college essays about overcoming anxiety

College Essay: Overcoming Social Anxiety

“William, you’re up first,” the teacher said excitedly. 

I was instantly anxious when my ninth-grade English teacher announced I would be the first person presenting. As I walked to the front of the classroom, I was fidgeting and could feel  my face turning red. My classmates’ eyes followed me, looking like they were planning something. I started by introducing the title of the poem I was going to recite. I included some hand gestures and facial expressions while reciting the poem to make it better and less awkward, but I was still stiff. I felt like I did a solid job of engaging the audience and helping them understand the poem. People started applauding for me because they didn’t expect me to be that good because I was a shy dude. I finished by making some personal connections to the poem I chose. I went back to my seat, my face feeling hot because of how red I was. A classmate who sat next to me told me I did an outstanding job. This compliment really made my day because I thought I did OK.  This experience was the moment I realized I had some hope of overcoming my social anxiety. At the end of the presentation I felt like it wasn’t that bad, and I overcame something that was always with me throughout middle school. Now, it could change.

Social anxiety has especially affected me during middle school. I probably first realized I had social anxiety when I had to present in front of the class in seventh grade; I felt a little weird as soon as my classmates’  eyes were on me. In the middle of my presentation, I started crying because my teacher insisted I continue after pausing multiple times because of my nervousness. Since I refused to present in front of the class again, my grade was an automatic zero. 

I finally overcame my social anxiety after joining a program called Minnesota Business Venture, which was recommended by the college counselors. I signed up for it because it was going to help me feel and live a little bit of that college experience at St. Thomas by staying in dorms and learning on campus for a whole week. This program helped with my social anxiety significantly because I was able to see new faces and meet really kind people. Being in an inclusive environment allowed me to express myself better, without being judged or teased. I realized I have had some friends in the past who made me feel like I was kinda worthless. But since my peers from the St.Thomas program helped me and complimented me on my work. I felt like I had worth and confidence in expressing myself.

I noticed how having this social anxiety and awkwardness had really taken a toll on me and prevented me from making friends and feeling comfortable talking. I feel confident now that I’m opening up more. When it’s time to start college, I will be facing many obstacles, but I feel like I just took my biggest obstacle away. Joining a new university will help me start fresh. As I’m becoming  friends with the right people, I will be able to feel more comfortable because I know I am able to socialize with strangers. 

Through this program, an experience of meeting new people, I felt relieved and free. I interacted with random people and made new friends. Now, when I am connecting and collaborating with my classmates, teachers and relatives I am confident, feeling like I’m a new and improved person. What I learned is how putting yourself out there not only reduces your shyness; everyone can go far if they push themselves out of their comfort zone.

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Should you discuss mental health issues in your college essay?

by Erica L. Meltzer | Oct 20, 2018 | Blog , College Essays | 6 comments

Image ©Nickshot, Adobe Stock

Note, January 2022: This post was written in 2018, before the start of the Covid-19 pandemic. Obviously, many things have changed since then, not least the amount of psychological pressure that many high school students have experienced. Clearly, some of the boundaries and expectations surrounding acceptable/advisable topics for admissions essays have shifted, and applicants undoubtedly have more leeway in discussing mental-health issues than they did in the past. That said, I would still caution against making this subject the exclusive focus of your essay(s). If it happens to be relevant—and it very well might be, given the events of the last couple of years— then you should focus on discussing it in a mature way that conveys qualities such as empathy and resilience, and that demonstrates your ability to reflect insightfully on what may have been very difficult situations.  

As regular readers of my blog may know, I periodically trawl the forums over at College Confidential to see what’s trending. Recently, I’ve noticed a concerning uptick in the number of students asking whether it’s appropriate for them to write about mental health issues, most frequently ADD and/or anxiety, in their college applications.

So the short answer: don’t do it.

The slightly longer version:

If you’re concerned about a drop in grades or an inconsistent transcript, talk to your guidance counselor. If these types of issues are addressed, the GC’s letter is the most appropriate place for them. If, for any reason, the GC is unable/unwilling to discuss them and the issues had a significant impact on your performance in school that unequivocally requires explanation, you can put a brief, matter of fact note in the “is there any additional information you’d like us to know?” section, but think very carefully about how you present it. Do not write your main essay about the issue.

