Opinion: Stress in Students: Implications for Learning?

SUMMARY

One of the principle aims of any institution offering higher education must surely be developing a student's talents to the full in an atmosphere conducive to learning. The insights of students or those on the receiving end provide important feedback on whether this aim comes close to reality. This contribution may be particularly important in these ‘competitive times’, where students are not only taking part in the performance appraisal of their lecturers, but are able to vote with their feet and go elsewhere. Research, to identify the sorts of ‘hurdles’ and ‘barriers’ many students have to face in higher education, can provide valuable information as to what students are up against when trying to learn effectively. These findings, along with those identifying stress amongst lecturers (Snape, 1992), can provide managers, who are eager to find ways of improving learning and motivation among students, with a useful insight into the ways that unnecessary negative stress can be alleviated within the academic community. While no attempt has been made to offer any specific suggestions or recommendations for change, the results of this particular pilot study essentially provide a basis for discussion and improved awareness of the potential effects of stress on student learning.