","guid":{"rendered":"https:\/\/prorelocationteam.com\/?p=670"},"modified":"2026-07-31T22:10:36","modified_gmt":"2026-07-31T22:10:36","slug":"students-are-anxious-and-its-no-surprise-since-we-are-teaching-them-to-be-that-way","status":"publish","type":"post","link":"https:\/\/prorelocationteam.com\/students-are-anxious-and-its-no-surprise-since-we-are-teaching-them-to-be-that-way\/","title":{"rendered":"Students are anxious \u2013 and it\u2019s no surprise, since we are teaching them to be that\u00a0way"},"content":{"rendered":"
\n

Temporary anxiety can often surface before the first day of school. Sometimes, that can help kids get in the right mindset for a big day. But when anxiety becomes a constant feature of children\u2019s and teenagers\u2019 days, that stress doesn\u2019t switch off when they leave the classroom or finish an exam. It can become the body\u2019s normal, staying with learners long after graduation.<\/p>\n

Read more 58 years of attacks on the media by powerful leaders trying to deflect criticism, from Nixon to\u00a0Trump<\/a><\/p>\n

I teach biology and neuroscience to undergraduates, and I believe that the way we educate our children \u2013 prioritizing performance and grades over curiosity and well-being \u2013 is producing a society full of anxiety-ridden adults. <\/p>\n

A recent survey of over 84,000 college students found that one-third of them self-reported moderate or severe anxiety, and roughly the . <\/p>\n

I\u2019ve seen this unfold in ways I am only just starting to understand. A few years ago, one of my neuroscience students, whom I will call Hannah to protect her privacy, described how she experienced high school only as a way to get a scholarship to attend college. She became, in her words, a \u201ccomplete robot.\u201d <\/p>\n

\u201cI developed extreme anxiety; it like completely took over my life,\u201d she said. \u201cThere was no excitement to learn.\u201d<\/p>\n

Learning can be fun, but isn\u2019t always<\/h2>\n

Learning, as experienced by young children, is normally very rewarding. When organic, it is delightful, immersive, timeless and fun. <\/p>\n

Curiosity itself triggers a dopamine response in children\u2019s brains. Researchers describe it as a \u201ccuriosity loop,\u201d in which the brain predicts something, runs into something new or unexpected, releases dopamine, and the child is hooked, chasing the answer because it feels good to find it.<\/p>\n

As kids grow, they take on more homework and more exams, and have more evaluation tied to specific benchmarks, like grades, which can inadvertently cut off the curiosity loop.<\/p>\n

Some educators argue that grades help keep students accountable, push them to work harder even on material they wouldn\u2019t otherwise prioritize, and give teachers a shared standard, however imperfect, for tracking whether learning is happening.<\/p>\n

Others argue, meanwhile, that grades are not actually an accurate representation of what students are learning. They can also cause students to experience academic pressure. <\/p>\n

Research shows that a high degree of academic pressure stems from fear of failure, chronic stress about workload and exams, worry about parental expectations and competition with peers for grades.<\/p>\n

Though many things impact well-being, academic pressure is related to kids\u2019 mental health in a well-documented way. A 2026 study, for example, found that academic pressure to achieve at age 15 can predict depressive symptoms that persist into adulthood. <\/p>\n

Grades aren\u2019t the only source of pressure that students experience. Social comparison plays a role, too, along with the pressure to only answer questions when they\u2019re already sure, to never seem confused and to stay constantly productive. <\/p>\n

Based on my experience and research, kids pick up on the message that they should keep their curiosity at a 5 out of 10 scale, instead of a 10 out of 10, especially if it strays outside the curriculum. <\/p>\n

Learning to avoid fear and pain<\/h2>\n

A theory dating back more than 100 years suggested that there is an optimal amount of stress for good performance, based on a study that had nothing to do with humans. <\/p>\n

Researchers ran mice through a maze, using electric shocks to punish wrong choices. On harder tasks, moderate shocks produced the fastest learning, while stronger shocks made it worse. Over the years, this got reinterpreted into claims about punishment, reward, motivation and stress in humans. <\/p>\n

Read more How an 1876 massacre of Black men in South Carolina turned racial terror into political\u00a0power<\/a><\/p>\n

But the original study was about how animals learn to avoid fear and pain, not about optimal learning at all. Once a mouse learns to avoid a shock, escape itself triggers dopamine release; in other words, the escape \u2013 not the discovery \u2013 is the reward. <\/p>\n

