Toxic Productivity and Work-Life Balance in Students

STUDENTS

Toxic Productivity andWorkLife Balancein students

AKOUL,ALICE, AQIRA,MACY, LULUANDABBY

ResearchReview

A Feminist approach to understanding Work-Life balance

Theissueofachievingaworklifebalancecanbeviewedthroughafeminist lensfromtheperspectiveofPlotnikofandUtoft(2021).Theyfoundthatover thepandemicwomenworkingfromoftenhadtobalancefamilyobligations ontopoftheirwork(p.1262)throughautoethnographicresearch.The disparityofresponsibilitywhenitcomestounpaidworkanddomestic labourbetweenmenandwomenisrepresentedthroughtheMarxist Feministapproach.Theapproachhighlightsthesystemicassumptionthat womenshouldmanagedomesticobligations(whichcanbeconsidered unpaidlabour),makingitmoredifficultforthemtokeepupwithcareer work.Thiswasonlyexacerbatedduringthepandemicastheboundaries betweenworkandhomewereblurred.

Plotnikof and Utoft (2021). The “new normal” of academia in pandemic times: Resisting toxicity through care. Gender Work and Organisation (Vol 29 Issue 4). Wiley

Sleep insufficiency, sleep problems in

Sleep insufficiency, sleep health problems and performance in high school students.

Sleepinsufficiencyisahighlyprominentissueamongstmanyyoungadultsglobally.In responsetothis,aresearchstudywascarriedouttoassesswhethermultipleindicators ofpoorsleepweremorelikelytobeassociatedwithpoorerschoolperformance.Aswell asthis,thesleepcycleofhighschoolerswasalsoresearchedtoidentifysleephabits thatdetersfrompoorschooloutcomes.Thisresearchwasconductedinacollaborative mannerwherebysixresearchers-XueMing,RebeccaKoransky,VictorKang,Sarah Buchman,ChristinaE.SarrisandGeorgeC.Wagnercametogethertoworkonthe researchandassesstheresults.Thearticleistitled“SleepInsufficiency,SleepHealth ProblemsandPerformanceinHighSchoolStudents”andwasconductedandwrittenin 2011.Thearticleexploressleepdeprivation,circadianrhythmsandthecorrelation betweensleepqualityandschoolperformance.Thefindingsstronglyindicatethat shortsleeptime,changingandirregularsleepingschedulesandsub-optimalqualityof sleepareequaltopooracademicgrades,incomparisontoahealthy,consistentroutine.

Ming X, Koransky R, Kang V, Buchman S, Sarris CE, Wagner GC. Sleep insufficiency, sleep health problems and performance in high school students. Clin Med Insights Circ Respir Pulm Med. 2011;5:71-9

A review on the impacts of COVID-19 on the Academic Stress felt by students

AstudycompletedbyLeeandJangin2023looksatwhatfactorsimpactedthe academicstressfeltbystudentsduringtheCovid-19pandemicandhowthesechanges impactedstudents’wellbeing.Thepandemicissaidtohavecontributedtoirregular sleep-wakecycles(Saxvigetal.,2022),diminishedacademicachievementand heightenedacademicstress(Zhouatal.,2020),allofwhichhadmajorimplicationstothe health-bothphysicalandmental-ofhighschoolstudents.Themajorcauseofacademic stresswasfoundtobesocialjetlag,whichisthe‘discrepancybetweenone’sinternal biologicalandsocialclock’(Lee&Jang,2023,p.2).Ithasbeenfoundinpreviousstudies conductedbyDìaz-MoralesandEscribaoin2015thatsocialjetlagimpactsstudents’ cognitiveabilitiesanditthereforeinfluencedhowstudent’sworkedandstudiedduring Covid-19astheydivertedfromtheirusualsleepschedules.ThestudybyLeeandJang (2023)alsodiscusseshowacademicstresscannotonlyimpactone’sacademic performancebutalsocausehealthproblemssuchasthoserelatedtomentalwell-being (Quinchoetal.,2021).Asthearticleprovesthattheacademicstressfeltbystudents’ increasedduringcovidduetosocialjetlag,aswellastheimpactsacademicstresscan haveonone’shealth,ithighlightstheimportanceofmaintaininghealthystudyandsleep routinesunlikewhatwasoftenadoptedduringCovid-19(Lee&Jang,2023).