The full version:

To understand why these topics should generally be avoided, you need to understand what information colleges are actually seeking to gain from the personal statement. Although it is technically a personal narrative, it is, in a sense, also a persuasive essay: its purpose is to convey what sets you apart from the thousands of others with equally good grades and scores, and to suggest whether you have qualities that make you more likely to thrive at university x than the other 10 or 15 or even 20 applicants clamoring for that spot.

Now, whether such thing can actually be determined from 650 words (with which some students receive significant help) is of course questionable; however, the bottom line is that, adcoms are looking for students who will be successful in college. Discussing one’s inability to focus or intense aversion to social situations does not exactly inspire confidence, even if a student insists those problems have been overcome. Leaving home, dealing with professors and roommates and more challenging classes… Those are all major stressors. There is a tacit understanding that of course some students will flame out, have breakdowns, etc., but adcoms are understandably hesitant to admit anyone who is already at a higher risk for those issues. You want them to be excited about the prospect of admitting you, not debate whether you’ll really be able to handle college. (In fact, I had multiple students with various issues who were not truly ready for college and who did flame out — colleges have good reason to take these things seriously.)

This concern goes beyond any particular student’s well-being: graduation rates get factored into rankings, and every student who doesn’t make it through drags that statistic just a little bit lower. If a student does develop serious problems while on campus, there are also potential legal/liability issues involved, and no school wants to deliberately court those.

Besides, if your grades are iffy, it is extremely difficult not to sound as if you are making excuses. You are much better off talking about an experience or interest that will make them look past the transcript and think, “Hey, I really like this kid.” And the reality is that if your grades are that iffy, you’re probably not a competitive candidate at super-selective colleges anyway. These schools are looking for applicants who are on the way to fulfilling their potential, not for ones who need to explain away chronic underachievement.

In addition, one thing applicants — and sometimes their parents — have difficulty wrapping their heads around is the sheer number of applications the average admissions officer has encountered. Situations that may seem extreme and dramatic to adolescents who have recently confronted them may in fact have already been experienced — and written about — by thousands of other applicants. A 17-year old may believe that describing their anxiety in morbid detail will make them seem complex and introspective, but more likely it will only come off as overwrought and trite.

I know that might sound harsh, but please remember that admissions officers are coming at this process with no pre-existing knowledge of you as a person, only a few minutes to spend on your essay, and hundreds of other applications to get through. They are also under intense pressure to ensure that the appropriate demographics targets are being met and all the various institutional constituencies (coaches, development office, orchestra conductor) are being satisfied. They’re not ogres, and they’ll try to give you the benefit of the doubt, but if yours is the fifth essay about overcoming anxiety they’ve seen in the last 48 hours, they will look at it and reflexively think, “oh, another one of these.” That is not a first impression you want to make.

Now, are there exceptions? Yes, of course, but they are rare. In all the time I did college admissions work, I had exactly one student successfully discuss anxiety in an essay. It was, however, introduced in the context of a family tragedy that had profoundly shaped the student’s life; given that background, the discussion seemed natural and matter of fact rather than overdramatized. Even so, I made the student take a good week to think about whether that topic was truly the one they wanted to write about.

Ultimately, of course, the decision is yours, and the choice depends on the larger story you want to tell as well as your ability as a writer, but these topics are so difficult to pull off well that you are best off avoiding them if you can (particularly if you don’t have access to someone with a lot of admissions experience who can review your essay). Find another topic/ experience that you enjoy writing about (and that others are likely to enjoy reading about); that presents you as someone interesting and thoughtful; and that suggest you are ready to thrive in college.

If you really are concerned about your ability to function in college, most schools have plenty of resources for you to take advantage of (academic support, counseling center, etc.). But those are things to investigate after you get admitted. Before that, don’t go out of your way to fly red flags where none are warranted.

Why is Dyslexia ok to mention on an essay, but overcoming selective mutism is not?

Dyslexia is a learning disability that lends itself to proof that it has been overcome through excellent scores in reading and writing. It’s not easy to overcome or cope with dyslexia so an essay showing how a student did it demonstrates their tenacity and resourcefulness. Grades and scores are proof that the dyslexia will not be a problem in college, while the essay can highlight the characteristics that led to the student’s success and which will serve them well in college.

