Increasingly, screen time compounds students’ academic stress. While working on this article, I found myself experiencing this very issue. I’m currently a sophomore at Henry Ford College, taking five classes.

Even when assignments are manageable, my excessive screen use and habit of procrastinating cause me to fall behind and increase my academic stress. I put off starting this article for the first couple of days because I was already stressed out about other assignments. I distracted myself with screens: watching YouTube on the same device I use for assignments, playing video games on my monitor, or doomscrolling on my phone. This is what happens when the same device you need to finish an assignment also offers an easy escape from it.

For students, avoiding screens entirely can be difficult. Some students are required to do schoolwork on devices such as phones, tablets, and computers. I surveyed several students at Henry Ford College about what academic stress feels like to them and whether screen time contributes to that feeling; respondents were anonymous. One student, a sophomore taking five classes, said academic stress feels like constant exhaustion that is draining mentally and physically. Another student mentioned that it is harder to focus on their work on the same device that distracts them and they end up generating more stress by scrolling on social media. A junior taking two classes said, “Sometimes I check my phone for a short break, but I end up spending more time on it than I planned. This takes away from my study time.”

Taking a break from schoolwork doesn’t always mean taking a break from academic stress. Personally, using screens for entertainment during breaks has never helped me manage academic stress. Once distracted, I find it difficult to return to schoolwork. One surveyed student, a junior taking four classes, said that screen use makes them feel good briefly but worsens their academic stress over time by making it harder to focus.

In a 2024 study published in Behavioral Sciences, Yuanting Jin and colleagues surveyed 474 college students about smartphone distraction, procrastination and academic anxiety. Students who reported greater smartphone distraction also tended to report more procrastination and academic anxiety. The analysis suggested that putting off schoolwork partly explained the connection between smartphone distraction and academic anxiety, but they couldn’t prove whether distraction caused procrastination or anxiety, or vice versa.

Beyond everyday academic stress, my survey also asked about academic burnout and how students recover from it. Burnout involves a deeper exhaustion that can develop when academic pressure persists. Several students described taking time away from screens as part of their recovery. One anonymous student, a sophomore taking five classes, said they exercise and connect with friends. Another sophomore taking three classes, said, “I usually put everything away and sit in silence; I then remember and go over the goals and the whole reason I’m doing this.”

Most people I surveyed said they experience academic stress, but each had their own way of dealing with it. One surveyed student reflected on the need to recharge, which inspired me to change my tactic, saying they would “go for a walk and do things in nature,” giving their “mind the space to be scattered in a natural setting.”

My plan to reduce screen distractions is to build more consistent habits around physical activity, community service, and socializing. I find it easier to return to schoolwork when my break involves something that leaves me refreshed and accomplished. When I go on trail walks, I leave my phone behind, so I am not tempted to check it. This gives me time to myself and helps me return to academic work with a fresh mind. When hanging out with friends, we gravitate towards more social and physical activities that keep us engaged without our phones, making us feel more in the moment.