The Paralleled Experiences of students in Sweden

Wedecidedtoconsiderhowstudentswereaffectedgloballybythepandemic,and foundthatcovid-19hadasimilarimpactonSwedishadolescents.Manyreportedthat ‘digitalpressure’(thepressuretobeconstantlyonline,whetheritrelatedtoschoolor socialactivities)resultedinstresswhilstalsodisruptingcircadianrhythms.Agirlstated thatthe‘pressuretobuildforyourfutureandimprove[your]grades…’(FocusGroup9) resultedinapatternoftoxicproductivity,pushinghertoworkharder.Manystudents alsoconsideredhow“Youdonothaveateachernexttoyouwhoyoucanaskforhelpall thetime.”Thissenseofisolationresultedinstudentsbeingrequiredtoworkahigher numberofhoursandthereforedisruptedtheircircadianrhythms.Thediscussionalso challengedourinitialassumptionsrelatingtotoxicproductivity,asonestudent discussedhowstressisnotalwaysnegative.Shestatedthatshewasabletoharness stressinorderto“[make]somethinggoodoutofit.”andpushherselftoworkhard. SimilartoAustralia,wefoundthatstresswassometimesmanageableandsometimes overbearing,disruptingcircadianrhythmsandfuelingtoxicproductivity.

Perming, C., Thurn, Å., Garmy, P., & Einberg, E. L. (2022). Adolescents' Experience of Stress: A Focus Group Interview Study with 16-19-Year-Old Students during the COVID-19 Pandemic. International journal of environmental research and public health, 19(15), 9114

Viewing Light as a Social Construct

In2007,MikkelBilleandTimFlohrSorensenpublishedtheirarticle,AnAnthropologyof Luminosity;theAgencyofLight,basedonastudyendeavoringtoviewlightasa‘social agent’whichinfluencesmanyaspectsofhumanlife,highlightingtheimportantconnection betweenlight,cultureandthehumanexperience.Thearticleaimstoexpanduponthe knowledgeoftheimpactoflight,movingbeyondpreviousinformationfromscientificand philosophicalfields,andintoafieldofanthropology.Inthisway,theauthorsintendto examineanewfacetoftheimpactoflight,andoffernewperspectives.Theirresearch investigatesthedifferentwaysthatlightisusedinvarioussocietiestoevokedifferent environmentsandfeelings,whetherthisisthroughbrightlight,colour,dimlight,or shadow.Thisworkhelpstoinformourprojectasitprovidesinsightintothewayinwhich lightcanbeunderstoodasanintegralfactorinsociallife,ratherthanjustasascientific inventionormanufacturedgood.Thislinksbacktoourprojectasourresearchisbasedon how,throughtheuseof(bright,artificial)light,manyadolescentsshiftedtheirroutines,and thuscircadianrhythms,duringtheCOVID-19pandemicandlockdowns,whichhas consequentlyresultedintoxicproductivity.Ifweviewlightthroughasociallens,as proposedbythisarticle,wecanunderstandthewayinwhichhumanshavemanipulated theuseoflighttoconstructdifferentatmospheres,suchastheshifttotoxicproductivity.

Bille, M., & Sørensen, T. F. (2007). An Anthropology of Luminosity. Journal of Material Culture, 12(3), 263–284.