I wrote about how my dog helped me overcome me ending my life/depression and moving to another school is that too common

Thanks for the tips and perspective. It seems like common sense to me as a parent and tutor, but now I have an “established author” to cite!

I want to write about how depression had change me. But my grades and statistics are all great. Is this okay to write? My bad mental health somehow didn’t manage to get to the others parts of my life.

Is it okay to write about how despite psychosis I could manage to get good grades?

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Navigating Mental Health in College: Writing a Powerful Essay About Anxiety and Depression

Mental health has become an increasingly important topic in college admissions, reflecting a growing awareness of the challenges many students face. As more young adults grapple with anxiety and depression, the need to address these issues openly and honestly has never been more crucial. Mental Health Awareness Week has played a significant role in shining a light on these conditions, encouraging more open discussions about mental health in academic settings.

The prevalence of anxiety and depression among college students is staggering. According to recent studies, nearly 40% of college students report experiencing significant anxiety, while about 20% struggle with depression. These statistics underscore the importance of breaking the stigma surrounding mental health discussions, particularly in the context of college applications.

Writing about personal experiences with anxiety and depression can significantly strengthen a college application. It demonstrates resilience, self-awareness, and the ability to overcome challenges – all qualities that admissions officers value highly. By sharing their mental health journeys, students not only contribute to destigmatization but also present a more authentic and compelling portrait of themselves.

Understanding Anxiety and Depression in the College Context

To effectively write about anxiety and depression in a college essay, it’s essential to understand these conditions within the context of higher education. Anxiety is characterized by persistent worry and fear, often disproportionate to the situation at hand. Depression, on the other hand, involves persistent feelings of sadness, hopelessness, and loss of interest in activities.

Common triggers for college students include academic pressure, social challenges, financial stress, and the transition to independent living. Symptoms can manifest in various ways, from difficulty concentrating and changes in sleep patterns to social withdrawal and physical discomfort.

The impact of mental health on academic performance and social life can be profound. Students struggling with anxiety or depression may find it challenging to attend classes regularly, complete assignments, or engage in campus activities. Understanding and addressing school absenteeism due to depression and anxiety is crucial for both students and educators.

Recent statistics paint a concerning picture. According to the National Alliance on Mental Illness, 75% of lifetime mental health conditions begin by age 24, making college a critical period for mental health awareness and intervention. Moreover, exploring colleges with the highest depression rates reveals that certain academic environments may exacerbate mental health challenges.

Crafting a Compelling Narrative: Structuring Your Essay

When writing about anxiety or depression in a college essay, it’s important to choose a specific angle or experience to focus on. This approach allows for a more detailed and impactful narrative. For instance, you might describe a particular moment when anxiety affected your academic performance, or how depression influenced your decision to pursue a certain field of study.

Balancing vulnerability with strength and resilience is key. While it’s important to be honest about the challenges you’ve faced, your essay should also highlight your ability to overcome obstacles and grow from your experiences. This balance demonstrates emotional maturity and readiness for college life.

Incorporating personal growth and coping strategies adds depth to your narrative. Discuss the tools and techniques you’ve developed to manage your mental health, whether it’s through therapy, mindfulness practices, or creative outlets. Powerful journal prompts for anxiety and depression can be an effective tool for self-reflection and emotional healing.

Using descriptive language to convey emotions effectively can make your essay more engaging and relatable. Instead of simply stating that you felt anxious, describe the physical sensations, thoughts, and environment associated with that anxiety. This vivid storytelling helps admissions officers connect with your experience on a deeper level.

Key Elements to Include in Your College Essay About Anxiety or Depression

When crafting your essay, there are several key elements to consider including:

1. Personal experiences and challenges faced: Describe specific instances where anxiety or depression impacted your life, providing context for your journey.

2. Coping mechanisms and support systems: Discuss the strategies you’ve developed to manage your mental health, as well as the people or resources that have supported you.

3. Lessons learned and personal growth: Reflect on how your experiences with anxiety or depression have shaped your perspective and contributed to your personal development.

