essay about school pressure

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Essay on Peer Pressure: 100, 200, and 450 Word Samples in English

Updated on
Mar 2, 2024

Have you ever done something just because your friends or peers have done it? Say, watched a movie or TV series, visited places, consumed any substance, or academic achievement. This is a classic example of peer pressure. It means you are influenced by your peers or people around you.

Peer pressure can be both positive and negative, but mostly, it has negative effects. Peer pressure often occurs during adolescence or teenage years when individuals are more susceptible to the opinions and actions of their peers. Sometimes, peer pressure can lead to serious consequences. Therefore, we must deal with peer pressure in a civilized and positive way.

On this page, we will provide you with some samples of how to write an essay on peer pressure. Here are essay on peer pressure in 100, 200 and 450 words.

Table of Contents

1 Essay on Peer Pressure in 450 Words
2 Essay on Peer Pressure in 200 Words
3 Essay on Peer Pressure in 100 Words

Master the art of essay writing with our blog on How to Write an Essay in English .

Essay on Peer Pressure in 450 Words

‘Be true to who you are and proud of who you’re becoming. I have never met a critic who was doing better than me.’ – Jeff Moore

Why do we seek recognition? Why do we want to fit in? Why are we not accepting ourselves in just the way we are? The answer to these questions is almost the same; peer pressure. Peer pressure is the influence of our peers in such a way, that we wish and try to do things in the same way as others did.

Negatives and Positive Peer Pressure

Peer pressure can have positive and negative effects. Positive peer pressure can result in better academic performance, personal growth and development, etc. We can be a source of inspiration to our friends or vice versa, which can result in better academic growth, adopting healthier lifestyles, and engaging in community service. For example, you are part of a group collaborating on a community project that demonstrates the constructive influence of peer interaction. This can encourage a sense of purpose and shared responsibility.

Negative Peer Pressure is the opposite of positive peer pressure. In such cases, we are influenced by the negative bad habits of our peers, which often result in disastrous consequences. Consider the scenario where one of your friends starts smoking simply to conform to the smoking habits of his peers, highlighting the potentially harmful consequences of succumbing to negative influences.

How to Deal With Peer Pressure?

Peer pressure can be dealt with in several ways. The first thing to do is to understand our own values and belief systems. Nobody wants to be controlled by others, and when we know what is important to us, it becomes easier to resist pressure that goes against our beliefs.

A person with self-esteem believes in his or her decisions. It creates a strong sense of self-worth and confidence. When you believe in yourself, you are more likely to make decisions based on your principles rather than succumbing to external influences.

Choosing your friends wisely can be another great way to avoid peer pressure. Positive peer influence can be a powerful tool against negative peer pressure.

Building the habit of saying ‘No’ and confidently facing pressure in uncomfortable situations can be a great way to resist peer pressure. So, it is important to assertively express your thoughts and feelings.

Peer pressure can have different effects on our well-being. It can contribute to personal growth and development, and it can also negatively affect our mental and physical health. We can deal with peer pressure with the necessary skills, open communication, and a supportive environment. We must act and do things in responsible ways.

Also Read: Essay on Green Revolution in 100, 200 and 500 Words

Essay on Peer Pressure in 200 Words

‘A friend recently started smoking just because every guy in his class smokes, and when they hang out, he feels the pressure to conform and be accepted within the group. However, he is not aware of the potential health risks and personal consequences associated with the habit.

This is one of the many negative examples of peer pressure. However, peer pressure can often take positive turns, resulting in better academic performance, and participation in social activities, and physical activities.

Dealing with peer pressure requires a delicate balance and determination. Teenagers must have alternative positive options to resist negative influences. Developing a strong sense of self, understanding personal values, and building confidence are crucial components in navigating the challenges posed by peer pressure.

Learning to say ‘No’ assertively can be a great way to tackle peer pressure. You must understand your boundaries and be confident in your decisions. This way, you can resist pressure that contradicts your values. Also, having a plan in advance for potential pressure situations and seeking support from trusted friends or mentors can contribute to making informed and responsible choices.

‘It is our choice how we want to deal with peer pressure. We can make good and bad decisions, but in the end, we have to accept the fact that we were influenced by our peers and we were trying to fit in.’