Caught in the Light: Power, Inequality and Illumination Caught in the Light: Power, Inequality and Illumination

TimEdensor’saccountinvestigateslightsourcesasaninfluenceonpowerstructures.It providesamultidimensionaloutlookontheroleoflightingasameansofshapingpowerand subsequentinequalitywithinsocieties,particularlyurbanareas.Edensorviewslightasnota material,butasachannelforthedispersion,negotiationandcontestation(Edensor2017, p.81).InsuchanexampleTimEdensorworkswithFoucaldianideas,statingillumination (lightsources)asameansofsurveillance,notingtheutilisationoflighttosurveyduring VictorianEngland(Edensor2017,p.82).Lightsourcesareunderstoodasanearlyformof utilisationofpower,allowinghigherclassestoscrutiniseandpolicethosewhichroamedthe streets,usuallyoflowerclass,providingefficiencyindomination(Edensor2017,p.82). CaughtintheLight:Power,Inequality,andIllumination’byTimEdensor(2017),providedour groupwithaninterdisciplinaryframeworkwhenassessingtheimpactsoflight,(tvscreens, computers)usedbystudentsduringthepandemic,andtheireffectsonsleepcycles.It allowedustounderstandthatlightisnotasingularmaterialbutaprocessthatcancreate powerandinequality.Thisisbecauselight(utilisedaspowerinEdensor’saccounts)isnota singularevent(lossofsleepduetoimpactonsleep)butthelonglastingeffectsand subsequentconsequences;tiredness,moodchangesandsoon,whichmaybecompounded bysocialclassbarriers(Ederson2017p.89)suchassomestudentsreceivingmoresupport throughtheirinstitutionsinstressmanagement,mitigatingnegativesleepdisturbances.

Edensor, T (2017) 4 Caught in the Light: Power, Inequality, and Illumination University of Minnesota Press

Ifeltliketherewasapressureperpetratedbyonlinemediathat peopleshouldbeusingallthisfreetimeproductivelysuchasdoing moreworkorpursuinghobbies.Formeasastudentinmyfinalyearsof highschool,thisculturemadeitstressfulformetobalancemystudies duringthisuncertainperiod.Thelackofstabilityinhowmyexams wouldbesat,whetherIwouldbeabletogobacktoschoolorcomplete projectswithouttheresourcesIwouldusuallyhaveatschoolmademy finalyearofschoolmorestressfulthanitwouldhaveusuallybeen.Yet,I dorecognisethatIwasinaveryprivilegedpositiontoonlyhaveto worryaboutmyacademicsasIknowthatthisuncertaintyextendedto fundamentallivingsituationsforotherstudents.

(Age18,Year11duringlockdown)

Ifoundmydailyroutinecompletely disrupted.Iwouldwake upataround8:20am(5minutesbeforeclassbegan)andgoto sleepataroundmidnightor1am. Ispentmoretimeonscreens andmymaindistractionswereNetflixandYoutube.Ialso struggledwithstressandwouldstayuplateattemptingto catchupwithworkwhichhadnotbeendoneduringschool hours(asitoverloaded)orassignments.Beingconstantly surroundedbymyfamily(whoencouragemetodomybest) bredacycleoftoxicproductivityandsleepdeprivation.

(Age18,Year11during lockdown)

Ioftenfeltcompletelyunsupportedwhilestillhavingthesame expectationsofacademicperformancefromthatofanormalyear. Wewereexpectedtocompletethesameamountofwork-if notmoretocompensateforthelackofinpersonclass-while dealingwithastressfulandunprecedentedsituation.Thismeant thatIoftenpushedmyselfintherealmsoftoxicproductivityjust tofeelasthoughIwaskeepingupwiththenormalstandard.Asa result,unproductive“schoolhours”feltoverwhelmingandthen latenightcatchupsbecamenormalandstartedtonegatively impactmymentalhealthandmystudyhabits.(Age18Year12 duringlockdown)

A u t o e t h n o g r a ph y :

Istruggledtomaintainaconsistentroutine.Withthestructure oftheschooldaygone,Ifounditincrediblydifficulttoestablish habitsand,mostimportantly,goodstudyingpractices,duetothe constantchanges.Ialsofoundtherewasstillquitealotofpressurefrom myschooltoperformwellacademically.Duetothecombinationof thesefactors,Ifoundmyselftryingtoavoidfacingthisrealitybyspending moretimeonline,whichonlyresultedinincreasedstress,lesssleep, moreworktocatchuponandadecreasinglevelofmotivation.WhilstI wasinaveryprivilegedpositionduringthepandemic,andhad incrediblysupportiveteachers,Istillfoundmyselfinacycleoftoxic productivity,whichtothisday,IamnotsureIhaveleftfrom.