4. Future goals and how overcoming mental health challenges has shaped them: Connect your mental health journey to your academic and career aspirations, demonstrating how your experiences have influenced your choices and motivations.

Addressing Potential Concerns: What Admissions Officers Look For

When reading essays about mental health, admissions officers are particularly interested in several key aspects:

1. Self-awareness and emotional intelligence: Demonstrate your ability to recognize and understand your emotions, as well as how they impact your behavior and decisions.

2. Resilience and problem-solving skills: Highlight instances where you’ve overcome challenges related to your mental health, showcasing your ability to adapt and persevere.

3. Readiness for college life and academic challenges: Address how you plan to manage your mental health in a college setting, including strategies for balancing academics, social life, and self-care.

4. Plans for ongoing mental health management: Discuss your commitment to maintaining good mental health, including any ongoing treatment or support you plan to utilize during college.

Tips for Writing a Powerful and Authentic Essay

To create a compelling essay about your experiences with anxiety or depression:

1. Be honest and genuine in your writing. Authenticity resonates with readers and helps create a connection with admissions officers.

2. Seek feedback from trusted individuals, such as teachers, counselors, or family members who can provide constructive criticism and support.

3. Revise and refine your essay for clarity and impact. Ensure that your narrative flows logically and effectively communicates your message.

4. Ensure your essay aligns with the rest of your application, presenting a cohesive picture of who you are and what you can bring to the college community.

The Power of Sharing Your Mental Health Journey

Writing about anxiety and depression in your college essay can be a powerful tool for personal growth and societal change. By sharing your experiences, you contribute to the ongoing effort to destigmatize mental health issues and promote greater understanding and empathy.

Exploring mental health through short stories can be an excellent way to gain inspiration and perspective for your own writing. These narratives often capture the nuances of living with mental health conditions in ways that resonate deeply with readers.

It’s important to remember that your experiences with anxiety and depression are a part of your unique perspective and have likely contributed to your resilience and personal growth. Understanding severe anxiety and depression in emerging adulthood can help contextualize your experiences and provide valuable insights for your essay.

As you embark on this writing journey, remember that your story has the power to inspire and educate others. By sharing your experiences with anxiety and depression, you’re not only strengthening your college application but also contributing to a more open and compassionate dialogue about mental health.

Understanding the impact of depression and anxiety on work performance can also provide valuable insights into how these conditions might affect your academic life and future career aspirations. This knowledge can help you articulate your strategies for success in your essay.

In conclusion, writing about your experiences with anxiety and depression in your college essay is an opportunity to showcase your resilience, self-awareness, and personal growth. By approaching this topic with honesty and thoughtfulness, you can create a powerful narrative that not only strengthens your application but also contributes to the broader conversation about mental health in higher education.

References:

1. American College Health Association. (2021). National College Health Assessment. 2. National Alliance on Mental Illness. (2022). Mental Health By the Numbers. 3. Eisenberg, D., Hunt, J., & Speer, N. (2013). Mental health in American colleges and universities: variation across student subgroups and across campuses. The Journal of Nervous and Mental Disease, 201(1), 60-67. 4. Lipson, S. K., Lattie, E. G., & Eisenberg, D. (2019). Increased rates of mental health service utilization by U.S. college students: 10-year population-level trends (2007-2017). Psychiatric Services, 70(1), 60-63. 5. Anxiety and Depression Association of America. (2022). Facts & Statistics.

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How to Handle Stress and Anxiety in College

Practical advice beyond the all-too-commonly-prescribed meditation and exercise..

Posted July 31, 2021 | Reviewed by Tyler Woods

• What Is Stress?
• Take our Burnout Test
• Find a therapist to overcome stress
• Stress and anxiety is a reality in college and psychology courses are no exception.
• There are a number of practical ways to handle the stress and anxiety that college can provoke.
• The solutions may not be what you expect.

With college comes anxiety . Deadlines, grades, performance pressure…if you’re not feeling it, are you even in college?

I know there is a lot out there about how unfair it is for classes to cause stress. Test time limits are stressful and unfair, due dates are anxiety-provoking and unjust, rules are oppression.

We can continue having those debates, but in the meantime, how do we deal with the reality?

