Introduction
In modern times, attending college has become increasingly expensive. Between rising tuition costs and the high cost of living, many students find it necessary to work part-time or full-time jobs in order to financially support themselves through school. According to a 2015 study by the National Postsecondary Student Aid Study, over 75% of undergraduate college students were employed during the academic year (Perna, 2010). Working long hours can negatively impact a student’s academic performance and mental health. This paper will explore the impacts of student employment on various factors like grades, retention, stress levels, and time management. It will also discuss recommendations for educational institutions, employers, and students to help promote work-life balance.
Impacts on Academic Performance
Numerous studies have found correlations between the number of hours students work per week and their grade point averages (GPA). Research shows that working under 15 hours per week does not seem to significantly affect GPA, but working more than 15-20 hours is associated with lower academic achievement (Dundes & Marx, 2006; Kulm & Cramer, 2006). Long work weeks leave students with less time to dedicate to their studies, complete assignments, and engage in on-campus co-curricular activities that are known to boost learning and retention rates. Working students report having to cut back on studying, participate less in class, and miss assignments due to work obligations (Tessema et al., 2014). Excessive work hours can result in physical and mental fatigue, stress, lack of focus, and ultimately lower grades.
A 2008 longitudinal study done by Cunningham et al. that tracked students over a 10-year period also found working more than 20 hours per week during the first year of college lowered a student’s likelihood of degree attainment within six years by 40%. Students who worked moderate hours (1-15 hours) saw no change to their graduation rates compared to nonworking peers. This research further suggests working to the point of taking away from academic responsibilities negatively impacts retention in the long run. Similarly, a more recent study by Darolia (2014) found that each additional hour worked beyond a threshold of 12-15 hours lowered the probability a student would earn a degree within four years by 1-2%.
Impacts on Mental Health and Well-Being
In addition to impacting grades, heavy workloads have been linked to deteriorating student mental health and stress levels. Multiple surveys have shown that students feel overwhelmed trying to balance school with a job. Feelings of anxiety, fatigue, and lack of leisure time are commonly reported among working students (Kalenkoski & Pabilonia, 2017; Misra & McKean, 2000; Nonis et al., 1998). Students working 20 hours or more per week are more likely to report impaired concentration and issues with sleeping. They also experience increased levels of exhaustion and physical health problems compared to peers working fewer hours or not at all (American College Health Association, 2008; Scott et al, 1996).
Being constantly stressed and tired makes it difficult for students to unwind and take breaks for self-care. This chronic stress has both mental and physical consequences if left long term. Research by Salzer (2012) found links between increased hours worked and a higher likelihood of experiencing common psychiatric disorders like depression and anxiety among undergraduates. Poor sleep quality, inability to socialize, less leisurely activities can also negatively impact students’ overall well-being and quality of life (Roberts et al., 1999; Roddenberry & Renk, 2010). With increasing demands on their time and energy, working students report lower life satisfaction and higher burnout rates than non-working peers (DeRosier, 2012; Misra & McKean, 2000). The balancing act often comes at a cost to mental wellness.
Impacts on Time Management and Study Habits
Faced with commitments to both work and academics, working students must become more efficient with how they organize and spend their limited free time. Many establish strict schedules and priorities to manage study time while accommodating work shifts. Studies show that excessive work often results in compromised study habits. Students report missing class, turning in assignments late, cramming for exams, and engaging in less in-depth studying (Scott et al., 1996). Being perpetually rushed for time leads to superficial rather than deep learning approaches.
Interestingly, research has found that students who work moderate hours (less than 15-20 hours weekly) are often better time managers who make more efficient use of available study periods compared to their unemployed peers (Kulm & Cramer, 2006; Nonis & Hudson, 2006). The demands of balancing multiple responsibilities seem to cultivate stronger organization and prioritization skills among moderate workers. Those working 20 hours or more have greater difficulties maintaining well-managed schedules. The resulting stress impairs learning as students struggle to carve out enough time to adequately prepare or engage with course material (Scott et al., 1996). Heavy workloads negatively warp students’ typical study habits and self-regulation.
Recommendations to Support Working Students
Given the evidence highlighting potential downsides of excessive student employment, educational institutions and employers must work together with students to promote healthy work-life balance. Some recommendations include:
Colleges should offer job boards exclusively for on-campus positions structured around flexible schedules that work around academic commitments. This eases coordination between school and work demands.
Faculty should avoid regularly scheduling exams, projects, and major assignments on weekday evenings or weekends to accommodate courses being compatible with part-time work schedules.
Employers should cap student workers’ hours during peak academic periods like midterms and finals season to allow greater focus on school. Understanding managers who are flexible with scheduling around exams or emergencies help relieve student stress.
Students must realistically assess how many hours they can handle while maintaining good grades and mental wellbeing. They should set limits for available hours per week and say no to overtime or extra shifts that jeopardize academic responsibilities.
Campus counseling and wellness centers should provide workshops and resources on topics like time management, study skills, stress management to help working students optimize their effectiveness.
Financial aid offices can explore partnerships with local employers to potentially offer school-assisted jobs with wages counting as contributions to tuition costs. This incentivizes on-campus student employment by making it directly beneficial to financing their education.
Conclusions
Overall, research clearly establishes that moderate on-campus employment during college does not necessarily compromise students’ academic success if hours worked remain under 15-20 hours weekly. Managing school with a few evenings or weekends of part-time work seems to foster positive skills. Working excessive hours long term often puts students’ retention, mental health, grades and degree attainment at serious risk due to overcommitment and chronic stress. Educational institutions, employers, and student employees themselves should work cooperatively to implement policies and resources helping affected students maintain a productive work-life rhythm. With prioritized time management and institutional support, student employment needs not be an impediment but could still aid in career and financial development if done reasonably.
Andrew Stroud