Essay on Peer Pressure in 100 Words

‘Peer pressure refers to the influence of your peers. Peer pressure either be of positive or negative types. Positive peer pressure can encourage healthy habits like academic challenges, physical activities, or engaging in positive social activities. Negative peer pressure, on the other hand, can lead us to engage in risky behaviours, such as substance abuse, reckless driving, or skipping school, to fit in with our peers.’

‘There are many ways in which we can deal with peer pressure. Everyone has their personal beliefs and values. Therefore, they must believe in themselves and should not let other things distract them. When we are confident in ourselves, it becomes easier to stand up for what we believe in and make our own choices. Peer pressure can be dealt with by staying positive about yourself.’

Ans: ‘Peer pressure refers to the influence of your peers. Peer pressure either be of positive or negative types. Positive peer pressure can encourage healthy habits like academic challenges,, physical activities, or engaging in positive social activities. Negative peer pressure, on the other hand, can lead us to engage in risky behaviours, such as substance abuse, reckless driving, or skipping school, to fit in with our peers.’

Ans: Peer pressure refers to the influence of our peers or people around us.

Ans: Peer pressure can have both positive and negative effects on school children. It can boost academic performance, encourage participation in social activities, adopt healthier lifestyles, etc. However, peer pressure often results in risky behaviours, such as substance abuse, unsafe activities, or other harmful behaviours.

For more information on such interesting speech topics for your school, visit our speech writing page and follow Leverage Edu .

Shiva Tyagi

With an experience of over a year, I've developed a passion for writing blogs on wide range of topics. I am mostly inspired from topics related to social and environmental fields, where you come up with a positive outcome.

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Under Pressure: An essay on school stress and mental health

Immense pressure built into school isn’t consistent with supporting students’ mental health.

I was in my Psychology class taking notes on anxiety when I felt like I had just read my life story. Mid-assignment, I started shaking and had difficulty continuing my work. My thoughts began to spiral: If I didn't write my notes, I would fail the test. If I failed the test I wouldn’t graduate. If I didn’t graduate I wouldn’t go to college, wouldn’t be accomplished, and soon enough, would have failed at life.

This account from a Kentucky student is just a fraction of the plethora of tales that the subject of mental health in schools is incomplete without. Unfortunately, I can relate, because education is one of the most powerful tools we need to change the world. We all want to be accomplished–but now, the biggest milestone we have is surviving it.

Throughout America, schools give awards for best attendance, but they come with no recognition of the mental toll it takes to be present in the classroom. Academic accomplishment is presented as the Holy Grail–yet for students, the pursuit of schools' measures of success often feels like pushing ourselves to the breaking point. That leads to losing sight of the connections that make school meaningful. In the United States, almost 1 in 7 kids and teens have a mental health condition, and nearly half go untreated. According to recent studies, in Kentucky alone, at least 16% of children ages 3 to 17 have depression or anxiety. Schools aren't meeting the mental health needs of students, but this problem–as well as the students experiencing it firsthand–isn’t being understood or approached correctly. The immense pressure built into school isn’t consistent with supporting students' mental health.

Somewhere a student is sitting in detention for interrupting class with excessive fidgeting, talking, and physical movements. For this student, having ADHD becomes a punishable offense; they are seen as unruly and wayward.

In another school, a student is barred from attending Prom or after-school activities—a common punishment for students with too many unexcused absences. Is this fair for students with depression, who can face challenges gathering up the strength just to get out of bed, much less to have the capacity to attend a school that doesn't accommodate their needs?

Elsewhere, a student not participating in class or activities because of a sense of hopelessness and lack of energy is written off as lazy, rather than having their specific needs met as a student with Bipolar Disorder.

And when common conditions such as anxiety and depression remain stigmatized and punished in schools, what about students with experiences that remain deeply misunderstood by the general public? Students with such diagnoses often struggle to find understanding and support within the structure of school.

More in school support and friendly environments are both pertinent needs for students with diagnosable and treatable mental health conditions, as well as ways of tending to overall student mental well-being. We can start now by enhancing awareness among our peers, the staff, and ourselves. Some research shows that academic-related stress negatively impacts mental health, physical health, and school performance. The pressure doesn’t help.

