As we move through winter, the looming stressors of spring feel more imminent. In fact, academic burnout often reaches a high during the third marking period. One of the main factors that contributes to this is the lack of breaks from school at this time. To reduce the stress many students feel, the school calendar should be changed to give students more time off school in the spring.
During the third marking period, there are very few breaks away from school. For example, from Valentine’s Day to April 1, there is only one day off school and one early dismissal. To put it clearly, that is seven weeks straight with barely any breaks. By contrast, the first seven weeks of the school year include three days off of school and an early dismissal. Most students will not have any big tests, important assignments or pressing deadlines to deal with in the first marking period. It just does not make sense that there are more breaks in the beginning of the year when students have few stressful tasks to handle.
To solve this issue, shorter breaks—such as long weekends—could be added. These would lessen the burden on students by incorporating four-day weeks, reducing pressure placed on students. Scientific studies have shown how taking breaks increases productivity and overall happiness. Furthermore, a study in Spain demonstrated how four day work weeks lead to higher satisfaction from both employees and employers. Although these results mainly focus on workplace environments, they are important to keep in mind when discussing effective strategies for reducing student burnout.
In addition, it could also be effective to have a full week off in March. In the weeks leading up to Thanksgiving or winter break, I look forward to the impending time away from school. By having a week-long break in March, students would have something to look forward to in the third marking period, reducing overall burnout and anxiety. Both more frequent and longer breaks are needed in the early spring, so I believe the best solution combines both of these strategies. For example, after we returned from winter break this year, there was one full week of school followed by two four-day weeks- this prevented me from feeling too overwhelmed when returning to school. Something similar could be easily implemented in a longer spring break.
All of this being said, adding more breaks in the third marking period presents some challenges. Pennsylvania requires there to be 180 days in the school year, so simply removing school days is not allowed. Even so, days could be added at the start and end of the school year, allowing the total to still add up to 180. I would prefer extending the end of the year further into June, but others might have a different preference. In addition, days could be taken away from other breaks in the year. For example, Thanksgiving break is an entire week long, which seems redundant with winter break a month later. Although some of these days are used for parent-teacher conferences, by taking days away from either of these, more could be available to extend spring break.
Although these changes may seem simple, there are many complicated factors that go into the school calendar from a district perspective. In early Feb., I was able to contact Manheim Township Superintendent Dr. Pate-Hefty for her perspective regarding the school calendar.
“[…some factors we have to consider are] instructional time, local start and end date norms, pacing and fatigue for students, contracts and agreements, staffing needs, emergency flexibility and Board and community expectations,” Dr. Pate-Hefty said.
She also mentioned transportation, special education needs and student services as necessities that impact the calendar. Furthermore, Maheim Township must follow all requirements given by the Pennsylvania Department of Public Education (PDE). For example, dates for marking periods and assessments are predetermined by the state, which can limit the flexibility of the school calendar.
Despite these requirements, the district still surveys community and staff members and considers their feedback. Dr. Pate-Hefty was able to share insight specifically on the continued use of Flexible Instruction Days (FIDs) based on community feedback.
“The staff and community of Manheim Township support the use of FIDs when possible. In a survey completed in October, 296 staff responded they support the use of FID days over end-of-year make up days. And 753 members of the community responded that they would like to continue the use of FIDs when schools are closed,” she said.
The district also conducted a survey regarding the possibility of a break during the third marking period. Over 60% of respondents said they would like the district to consider spring break options. However, Dr. Pate-Hefty and district administration are still aware of the many complicated factors that influence the calendar.
“We will want to plan ahead and evaluate our options with academics as the driver of what we do. We will continue to discuss options that best meet the needs of the academic year,” Dr. Pate-Hefty said.
I find it encouraging that the district prioritizes staff and community desires despite the limitations placed upon them by PDE. However, they do not seem to consider student perspectives or wishes as heavily. Students are required by law to attend school, so it does not make any sense that they would have so little input in the calendar they have to follow. Although the district has many complicated factors they must consider and many state requirements they must follow, it would be nice if student voices were at least acknowledged by administrators.
Students are tired and stressed due to the current drought of time off school during the third marking period. Whether a full week-long break or additional long weekends are added, any time off school would be greatly appreciated by students. Reducing academic burnout is very important and should be seen as a high priority for teachers and district administration. It is about time for these priorities to be reflected in the school calendar we all have to follow.
