Mental Health Anonymous [Volume 3] (AP Edition)

AP courses are undeniably associated with heightened stress levels among high school students, a sentiment I wholeheartedly resonate with following my recent experience with AP exams. The pressure to excel in these rigorous courses and perform well on the corresponding exams is palpable, given their significant impact on college applications and potential for earning college credit. Throughout AP week, I grappled with overwhelming stress, exacerbated by the relentless studying and the persistent feeling of inadequacy despite my efforts.

This sentiment was echoed by many of my peers who shared similar experiences of sleepless nights, constant worry about retaining information, and a perpetual state of anxiety. The stress transcends merely the exams themselves; it encompasses the weighty expectations imposed by parents, teachers, and our own internal standards.

Moreover, the workload associated with AP classes is substantially heavier than that of standard courses, making it challenging to strike a balance between academics, extracurricular activities, and personal time. Despite pouring considerable effort into our studies, the fear of falling behind is ever-present, perpetuating a vicious cycle of stress that hampers productivity and exacerbates the pressure.

While some students may thrive under such pressure, for many others, it proves overwhelming, leading to burnout characterized by mental and physical exhaustion. This not only detrimentally impacts academic performance but also compromises overall well-being. Recognizing these challenges, it is imperative for schools to implement support systems tailored to students' mental health needs.

In my view, grounded in personal experiences, AP exams undoubtedly contribute to heightened stress levels among high school students. Addressing this issue necessitates a concerted effort to strike a balance and ensure that students have access to comprehensive resources for effectively managing stress.