Today, it is a normalized and regular occurrence for students to be forced to stand in front of their class, despite being petrified, often unable to utter a full sentence. Anxiety is seen as "stage fright,” to be casually confronted and overcome; the complexities of mental health are continuously overlooked in the school building. Little do they know how that simple act reinforces the idea of feeling worthless and not good enough in that student's mind by subjecting them to all that anxiety and worry. Then, that can spiral into the affirmations from classmates who feel pity for you, the blank stares and whispers, the cackles, and then, their own self-pity. Even after numerous presentations, it never gets better. It's always the same ambiance, the same fear, and the same high expectations that seem improbable to meet. Having encountered this countless times, I can assert that the way we approach mental health in school needs to change.

I hope that one day in America every student will see school as a place to be heard, and won't look at school as a place where dreams are deferred, where we are destined to be misunderstood. What we need is understanding as the basic foundation of awareness. Knowledge of the existence of mental health conditions, without the ability to discern whether school stress worsens it, makes it powerless. It is only when we have sufficient understanding of a problem that we can begin to acknowledge and fix it. The understanding of whether stress from school exacerbates a student’s mental health challenges isn’t easy to acquire, but it’s where we have to start.

Introduction

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Home — Essay Samples — Sociology — Social Science — The Meaningful Impact of School Stress on Students

The Meaningful Impact of School Stress on Students

Categories: Social Science

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Words: 482 |

Published: Mar 8, 2024

Words: 482 | Page: 1 | 3 min read

The physical effects of school stress, the mental and emotional effects of school stress, coping mechanisms for school stress.

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The Pressure of High Expectations on Students Essay

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Student years are often associated with a great deal of pressure on the learners many of whom tend to experience elevated levels of stress and anxiety related to their academic performance and high demands of the educational institutions and their communities. The students are pressured to be excellent athletes, have perfect academic records, and also act as if their achievements do not require much effort. In the article posted in New York Times in 2015, Julie Scelfo argues that due to the extremely high standards practiced in the communities of different prestigious educational institutions in the United States, many students tend to break down under pressure and commit suicides.

In the United States, the rate of suicides among students is rather high. To be more precise, according to the data provided by Emory University, about one thousand suicides are committed on the territories of the college and university campuses annually (par. 1). In fact, the research pointed out that suicide is recognized as the third leading cause of death among the teenagers over 15 years old and young adults of 24 and younger (Emory University par. 1). As a result, it is possible to conclude that college and university students are put in the conditions and environments that push them towards the decisions to end their lives.

The high levels of pressure experienced by the students are proved by the reports of the American Psychosocial Association; they point out that at least one-third of all students of universities and colleges suffer from severe depressions restricting their daily functions and academic performance for at least one year during their education periods (Novotney 36). As a result of their overwhelming levels of anxiety and depression, 30% of the students looking for the help of counselors report having thoughts about or having attempted suicides (Novotney 36).

Finally, dealing with the emotional pressure, the high academic standards, and a multitude of tasks and issues, the students are also expected to demonstrate what is known as “effortless perfection” (Yao par. 3). In other words, the students are forced to put up fake exteriors and look happy regardless of all the problems they face. It is only logical that many of the highly accomplished students attempt suicides and thus confuse the general public that does not expect the cheerful, fit, and popular high-performers to be deeply miserable on the inside.

To sum up, the culture of the colleges seems to have little to no appreciation for the extreme effort it takes the learners to be well-rounded and successful in many different areas. In that way, it can be said that there exists the need for a change in this culture for the safety of the learners.

Works Cited

Emory University. “Suicide Statistics.” Emory Cares 4 U . 2016. Web.

Novotney, Amy. “Students under pressure.” American Psychosocial Association , vol. 45, no. 8, 2014, p. 36.

Yao, Amy. “‘Never Let Them See You Sweat’: The Myth of Effortless Perfection.” The Huffington Post . 2013. Web.

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Indie 102.3

What’s Making Teens So Stressed At School? Here’s What Their Teachers Think — And How The Students Responded

Academic stress is a big deal.