How stress shapes the brain<\/h2>\n

In 1855, engineers coined the word \u201cstress,\u201d from the word \u201cdistress,\u201d to describe a beam pulled, pushed or twisted from multiple directions until the strain shows as a deformation.<\/p>\n

Apply distress to a young brain, and the deformation isn\u2019t just in the education process, but in the neurodevelopment of people\u2019s minds. <\/p>\n

Over time, chronic stress reshapes the hippocampus, a part of the brain where memories get encoded, making learning itself harder. Chronic stress blunts people\u2019s dopamine response, so nothing feels quite as rewarding, which can look like depression. <\/p>\n

Chronic stress also reshapes the prefrontal cortex, impairing our ability to manage stress overall. Each stressor lowers the bar for the next one, until anxiety becomes less a reaction than a preset that follows a student long after they\u2019ve left the classroom. <\/p>\n

Chronic stress has implications for general health too, and can cause inflammatory and autoimmune symptoms. I see conditions like chronic pain and panic disorders in my students every semester. <\/p>\n

Unlearning old habits<\/h2>\n

In college, Hannah shared that she is still healing from some of that anxiety and has worked to \u201cunlearn the study habits\u201d she developed in high school. <\/p>\n

\u201cI was that person always in the library, like you\u2019re going to study, study, study. Wake up at 5:30, do this. Check every box perfectly and not halfway,\u201d Hannah said.<\/p>\n

Through journaling and reading, Hannah began noticing the subconscious patterns she\u2019d been repeating since childhood. That process, along with years of talk therapy, let her separate real learning from what she calls \u201cprogramming,\u201d so she no longer needs that rigidity to feel like she was learning. <\/p>\n

I interviewed Hannah this past spring as part of a book I am writing about how people actually experience learning, and what a living systems approach to education could offer them instead. Living systems theory says the goal of a system is what it actually produces, not what it intends \u2013 an idea I\u2019m applying directly to education. <\/p>\n

This plays out in our current educational environment in the United States. In my view, even if educators, parents and policymakers say their intent is to build lifelong learners, they are reliably producing anxious, burnt-out students. Anxiety, then, is functionally what our education system\u2019s goal is. <\/p>\n

It\u2019s not what the system says it does, it\u2019s what it does.<\/p>\n

A different approach<\/h2>\n

Since I\u2019ve learned that at least a third of students in my college classrooms are struggling with mental health, I\u2019ve changed the way I teach. I have altered my courses to seek out pockets of wonder, simultaneously supporting learning and well-being. <\/p>\n

In my 300-person course with pre-med students, I no longer only teach through lecturing. Instead, I emphasize our humanity and curiosity, while also teaching very difficult content. I provide a solid structure, emphasize that everyone belongs and ask them to teach each other. I use real-world situations and games, give students choice within their assignments and offer opportunities for reflection. <\/p>\n

And yes, I use a traditional grading system.<\/p>\n

Learning can require persistence and struggle, and no one benefits from a classroom without challenge. But struggle and dread aren\u2019t the same thing. <\/p>\n

Does stress belong in learning? Maybe, maybe not.<\/p>\n

The first step is recognizing that the U.S. built an education system that runs on stress \u2013 not because we meant to, but because most people did not notice.<\/p>\n

Read more Fauci\u2019s COVID\u2011origins hearing shows how conspiracy theories became political\u00a0weapons<\/a><\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Whether students feel pressure to get good grades or keep up with classmates, the anxiety this effort produces can have long-term effects on their brains.<\/p>\n","protected":false},"author":1,"featured_media":669,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[162,2010,218,2009,2008,2013,1307,287,2011,233,2012,1376,71],"class_list":["post-670","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-academic-performance","tag-chronic-stress","tag-curiosity","tag-grades","tag-homework","tag-k-12-school","tag-learning-styles","tag-psychology","tag-school-stress","tag-stress","tag-student-stress","tag-students-mental-health","tag-university-students"],"yoast_head":"\nStudents are anxious \u2013 and it\u2019s no surprise, since we are teaching them to be that\u00a0way - Pro Relocation Team<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/prorelocationteam.com\/students-are-anxious-and-its-no-surprise-since-we-are-teaching-them-to-be-that-way\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Students are anxious \u2013 and it\u2019s no surprise, since we are teaching them to be that\u00a0way - 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