Let us face it: procrastination is the dark cloud that hangs over the lives of students everywhere.
It whispers sweet promises of “plenty of time later” while quietly tightening the noose of stress
and missed deadlines. For students at IHS, this habit is both a source of humor and a serious
obstacle to academic success. Procrastination takes a serious toll on schoolwork, creeping into
every corner of a student’s life, fueled by a mix of habits, distractions, and the pressure to
perform.
Procrastination is more than just a bad habit—it is rooted in human psychology. A study from
the journal Psychological Science reveals that procrastination often stems from a mismatch
between our present and future selves. We prioritize immediate comfort (scrolling TikTok,
anyone?) over future success, a behavior reinforced by our brain’s reward system. The result?
We avoid tasks that feel overwhelming or unpleasant, even at the expense of our grades.
At IHS, the effect of procrastination is palpable. Junior Isaiah Meyers admits that “it definitely
lowers my grades because I rush assignments.” He is not alone. Freshman Asha Momber shares,
“it makes me anxious, but I’ve kind of gotten used to it.” Whether it is math, essays, or hefty
reading assignments, many students report putting off their work until the last possible moment.
The emotional toll is just as significant as the academic one, with students describing feelings of
stress, guilt, and even panic.
One of procrastination’s most immediate effects is lower-quality work. Rushed assignments
often lack depth, coherence, and the polish that comes with revision. Sophomore Anthonie
Munoz reflects on how his “rushed work isn’t as good,” a sentiment echoed by many peers. This
ripple effect leads to lower grades and missed opportunities to fully grasp the material.
A study from Frontiers in Psychology highlights another consequence: procrastination often
reduces the time students have for feedback. By delaying their work, students miss out on
opportunities to revise based on teacher comments, further compounding the cycle of subpar
performance.
Beyond grades, procrastination’s emotional toll can be overwhelming. “It makes me stressed and
guilty afterward,” says Meyers, while senior Alicia Nam adds, “it makes me feel panicked and
tired.” These emotions are not just fleeting; they can erode self-confidence and motivation over
time.
Interestingly, students are acutely aware of their own habits. “I know I need to work on it now,”
says Nam, reflecting on the need to break the cycle before college. Yet, knowing the problem
does not always make it easier to solve.
The role of technology in procrastination is undeniable. Social media, video games, and
streaming services are prime culprits. Munoz admits, “I get too distracted by social media,”
while Meyers points to video games as a major factor. The immediate gratification offered by
these distractions often outweighs the abstract benefits of completing a math assignment.
If procrastination is so ingrained, how can students combat it? Many IHS students are
experimenting with strategies, though their success varies. Meyers uses timers and breaks work
into smaller tasks, while Nam sets deadlines earlier than the actual ones. Munoz writes to-do
lists, though he admits he doesn’t always follow them. These efforts align with research that
suggests breaking tasks into manageable chunks and creating accountability can significantly
reduce procrastination.
One key takeaway from the interviews is the importance of finding intrinsic motivation. Momber
notes, “knowing I will have more free time if I finish early” is a major motivator, while Munoz is
driven by the prospect of better grades. Recognizing the long-term benefits of starting early can
be a powerful antidote to the allure of procrastination.
While students bear the brunt of procrastination’s consequences, teachers and parents play a
critical role. Teachers often express disappointment when assignments are late, but many still
accept the work, sending mixed messages. Parents, on the other hand, range from strict enforcers
to reluctant bystanders. Nam’s parents emphasize personal responsibility, while Munoz’s tried
confiscating his phone—with limited success.
Procrastination is not just an IHS problem—it is a global one. A study from PLOS ONE found
that up to 20% of adults identify as chronic procrastinators, a habit often formed in adolescence.
The challenge lies in reframing procrastination not as a personal failing, but as a behavior that
can be understood and managed with the right tools.
Despite its negative effects, procrastination is not entirely without merit. Some students thrive
under the pressure of tight deadlines, claiming it boosts their focus and creativity. However, this
“last-minute magic” comes at a cost: increased stress and inconsistent performance. Finding a
balance between urgency and preparation is key to long-term success.
Procrastination—equal parts enemy and occasional ally—continues to shape the academic
journeys of IHS students. Whether it is rushing a history project the morning it is due or staying
up late to finish an essay, the effects are undeniable. But with awareness, strategies, and a bit of
self-discipline, students can start to break free from the grip of procrastination and take control of
their academic success. After all, as Nam wisely notes, “It is my responsibility now.”