(Age18,Year11duringtheCOVID-19lockdown)

VCEishardenoughwithoutexceptionalcircumstancesand unprecedentedtimes.Throwinaworldwidepandemicandextended periodsoflockdown,anditbecameatotalnightmare.Ifeltthatthroughout COVIDmyadolescencehadbeentakenawayfromme.Andtotopitoff,my peersandIwereexpectedtoshowuptozoomclassesandcompleteonline lessons,aswellasnumeroushoursofstudyeverysingleday.Mylife becamemywork,Istaredatascreenforhoursonend,andwhatwas oncesomethingIreallyenjoyed,becamesomethingIdespised.Iwas workinguntil11pmatnight,togetupjustbeforeschoolstartedanddoit allagainthenextday.Mywholeroutinewasscrambled,which showedinmygrades.Myperformancedroppedasaresultofmy circumstances,andmyoverallmotivationwasdepleted.

(Age17,Year11duringlockdown)

CommonThemes andTrends:

Disruptiontosleepschedule

The autoethnographic findings feature many shared themes (as listed), suggesting that many students had similar struggles during the pandemic. The reports of disrupted sleep schedule supports our research question as it addresses the effects to our regular circadian rhythms during the turbulent time of lockdown.

Theresults

Likertscaleresponses

Question number

Thedatacanbeseentosupporttheresearchquestionthrough keyfindings.Withuseofthe5pointlikertscale,questions surroundingtoxicproductivityweregiventostudents,with possibleresponsesrangingfrom1-5:1. StronglyDisagree2. Disagree3.Neutral4.Agree5.StronglyAgree.

Studentsreportedanaverageratingof3.7(median:4,mode: 4)forfeelingthattheirsleepschedulewasdisrupteddueto increasedscreentimeduringthepandemic.

Theaverageratingforsacrificingsleeptomeetproductivity goalswas2.75(median:2,mode:2).

Studentsfounditchallengingtobalanceacademic responsibilitieswithpersonallifeduringthepandemic,with anaverageratingof3.05(median:3,mode:4).

Theaverageratingforexperiencingchangesinsleep schedulesduringthepandemicwas4.1(median:4,mode:4).

Studentsreportedanaverageratingof3.9(median:4,mode: 4)forhavingtroublewakingupduringthepandemic.

Insufficientsleepnegativelyimpactedstudents'mood,with anaverageratingof4.1(median:4,mode:4).

70%ofstudentseitheragreedor stronglyagreedthattheirsleep schedulewasdisruptedduetoan increaseinscreentime

Somestatistics...

1.

2. 3. 4. 5. 6.

DataAnalysis

DataAnalysis

AfterconductingourownresearchwithstudentsattheUniversity ofMelbournewhohadlivedthroughthepandemicduringhigh school,wefoundanaverageofpeopleagreedwiththenotionthat ‘[they]noticedachangeintheirsleepschedule’.

Wealsofoundthatmanyagreeditwasdifficulttowakeupinthe morningsduringthepandemicandsuggestthismayhavebeena resultofincreasedscreentime,asamedianofpeople‘agreed’that theirsleepschedulewasdisruptedbyanincreaseofscreentime.

Onestudentweinterviewedstatedthattheirmain‘distractions were Netflix and Youtube as [they] had nothing else to do.’ and thereforetheyfellintoacycleof‘stayinguplate…[or]catchingup withwork.”

Anotherstudentstatedthatonlinemediacreatedtoxicpatterns,as differentinfluencersimplied“peopleshouldbeusingallthisfree timeproductively,”andtheculturethereforemadeitdifficultto “balance

[their] stresses.”

Despite this opinion, most people ‘neutrally’ reacted to the statement that “expectations of productivityweretoohigh,”duringthepandemic

DataAnalysis DataAnalysis

The primary question of this research was 'How has toxic productivityamongstMelbourneUnistudents(18-20y/o)beenfuelled by the disruption to circadian rhythms during the COVID-19 lockdowns of 2020-2021?' The research was taken place at the University of Melbourne amongst 20 First Year Arts students. Alongsidethis,thereweremultipleshort,detailedparagraphsfrom students explaining their personal experiences of the COVID-19 lockdown,andtheimpactsithadontheireducationandwellbeing.