Introductory psychology students, for example, are usually getting used to the expectations of college, a transition from dependent to independent learning, while learning a new formal writing style, learning how to find and understand research, practicing critical thinking skills, and studying the approximately 5 million topics that come in an introductory course.

So, what are some practical ways to handle the stress and anxiety college can invoke?

Assume Good Intent

The student is there to earn points. The professor is not there to take them away. That small shift in perspective can do wonders. Professors want students to learn and tend to do everything they can to make that happen, but understand that professors are not free agents.

I stole that line directly from my colleague, Janet Carney-Clarke. As she reminds her students, instructors are beholden to government regulations, school policies, and rules of the department. In other words, professors can’t just “do whatever they want.” There are rules we have to follow, too.

Tragically, the professor-student relationship is too often framed as one of enemy combatants. No, no, no! Students are there to learn and professors are there to facilitate learning. We are each partners in the learning process; each role has responsibilities and expectations.

Check Expectations

“I didn’t do the assignment because you didn’t remind me to do it.” –former student

“I got some questions wrong and didn’t get all of my points. I deserve all of my points!” –former student

“I can’t come to class this semester due to my schedule, so I need you to repeat your lectures in office hours.” –former student

Where do I begin? Students who do best in college understand the expectations at that level, even if they don’t agree with them. This becomes an equity issue when some students are exposed to them far in advance and some never are. In fact, I can’t tell you how many high school sophomores and juniors take my introductory psychology courses.

Learning college-level expectations, let alone taking college-level coursework, in high school is quite a privilege. Almost every college and university, however, now offers preparatory courses for students who have not had that advantage. Take them!

Take Advantage of Office Hours

I was scared of some of my professors. With courage, I got myself through that office door and into drop-in hours. Doing so was truly giving a gift to myself. Frankly, office hours are what single-handedly pulled my grade up from a D to an A in Psychology of the Law.

Professors (and teaching assistants) get paid for office hours. Trust me, they are often sitting there waiting, just waiting, for a student to come in. Be that student!

Utilize School Resources

Schools have resources to help students. There are so many! And they often go under-utilized. Student health services usually offer support to students experiencing anxiety and stress and, in my experience, students tell me that they benefitted greatly. The point is, there are free resources available to students that really help. Ask professors, search online, they’re there and they are waiting to be used.

One thing to keep in mind, especially if you’re a psychology (or related discipline) student: Your instructor is not your therapist. They can’t be. The person in charge of your grade should never provide you clinical guidance. Sure, professors can give you resources and suggestions, but students should never seek therapy from an instructor…even if that instructor is a therapist in another life.

Use Other Free Resources

In the age of, “Take care of yourself!” there are approximately one billion apps and free meditation /relaxation tools out there, beyond resources provided by schools. One I love to share with students is U.C. Berkeley’s Greater Good Science Center. Specifically, they have an action center that offers science-backed activities that help with relaxation, stress, happiness , optimism , and so much more. I particularly appreciate that each activity provides a study backing why it works.

In psychology, we know that a sense of accomplishment has great benefits for confidence , self-esteem , and the like. So, take that scary test. Draft that frightening paper. Do it! Experience matters. Not only will accomplishing the anxiety-provoking task literally end that anticipatory stress, but it will also tell your brain that you can do this again in the future, thus reducing your stress. You succeeded!

Not What You Expected?

Meditation, exercise, taking breaks: Those are the expected solutions in a “take care of yourself” world, and for good reason—they work. But in an environment of prolonged stress and anxiety like college, the above solutions just may help go beyond the Band-Aid and provide healing deeper into the wound.

Ashley Maier teaches psychology at Los Angeles Valley College.

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Sticking up for yourself is no easy task. But there are concrete skills you can use to hone your assertiveness and advocate for yourself.

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One Expert's Advice to Help You Write a Strong Overcoming Adversity Essay

Leslie Tucker PhD, Jun 07, 2021

Learn how to pick the right adversity story and write an impressive overcoming adversity essay

Whether you’re working on college or scholarship applications, you’re bound to come across the overcoming adversity essay sooner or later. While every type of college application essay is unique, the overcoming adversity essay presents particular challenges for students.

What’s the best way to talk about the adversity in your life? What if you come off as too whiny? What if you don’t have any significant obstacles to write about? Will you be at a disadvantage?

