Being a top student is associated with an attractive reputation—academic success, popularity among peers, and praise. From an outside perspective, these students have it all together. But beneath that facade, many students who are “high-achievers” often struggle with mental health issues that go unnoticed, such as depression and anxiety. There is a pressure to uphold those expectations that others have of you, and it can become a burden to not disappoint them. In a competitive academic environment like West Campus, being an A-student isn’t always as appealing as it seems.
As a freshman, from your first few days on campus, it is likely that you have been told about “academic culture of West Campus.” Teachers and counselors emphasize it early and often, stating something along the lines of, “Our goal is to get everyone directly to a four-year college after graduation and we will hold you to the utmost highest standard.” There is no denying that this so-called culture pushes students to challenge themselves, but it can have unwanted negative effects on students’ mental health. Students are pushed to take more AP classes starting their sophomore year, often resulting in a higher workload than they can handle, in addition to extracurriculars that seem to never be enough to be competitive among peers.
Consequently, this leads to burnout, which is often linked to feelings of not being good enough—or even depression. But these issues usually don’t start in high school. Kids identified as GATE students early on in their academic careers, initially in 1st and later 3rd grade,, are more prone to burnout later in life. From a young age, they are praised for their intelligence or “being a pleasure to have in class”, which can form an identity attributed solely to academic success and being accepted. As coursework becomes more rigorous, these students might find themselves truly challenged academically for the first time, where perfect grades are not guaranteed, as it seems in their formative years. As they become older, the pressure to maintain this standard increases, making it difficult to accept setbacks or failures. In addition, from personal experience, individuals that can relate to these feelings often also struggle with people-pleasing, constantly feeling the obligation to put others’ needs at the expense of personal wellbeing or constantly overthinking past interactions.
At West Campus, this academic pressure is amplified by the school’s competitive atmosphere. The school prides itself on its unwavering dedication in quarterly rallies, 100% graduation rate, and academic prestige of the student body. While the drive for excellence can be motivating, it also fosters a culture where students feel they must constantly prove themselves to be worthy. The expectation to succeed can become overwhelming, leaving little room for mistakes or personal growth.
The reality is that academic achievement does not always equate to personal and mental well-being. “Top students” often quickly learn how to conform to expectations that parents and teachers have for them, outwardly showing happiness and success, while in reality they are drowning, trying to stay afloat, metaphorically. Yet, discussions about these struggles are often overshadowed by the sole, unwavering emphasis on success.
It’s crucial to recognize that high-achieving students are not immune to stress, anxiety, or self-doubt. More conversations need to be had about the hidden truth of academic pressure and the importance of balancing success with mental well-being. True achievement should not come at the expense of mental health.