A national survey this year cited school pressure as the number one stressor in teens’ lives. For our ongoing series Teens Under Stress , Colorado Matters host Avery Lill sat down with several high schoolers and teachers to talk about it.

Most of the students said their academic stress is ever-present. One compared it to trying to find something in a sandpit. It’s hard to find what you’re looking for. It’s tough to get out of the pit, and the sand gets all over you.

The teachers know teens are stressed about, as one put it, "everything" — including, sometimes, teachers themselves.

These are select moments from both conversations. They have been condensed and edited for clarity.

The teacher spoke with us first.

Amy Paa-Rogers is from Boulder. She’s taught in public middle and high school for 28 years. She's taught International Baccalaureate classes, Advanced Placement economics and freshman government.

Young Han Lester teaches high school English at a charter school in Denver. He’s been a teacher for six years.

Matt Borgmann teaches history and economics at the IB program in Palisade, Colorado.

Lori Goldstein recently retired after teaching middle and high school science for 29 years. Now she’s on the Adams 12 School Board in Thornton.

What’s stressing out their students at school?

Borgmann: Can I just say everything? I deal with a lot of 12th graders primarily, and it's just that point in their life where they actually do have to think of life outside of high school. I think the expectations of that creates some pressure for all of them, and in different ways. Some kids are leaving their parents who are willing to just let them go, and so they don't have a lot of guidance. Or (they have) parents that are trying to overly guide them.

Paa-Rogers: Expectations from their friends, from school, from the academics, from teachers, from their parents. I think there's that little triangle of, "My friends, I don't want to let them down, and I chat with them all the time, and I want to make sure that I kind of keep up my image or my persona."

Lester: I would also definitely say, I see students react pretty frequently to just anytime they feel like someone is telling them what to do or how to be. I think that always is a little stressful, trying to meet those kinds of adult commands.

Borgmann: I might not be a fan favorite for this one, but sometimes it's just teachers. Teachers that are not organized, and kind of throw things at kids last minute or, "Oh, it's the end of the semester, we didn't get through this, so let's hurry up and get this done." And a lot of these kids, with so much on the table they're really trying to plan things out. They're trying to be organized, and you just have so many factors that are outside of their control that contribute to them being unorganized.

Goldstein: I think that you have a sense of competitiveness too. You have on one end the low socioeconomic (students) … you have the high (socioeconomic students), and you have that friction between the two populations — basically the haves and the have-nots. And then thinking about, "Well, what am I going to do when I get out of high school? Am I going to be able to afford to go to college? Am I going to be able to get into college because I'm DACA?" and that sort of thing.

Paa-Rogers: Or, "If I get in and I can't pay, then how do I save face in front of my friends?"

In looking at this over time, it seems like in more recent years it's almost like they don't want to ask for an extension on a due date, especially the really high-achieving kids that are doing the AP and IB classes. It makes me sad because it's like they've internalized the stress so much that they don't feel like they can ask for help. Like the healthy thing for you to do is maybe not do the assignment. Try missing those 10 points and just see what that does. It's going to be fine.

That part has changed a lot, that they're afraid of failing. I think that's a bigger picture of our society of how everything is public because you put everything out on Facebook or Snapchat or wherever.

How students’ background, race or ethnicity, and identity affect the way they experience academic stress .

Lester: I teach at a school where I'm pretty sure the majority of our teachers are white and the majority of our students are not. And I do think that causes some stress for the students. From kindergarten through 12th grade, if the majority of the people with power, the people presenting themselves as your guides for the future, if those do not reflect you, there's a lot of ways that can cause stress.

(It can leave students wondering), "Should I really assume this person actually does know what they're talking about? Sure, this works for them. Does it work for me? Can I trust this person's motives when they tell me that I need to change my behavior, that I should change my attitude? Are they actually doing that because that is what is best for me or are they doing this because they're doing what authority always does to me?"

Borgmann: My mind first went to our athletes. I think about a kid who has always been kind of the athlete and nobody recruits them (for college sports). How do you turn around and tell your peers like, "Oh, well actually, nobody wants me."

