MANAGING WORKLOAD AND STRESS AT JUNIOR COLLGE AND POLYTECHNIC

By Good School Learning Hub

As students transition into JC or Polytechnic, one of the most noticeable changes is the weight of responsibility they suddenly carry. Over the years, I’ve observed that workload and stress do not increase overnight because students are incapable, but because expectations shift faster than habits. Many students are working hard, yet still feel constantly behind.

What we commonly see is that stress builds when tasks feel endless and priorities are unclear. In JC, content moves quickly and assessments are high-stakes; in Poly, deadlines, projects, and group work overlap. Students often try to cope by working longer hours without changing how they work. This usually leads to fatigue, reduced focus, and a sense that effort is never enough.

From experience, students manage workload better when they regain a sense of structure. Clear weekly planning, breaking tasks into smaller steps, and understanding which deadlines truly matter help reduce mental load. Stress is often less about the amount of work and more about uncertainty—when students know what needs to be done and when, anxiety drops noticeably.

Parents sometimes worry that stepping in will increase pressure, while stepping back may leave students unsupported. What tends to help most is steady, low-drama support: encouraging realistic goals, checking in about progress rather than outcomes, and reinforcing the importance of rest. Students cope better when they feel trusted to manage their responsibilities, with guidance available when needed.

Some students respond to stress by pushing harder, while others disengage to protect themselves. Both reactions are understandable, but neither is sustainable. What works better is balance—consistent effort, planned breaks, and permission to pause without guilt. Tutors often see that students who manage stress well are not those who do the most, but those who pace themselves intelligently.

Workload and stress are part of post-secondary education, but they do not have to dominate the experience. When students learn to organise their work, manage expectations, and recognise early signs of overload, they become more resilient and confident. With calm guidance and realistic habits, managing workload becomes a skill—not a constant struggle.