TOUGH TRANSITIONS

TUFTS STUDENTS COPE WITH THE CHALLENGES OF AN IN-PERSON SEMESTER

By Yumei Lin

After workplaces and academic institutions shifted online early last year, people faced new challenges and anxieties in all aspects of life. Although a return to in-person events is a welcome shift from quarantine, anxieties have not lifted, but rather changed in nature. “I’m feeling very tired this semester, and I think it’s because I’m still trying to readjust to having in person classes again,” said junior Raynor Ahlstrin-Muniec in a written message. His fatigue is not unique; instead, it seems to represent a larger trend of student burnout. Junior Raga Bhagavathi said also via a written message, “Every single person I’ve talked to describes their emotions the same way… feeling overwhelmed and scatterbrained, constantly feeling at the edge of missing something, [and] feeling overscheduled to the point where I know it’s a bigger theme than just on an individual level.” In an email to the Tufts Observer,

Julie Ross, the director of Tufts Counseling and Mental Health Services , said, “I know Health Services is very busy and at CMHS we have a very high volume of students seeking counseling support.” That sentiment is echoed by student leadership from Ears for Peers, a student-run anonymous and confidential helpline on Tufts campus, who shared that the volume of calls has increased this semester in comparison to last.

Part of what may be driving these fears is a lack of academic flexibility in a time of heightened stress. One student, who wished to remain anonymous, said, “I worry that If I ever get sick, or if I get COVID and I have to be in my house for ten days… I’m going to miss out on my classes.” While some professors have stated that they intend to find ways to work around health recommendations, students often feel like that’s not a guarantee.

The anonymous student continued, “Some teachers have been great about it. They say if you miss class, they’ll meet with you one-on-one, but at the same time, it’s still a little bit stressful knowing that there’s no backup.”

In a university-wide email on October 1, the undergraduate advising deans said that “it is up to the individual instructor on how they will manage their course and provide flexibility.” While the deans left the degree of flexibility up to professors, students were told not to attend classes or take exams when diagnosed with COVID-19 or exhibiting symptoms that could be attributed to COVID-19.

Ross stated that “at universities across the country, including Tufts, academic stress has increased significantly since the pandemic began. Several studies have gathered data indicating that students are struggling more with concentration, motivation, attention, and focus on academic work.” A survey done by a Boston University researcher indicated that the pandemic is worsening anxiety and depression rates among college students, which in turn, negatively impacts their coursework. Those issues haven’t gone away with the resumption of in-person classes; rather,

“Every single person I’ve talked to describes their emotions the same way...feeling overwhelmed and scatterbrained, constantly feeling at the edge of missing something, [and] feeling overscheduled to the point where I know it’s a bigger theme than just on an individual level.”

the lack of flexibility is creating a new set of barriers for students as they head back into the classrooms.

Students have also found that academic pressure itself has been high. Ahlstrin-Muniec said, “It’s been a constant influx of homework—the kind professors give when they think their class is the only one that gives homework.” Ross said that professors and the administration can assist students by offering flexibility and by being understanding of the weight placed on students. “Showing students that you understand that your class is just one of the many things students are juggling right now is also helpful,” Ross said.

Academics aren’t the only thing that students are struggling with. As Tufts transitions back into in-person classes and events, students’ anxieties are also shifting. Ross says that she has observed “an uptick in social anxiety since in-person classes and events resumed,” in addition to health anxiety as students grapple with living in residential communities where people may have vastly different health comfort levels. “Some of my friends and roommates are completely comfortable going back into huge, packed, party-like settings as if COVID is not a threat anymore,” said junior Elliot Koeppel through a written message. “It seems like now people think you’re overly cautious or ridiculous for continuing to worry.”

While some students have found aspects of in-person interactions anxiety-provoking, others have found them beneficial. Senior Maitreyi Kale said via email that she’s glad in-person classes have resumed, saying, “I did not get much out of Zoom lectures last year, so I’m glad to have in-class discussions and interactions again.” While in-person lectures have enhanced learning, the addition of in-person socialization has added a new layer to college for students to navigate. Koeppel said, “I feel like I’ve become rusty at balancing work and life, since time over the last year and a half was spent working much more than doing social things or being part of groups.”

Some students feel that the difficulty with this transition is being overlooked. Bhagavathi said, “It’s insane to expect people to be completely fine and normal with all inperson classes, normal workloads, heavy social interaction… after a year and a half of sitting alone indoors with most of our interactions happening over Zoom.”

CMHS has made several adjustments to their programming in light of the challenges brought on by the pandemic, such as Project Connect, a program where students can meet their peers and build friendships, designed to facilitate and build community on campus. Ross said, “Connections with others are a protective factor in mental wellness, so we are very excited to be able to offer this to our students.” While all events are still virtual, CMHS has made efforts to reach out to students, whether through social media or their Mental Health Ambassadors program. But students still say that more could be done. Kale said, “I personally think the administration could do more to support niche populations such as international students. As a student from India, I have not been home [or] seen my family in nearly a year… I believe CMHS has a support group for international students, but it meets infrequently and at an inconvenient time during which most students have classes.” The past 19 months have been a challenge for all, and Ross said that administrators and professors

“acknowledg[ing] the collective trauma of the pandemic” and the toll that it has taken on students makes them feel more supported. “Compassion and validation are important,” said Ross. “I have one professor this semester who has brought up on multiple occasions how difficult what we’re going through is, and how everyone should give themselves more credit because this isn’t easy for anyone,” Bhagavathi said. “I wish more professors/administrators [sic] were willing to have those kinds of conversations with us.”