And I don't think it's any different for academic kids. You know, they've always been top of the class and they want to get into these schools and then they get a letter that says, "No, thanks." What do I put on my Snapchat? What do I put on my social media? Who do I tell, who do I not tell, and how am I going to handle that?

So what’s a teacher to do? How do you help kids manage academic stress?

Goldstein: I think it's important in any system that every student has at least one adult in that building that they can connect with to guide them, whether it's going to college or with dealing with the stresses at home or with your peers.

Lester: I think a lot of behaviors that are really easy to write off as misbehavior are really, actually, student stress responses. So a lot of the time whenever I find myself being tempted to think, "Why aren't they trying harder?" or, "Why are they acting out?" I try and kind of stop and wonder, what are the circumstances that make this behavior adaptive? Because this is this person's attempt to solve whatever they perceive as the problem in their life.

Paa-Rogers: I try to establish individual relationships with kids. And a lot of times the kids in my class that are like super stressed will sort of self-identify and send me an email or stop by my office. And in some sense, that's really helpful because then I can work with them or adjust due dates or things like that. But sometimes kids keep so much inside that you can't really tell. I try to be flexible, try to be approachable. Sometimes we do a little mindfulness stuff.

Borgmann: I'll second what was said about relationships. I think that's the number one thing.

If you need help, dial 988 to reach the Suicide and Crisis Lifeline. You can also reach the Colorado Crisis Services hotline at 1-844-493-8255 or text “TALK” to 38255 to speak with a trained counselor or professional. Counselors are also available at walk-in locations or online to chat.

Then the teachers left the studio and the teens took their place .

Kyler is a high school senior at a Boulder public school.

Paola is a junior. She’s also from Boulder, but goes to a different public school than Kyler.

Liliana is a senior in Palisade on the state’s Western Slope. Matt Borgmann is her teacher. She’s in an International Baccalaureate program.

Rodrigo is a junior at the charter school in Denver where Young Han Lester teaches.

How did the teachers do in describing their academic stress and its causes?

Kyler: I feel like they did a pretty good job. Personally, for me, the rigor of the class is that it's necessary for there to be stress and it's necessary for there to be hard tests and stuff like that. Especially (what the teachers said) about the need to communicate with the students. I full-heartedly believe that, because having a connection with your teacher and being able to communicate is really vital in reducing the amount of stress.

Paola: Just building off of that point, self-advocacy is definitely a stress reliever. Just having that connection with that teacher, and being able to directly go without hesitation, is just so much better. Knowing that the teacher will be able to help you is a stress reliever for me.

When you visualize stress, what does it look like?

Paola: My stress visualization would probably be like a ball of just elastics. It's like all munched together and kind of intertwined between each other.

Liliana: Visualizing wise, maybe like a pit of sand, you know? You try and find something in there, but you don't know where it is and it's hard to get out and it's always stuck to you, I guess.

I will say there's physical manifestations of it. Like my shoulders are always tight, my jaw is always clenched. Sometimes you forget that it's there and you forget that that stress is there, but it's still with you. And you know, sometimes you notice it and try and release it, and it just doesn't work. Then you can't stop thinking about it. And then there are other moments where, you know, you just kind of forget that your shoulders are tight and that your jaw is clenched until you end up with a migraine.

It's hard for some students to detach themselves from persona and social media and all the things that we have to deal with. And I think teachers are getting better and better at understanding that, because that's not something that really almost any of them grew up with.

Rodrigo: Academic stress is like the “Jaws” theme . It just happens, and then once I pay attention, it's kind of too late. A lot of times I'll put it off like, "Oh, I have time to catch up on my homework," and then I will procrastinate for a month. And then once it actually hits me, "Oh yeah, this is due tomorrow," so I will do it the night before. And it's not the best thing.

What kind of extracurriculars are you involved in?

Liliana: There are some basics like National Honor Society. We have a Future Business Leaders of America chapter. I'm involved in marching band. I'm doing choreography for our musical, I work on quite a few political campaigns and I'm the chair of a voter registration organization here on the Western Slope.

(She gets four or five hours of sleep a night.) I know that sometimes sacrificing my health is not the best thing to do, but it needs to be done for me to uphold the responsibilities that I've committed myself to.