Every year, my students ask me how to tackle this tricky part of their college applications. Luckily for you, I’ve developed a fool-proof approach for writing the overcoming adversity essay , and I’m eager to share it.

Keep reading to learn why the adversity essay is important, how to choose the best topic, and how to write an impactful overcoming adversity essay.

Why the overcoming adversity essay is important

When colleges ask you to write a personal hardship essay, what are they trying to learn? Many students think they’re trying to find and admit the applicants who have faced the most adversity. Not true! Trust me, the adversity essay is NOT a competition to see who has it worse.

The purpose of the overcoming adversity essay is to reveal how you respond to difficult situations. Think about it. College is hard—not everyone has what it takes to succeed. Colleges want to accept students who have the skills and resilience to persevere through the adversity they’re bound to face.

So when an admissions officer reads your adversity essay, they’re trying to answer these questions:

●      How do you manage stress?

●      How do you attempt to resolve adversity?

●      How do you reflect on the challenges you face?

●      How do you apply lessons to your life?

If you can successfully answer these questions, you’ll write a stand-out overcoming adversity essay.

Not sure how to recognize an overcoming adversity essay prompt? Here are a few examples.

The Common App

The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

The University of Miami

Considering your ability to control your own motivation and behavior, how have past experiences helped build your courage and resilience to persist in the face of academic and life challenges so that, once these storms pass, you can emerge in continued pursuit of your goals?

The University of California

Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?

How to select the best story for your overcoming adversity essay

Choosing what to write your overcoming adversity essay about can be a challenge. The hardest things you’ve faced in life might not actually be the best topics. So I always encourage students to brainstorm lots of ideas before committing to one.

Here’s what I suggest. Sit down with a family member or close friend. Write a list of all the adversity you’ve faced—big and small. From challenging school projects to your parents divorce to the death of a family member, add everything you can think of to your list.

Next, you’ll want to remember and record how you reacted to each of the obstacles on your list. What were you thinking? What actions did you take?

To choose your adversity essay story, you’ll actually focus on your reactions list. Search for the instances when you showed impressive grit, strength, resilience, and problem-solving skills. These are the best stories to use for your overcoming adversity essay.

Weak topics for your adversity essay

As you’re selecting which topic to write about, beware of choosing a story that falls into one of these categories.

●      Adversity you faced due to COVID or virtual learning—everyone dealt with these circumstances, so it’s not a unique topic and won’t help you stand out.

●      Obstacles you dealt with in elementary or middle school—it’s a bit too outdated. Find a more recent instance of your grit and resilience.

●      Interpersonal struggles you had with a teacher or coach—these essays can come off like you don’t get along well with adults, which isn’t the impression you want to give.

Strong topics for your adversity essay

Any story that shows your maturity and problem-solving skills is a good choice for your overcoming adversity essay. Even so, there are few topics that might be better options for you than others, depending on your circumstances.

●      Ongoing obstacles you’re still facing but you’re handling well—important if this obstacle will carry on into college.

●      Adversity that interfered with your academic achievement—important if you had a GPA dip you’d like to explain.

●      Something that will resonate with the school you’re applying to or the career you’re pursuing—important if adversity drove you to choose a specific type of school or major.

How to write an impressive overcoming adversity essay

Now we’ve arrived at my fool-proof overcoming adversity essay formula. Once you’ve chosen the right story that demonstrates your resilience, just apply this formula to create a memorable adversity essay.

This formula is simple. It’s all about crafting a narrative. Remember, you’re telling the story of when you faced an obstacle. So you want it to sound like a real story, not a school report.

Here is the five-step formula to writing the perfect overcoming adversity essay.

• Introduce the obstacle or adversity
• Describe your emotional response
• Discuss the actions you took to face the problem
• Share the outcome of the situation
• Reveal what you learned from the experience

See? It’s a piece of cake. Now let’s see how it looks applied to an adversity story.

