Nathaly Lozado Arreaga

It has taken me three months to write one page. If it wasn’t for Mr. Adamski’s encouragement (and his constant hovering), this article likely would have never seen the light of day. Nevertheless, the wait for a mediocre article has come to an end. 

Before we analyze the effects of senioritis in Kearny High School, we must first mutually agree on its definition. Senioritis: the decreased motivation towards studies displayed by students who are nearing the end of their high school career. As college applications and high school courses begin to clash with one another, debilitating anxiety of the future is instilled into many students. Many students struggle to find a healthy balance between the two, which results in a less-than-perfect situation as they prioritize one over the other. The pressure of maintaining current academics combined with a lack of knowledge of the college process leaves senior students with no time to care for themselves in their personal lives. 

As we near the end of January, one would think the combined pressure of college and high school will begin to ebb away, right? The short answer is no. Now comes the question of how to afford our future. Lengthy financial aid applications were designed to ensure the greater portion of the population was unaware of the aid they could receive. The fear of incorrectly inputting even one section of a tax document only serves as motivation for procrastination. 

Now, how about those who have finished their applications, or who have decided not to pursue higher education? These students, although not as affected, are not susceptible to senioritis. With the decisions for their future already made, the motivation for school declines steadily. This decline of motivation will soon become evident in many senior students as the year continues to progress. A class assignment seems significantly less important than the grandness of the “real world” now open to them. 

It seems senioritis is an endless cycle that will continue for years to come. However, there are many ways to work against its effects. Communication between students and faculty helps build a foundation of connection. In an understanding environment, students are able to ease away some of the worries and fears of the present to focus on the future. From grades 9-11 we were offered virtually no extensions on assignments without extenuating circumstances. Accessibility to college guidance, mental health services, and academic services would greatly reduce the anxiety students face. The teachers most students will remember are those who understood their situation instead of those who refused to listen because “everyone was dealing with something.”