Rodrigo: I'm part of National Honor Society. I am not part of any clubs or anything. I held down a job for half of my years of high school. I probably did one of the major flaws you're not supposed to do — I prioritized work over school, so I’d work a few hours and then go home tired and fall asleep immediately, not do homework, and then be confused in class.

How do race and ethnicity, socioeconomics and identity affect stress at school?

Paola: My school is predominantly white and sometimes it is kind of hard going into class realizing that you are the only student of color. So like one of the teachers mentioned, minorities need more role models they can actually connect to in order to succeed.

Liliana: In kindergarten through now, I have never had a teacher of color, especially those of my own (Hispanic) ethnicity, other than a Spanish teacher. It has definitely affected me. I think that definitely some stress comes from not seeing teachers who look like me and who have had similar cultural experiences to me.

Rodrigo: I got to agree with that. I come from a single-parent household. My mom did come to this country when she was about 20 and she doesn't have a full high school education. She did leave high school in Mexico. So education-wise, there is such a big disconnect. Because in the United States, we're taught different things based on how much money your school is getting. And I’ve noticed that pretty commonly when I was super young. I went to schools that weren’t really funded, right? Teachers were there just to be glorified babysitters.

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Essay on Stress On Students

Students are often asked to write an essay on Stress On Students in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Stress On Students

Stress on students: a pressing concern.

Stress has become a significant problem for students of all ages. Many factors, such as academic pressure, social expectations, and family issues, can contribute to stress in students.

Impact On Students’ Well-being:

Stress can negatively affect students’ physical and mental health. It can lead to anxiety, depression, and other mental health issues. Physically, stress can cause headaches, stomach aches, and other physical symptoms.

Effects on Academic Performance:

Stress can interfere with students’ ability to learn and focus in school. When students are stressed, they may have difficulty paying attention, remembering information, and solving problems. This can lead to lower grades and a decreased interest in school.

Coping With Stress:

Students need to learn effective ways to manage stress. Some helpful strategies include:

Conclusion:

250 words essay on stress on students, stress on students.

School children always experience stress. Stress can be influenced by various factors including exams, relations with peers, and expectations from parents and teachers. A little bit of stress can be helpful as it can motivate a child to study harder and perform better. However, too much stress can be harmful. It can cause physical symptoms, such as headaches and stomachaches and emotional symptoms, such as anxiety and depression.

Causes of Stress In Students

Stress in students can be caused by a variety of factors, including academic pressure, extracurricular activities, and social interactions. Academic pressure can be a major source of stress for students. Students may feel stressed about getting good grades, taking tests, and meeting the expectations of their parents and teachers. Extracurricular activities can also be a source of stress, especially if students are trying to balance their academic and extracurricular commitments. Social interactions can also be a source of stress for students, especially if they are struggling to make friends or fit in.

Effects of Stress on Students

Stress can have a negative impact on students’ physical and mental health. Physically, stress can lead to headaches, stomachaches, and sleep problems. Mentally, stress can lead to anxiety, depression, and difficulty concentrating. Stress can also make it more difficult for students to learn and remember information.

Coping with Stress

There are a number of things that students can do to cope with stress. These include:

500 Words Essay on Stress On Students

What is stress, causes of stress in students.

One of the main reasons students feel stressed is because of the pressure to do well in exams. Many students feel they have to get the best grades to be successful in the future. This pressure can come from their parents, teachers, or even themselves. Another reason is the amount of homework and assignments they have to complete. Sometimes, there is so much work that students don’t know how to manage their time well. This can make them feel overwhelmed and stressed.

Stress doesn’t just affect students’ health; it also affects their behavior. Some students might become irritable or angry easily, while others might withdraw and stop talking to their friends and family. This can make them feel lonely and even more stressed.

Dealing with Stress

In conclusion, stress is a common issue that many students face. It comes from academic pressure, too much homework, and social issues. Stress can have negative effects on students’ health and behavior, but there are ways to manage it. By organizing their time, taking breaks, and talking to someone about their feelings, students can reduce their stress levels and enjoy their school life more.

Apart from these, you can look at all the essays by clicking here .