Basedonpreviousresearchreviewandthedatacarriedout,itcanbe saidthattheCOVID-19pandemicdidhaveanimpactonallstudents interviewed.Circadianrhythmsweremostdefinitelyaltereddueto changing sleep/wake times, and many students felt increased pressure to do work at a range of hours, essentially negatively effectingtheirwork/lifebalance.

There are some limitations to the research, which influences the validity of the findings. With the sample size being so small, the findingsarenotabletobegeneralisedtothebroaderpopulationof 'Melbourne Uni students (18-20y/o). If this research was to be undertakenagain,thesamplesizeofstudentsansweringthesheet wouldneedtobebroadened.Thiswouldallowformoreconclusive findings.

What'snext? What'snext?

DuringCovid-19,manypeopleabandonedtheirusualsleephabitstoworkduringthenightandsleepintothe latehoursofthemorning(Lee&Jang,2023).Let'sleavethesehabitsbehindandadoptahealthysleep scheduletoensureamaintainablework-lifebalance.

Startingtobuildahealthysleepschedulecanbeanoverwhelmingtask,butfollowingthesestepsbelowmay help(NigerianTribune,2023):

Setaspecificgoal

Identifywhichotherhabitsyouwant toforminordertohelpreachthis goal

Recognisewhathaspreventedyou fromhavingahealthysleeproutine inthepastandconsiderwaysto overcomethese

Keepyourselfasconsistentas possibleasthiswillhelphealthy sleepbecomeahabitratherthana forcedchoice

Giveyourselftimeandsupportand don’tpressureyourselfifyouslipup sometimes,thefactthatyou’re tryingisamazing!

Onceyouhaveyourconsistentsleeproutinedownpat,scientificstudiesshowthatitwillhavemanybenefits onyourhealthandwell-beingincludingbutnotlimitedto:

Greateroverallhappinessandlessanxiety(Bono&Hill,2022)

Increasedcognitiveability,concentrationandmemoryskills(Ellebogen,2005)

So,whileitmaybeintimidating,startprioritisingyoursleepandbuildingahealthywork-lifebalanceand hopefullyyouwillnoticethewondersitcandoforyourhealthandoverallhappiness!Ensuringthatyougoto sleepataconsistenttimewillhelppreventyoufromfallingintothehabitsoftoxicproductivityandallowyouto buildgoodstudyhabits.

Wantmore? Wantmore?

In our modern society, we rely on predominantly indoor lifestyles. Whilstourbodieshavelearnttoadapt,inapostCOVID-19world,itis important for us to prioritise getting outside and increasing our naturalmelatoninlevels.(Nagareetal.,2021)Someofthemanybenefits scientistshavefoundregardingtheimpactsofsunlightinclude:

Thosewhospendmoretimeinthesunhavemoresuperiorsleep qualityandareabletosleepforlongerperiodsoftime.Sunlight helpstimecircadianrhythms.Once(natural)darknessensues, yourbodysubconsciouslytellsitselfthatitistimetogotosleep.

Peoplewhospendmoretimeinthesunwerealsoreportedtohave reducedfeelingsofanxietyand/ordepression.

Sunlightisthroughtoenhanceacademicperformance.Thiswas foundthroughastudyconductedacross12countriesinEurope wheretheycomparedtheperformanceofdifferentschoolchildren withdifferentdaylightpatterns.

Sowhatareyouwaitingfor?It’stimetogetoutdoors!Goforapicnic, playsomesportorlieonthegrasswithyourfriends!Getoutofthat COVID-19slumpandembracethegreatoutdoors!

1. 2. 3. (Nagareetal.,2021)

CONCLUSION

To investigate our research question, we collected three forms of primary data to support our investigation including autoethnographies, survey data and academic research reviews. Our autoethnographies share student experiences that support the significance of our research question. The autoethnographies highlight common student issues during lockdown, allowing us to focus our advice and research accordingly. For example, the common trend of disrupted sleep patterns emphasized the need for further research to support our findings (Ming et al, 2011) as well as directing us towards providing practical advice in the zine.