• The adversity: My family moved across the country between my sophomore and junior year.
• Emotional response: I was devastated to lose my friends and scared to start over in a new place.
• Actions taken: I scheduled regular talks and virtual hang outs with my old friends to ensure we’d stay in touch. Then I pushed myself to join two clubs at the beginning of the school year.
• Outcome: I stayed connected with friends from home. And even though it was intimidating to make new friends, putting myself out there helped me quickly meet people who shared my interests. I felt less alone and adjusted to my new environment sooner than I expected.
• Lessons learned: I am stronger and more adaptable than I thought I was. I am capable of thriving in new places and creating a new community for myself wherever I go.

With extremely little effort, I made a strong outline for an adversity essay using this formula. You can do the same!

Dos and don’ts for your overcoming adversity essay

The formula will take you a long way in structuring your adversity essay, but here are a few additional tips and tricks to make sure your writing is outstanding.

●       Don’t try to garner sympathy or pity —be honest about what happened, but remember your purpose isn’t to make the reader feel bad for you.

●       Do maintain a positive and upbeat tone throughout your adversity essay.

●       Don’t spend too much time describing the problem —keep it brief and to the point.

●       Do focus the majority of the essay on how you responded to and resolved the obstacle.

●       Don’t forget to include the outcome and the lessons you learned —self reflection is impressive to application readers.

●       Do connect what you learned with your future in college or in your chosen career.

Remember, one of the great things about the overcoming adversity essay is that you’re telling a story. You’re not making an argument or delivering an informational report. Once you have your story and the structure in place, have fun with the rest!

Final thoughts about the overcoming adversity essay

I’ll never say writing a college application essay is easy. But hopefully I’ve convinced you that the overcoming adversity essay isn’t as intimidating as it seems. In fact, I hope you have an enjoyable time writing your adversity essay and celebrating your resilience. Be proud of yourself. You are amazing!

I want to hear from you! What are your thoughts and concerns about the overcoming adversity essay? Drop a comment below, and I’ll be happy to address them.

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The College Jitters: How to Overcome College Anxiety

As the countdown to college approaches, it’s not uncommon to be filled with mixed emotions. In fact, in a survey by Appily , nearly half of high school students admitted to feeling anxious about going to college. If you are feeling nervous or unsure about the college experience, know you aren’t alone. We’re here to help you overcome college anxiety and feel a little more confident as you enter this exciting new chapter of your life.

Worries about Feeling Knowledgeable: Understanding the Admissions Process  

Many high school students are worried about forgetting a required document, doing an admissions interview, knowing if or when they will get in, or writing an admissions essay. Whether you’ve already started applying to colleges or are about to get started, the more you know about the admissions process, the more confident you’ll feel going through it. Most colleges will outline their undergraduate admissions process on their website so you can follow along step-by-step.

UNDERSTAND ADMISSIONS REQUIREMENTS

Review the admissions requirements of each college you’re interested in, including GPA, test scores (SAT or ACT), and other materials. Note any specific deadlines for applications and financial aid.

UTILIZE ONLINE RESOURCES

Explore online resources such as college websites, virtual tours, and social media platforms like Instagram where you can experience things happening across campus.

SEEK GUIDANCE

Take advantage of those around you, including guidance counselors, teachers and other mentors, for advice and support throughout the college search and application process.

STAY ORGANIZED

Keep track of important deadlines, application requirements and correspondence with colleges to ensure a smooth application process.

Worries about Feeling Confident: Living on Your Own  

As you gear up for the college experience, anticipation blends with uncertainty, especially when it comes to living on your own. But this journey is about more than just independence—it’s a chance to connect, grow and thrive. Remember you’re not alone. Over 70% of new students say they are nervous about living in a dorm or with a roommate .

Every challenge is an opportunity for growth, so embrace the experience and know those around you are in the same boat.

Discover Your Independence

College is your ticket to independence and is a journey of personal growth and learning more about yourself.

Embrace the Anxious Vibes

Feeling a bit anxious is totally okay. There are people and resources to help you find your college community, from resident advisors to student support services .

F reedom and Responsibility

Making your own decisions is exciting, but it comes with responsibility. Learn to manage your time, embrace your newfound freedom, and become more adaptable and resilient.

Bring a Piece of Home with You

Bring something that reminds you of home to help you feel connected and comfortable in your new environment.