We have presented academic research reviews from multiple sources to cover a wide range of topics relevant to our research question. We acknowledge the influence of positionality and identity in understanding toxic productivity by conducting research into another country, Sweden, which reveals that students on the other side of the world have a parallel experience (Perming et al, 2022); as well as, being analytical towards the gender disparity in how work-life balance is manifested in the home (Plotnikoff and Utoft, 2021). Our argument emphasizing that disruption to circadian rhythms has had an effect on students and academic pressure is further supported by various studies into similar topics. Lee and Jang (2023) reveal that academic stress was increased during lockdown in turn impacting student health, our zine aims addresses raised health concerns in our advice segment.

The invention of the lightbulb has enabled students to extend their days past the natural transition to night by the sun thus, promoting a culture of late night working and inconsistent circadian rhythms that can translate to toxic productivity where students are pressured to continue working to unhealthy extents. We delve further in our research into light as a process to give power and enforce inequality (Endensor, 2017). Moreover, understanding that light can be understood as a 'social agent' (Bille and Sorensen, 2007) means that students have the ability to shift the effect artificial light has on their lifestyle.

Although there are areas of limitation, as addressed in other sections, our investigation highlights the prevalent issue of work-life balance on students impacted by the COVID-19 lockdown.

REFERENCELIST

Bille, M , & Sørensen, T F (2007) An Anthropology of Luminosity Journal of Material Culture, 12(3), 263–284.

Best Practices For Creating Healthy Sleep Habits. (2023, January 11). Nigerian Tribune [Oyo State, Nigeria], NA.

Bono, T. J., & Hill, P. L. (2022). Sleep quantity and variability during the first semester at university: implications for well-being and academic performance. Psychology, Health & Medicine, 27(4), 931–936.

Edensor, T. (2017). 4. Caught in the Light: Power, Inequality, and Illumination. University of Minnesota Press.

Goldschmied, J. R., & Deldin, P. J. (2023). Sleep hygiene. Salem Press Encyclopedia of Health.

Jeffrey M. Ellenbogen (2005). Cognitive benefits of Sleep and their loss due to Sleep Deprivation. Neurology, 64 (7) E25-E27

Lee, S. Y., & Jang, S. J. (2023). High School Students’ Social Jetlag, Lifelong Competency, and Academic Stress During the COVID-19 Pandemic: A Cross-Sectional Study. Journal of School Nursing, 39(2), 181–188

Ming X, Koransky R, Kang V, Buchman S, Sarris CE, Wagner GC. Sleep insufficiency, sleep health problems and performance in high school students. Clin Med Insights Circ Respir Pulm Med. 2011;5:71-9

Nagare, R., Woo, M., MacNaughton, P., Plitnick, B., Tinianov, B., & Figueiro, M. (2021). Access to daylight at home improves circadian alignment, sleep, and mental health in healthy adults: A crossover study. International Journal of Environmental Research and Public Health, 18(19), 9980.

Perming, C., Thurn, Å., Garmy, P., & Einberg, E. L. (2022). Adolescents' Experience of Stress: A Focus Group Interview Study with 16-19-Year-Old Students during the COVID-19 Pandemic. International journal of environmental research and public health, 19(15), 9114.

Plotnikof and Utoft (2021). The “new normal” of academia in pandemic times: Resisting toxicity through care. Gender Work and Organisation (Vol 29 Issue 4). Wiley

CREDITSPAGE

AUTOETHNOGRAPHY:Aqira, Alice, Macy, Abby, Lulu

REVIEWRESEARCH: Aqira, Alice, Macy, Abby, Lulu, Akuol

ADVICE1:Alice

ADVICE2: Macy

DATAANALYSIS: Alice (Autoethnography), Akoul (Survey Data), Abby (Limitations)

CONCLUSION: Aqira

ZINEDESIGN(p0-7,14-16): Aqira

ZINEDESIGN(p8-13):Abby