Worries about Feeling Welcomed or Included: Building a Support System  

College is all about finding your tribe, the squad that boosts your confidence and fuels your success. If you are feeling nervous about finding your place, just know that 64% of students worry about making friends and 60% worry about not fitting in . Those shared feelings can lead to mutual understanding and open doors to new friendships.

Grow Your Tribe

From roommates, classmates and teammates to professors, coaches and support staff—your college crew is everywhere! Actively engaging in discussions and group projects can lead to meaningful friendships and support networks.

Join Campus Events

Participating in social activities and events on campus gives you the chance to meet new people, connect with others and build relationships for future opportunities.

Join Clubs for a Boost

Dive into clubs and organizations , surrounded by diverse minds with shared interests. Getting involved will expand your worldview, enhance collaboration and sharpen your communication skills.

Feel all the Feels: Prioritize Your Mental Health  

Balancing academics and newfound independence can be challenging as a new college student. Prioritizing your mental health is crucial for understanding your boundaries and staying motivated. .

Remember to use Student Support Services , like counseling or peer tutoring services, to connect with people who will help you conquer academic and personal goals, ensuring you have the right accommodations. 

Transitioning to college doesn’t have to be overwhelming. Remember that you will be given resources in college to help you succeed. It is up to you to take advantage of them. Being open to the process, asking for help and taking help when offered are the best ways to overcome college anxiety.

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Thriving In College Despite Student Anxiety

Student anxiety can affect many learners in college settings. It may arise in various ways, such as excessive worrying about school performance, social interactions, or finding a job after graduation. Anxiety can make it difficult to focus and enjoy your educational experience.

In schools, anxiety might look different from student to student, and it can influence their emotions and behavior in different ways. When left unmanaged, anxiety symptoms may lead to more severe mental health concerns. Therefore, students may benefit from learning the right coping skills to manage and prevent mental health challenges. Maintaining a healthy lifestyle, using effective time management strategies, and working with a licensed therapist can be helpful.

How can anxiety, stress, and depression affect academics?

Mental health challenges like anxiety, stress, and depression can negatively affect a student's academic life. Young adults, especially college students, may experience poor academic performance as a result.

Anxiety may lead students to avoid school tasks, skip classes, or avoid studying due to fear or worry. Students might start missing assignments and earning lower grades.

Stress, whether it’s related to school or personal matters, can also affect a student’s ability to concentrate . When under pressure, students might struggle to focus during lectures or while reading, which can affect how they retain information.

Meanwhile, depression can reduce motivation. Students might be too overwhelmed to complete their homework or attend classes. Long-term depression may lead a student to participate less frequently and perform at a lower level in classes.

What's the difference between stress and anxiety disorders?

Stress and anxiety disorders are often confused, but they aren't the same. Stress usually comes from external pressure and other demands. Students might experience stress before exams or when juggling multiple assignments. Mental and physical symptoms of stress, like irritability, muscle tension, and rapid heartbeat, are usually temporary and only last until the situation passes.

An anxiety disorder, on the other hand, can be seen as a persistent mental health condition. It typically involves excessive worries that don't go away, even without a specific trigger. People with anxiety disorders often experience symptoms for long periods. In some cases, stress may lead to or worsen symptoms of anxiety disorders. 

A few types of anxiety disorders include the following:

• Separation anxiety disorder: Fear associated with being away from loved ones or home
• Social anxiety disorder: Intense fear before and during social interactions
• Panic disorder: Characterized by panic attacks (sudden episodes of intense fear)

Compared to stress, anxiety disorders often require professional treatment. It can be important to recognize the differences between stress and anxiety so you can seek help if needed.

Recognizing signs of anxiety in college 

Anxiety can severely affect a college student's overall mental health and well-being. Recognizing these signs early may allow students to seek support and effectively manage anxiety symptoms.

Excessive worry 

College students with anxiety often experience excessive worry. They might constantly think about grades, fitting in with their peers, or their future. This worry usually doesn't go away, even when things are going well. 

Restlessness 

Restlessness can be another common sign of an anxiety disorder. A student might find it hard to sit still in class or during study sessions. They could frequently tap their feet or fidget with their hands. This constant movement can be seen as a physical symptom of their inner turmoil. 

Fatigue tends to be more than just feeling tired after a long day. For those with anxiety, it can be a persistent sense of exhaustion that doesn't go away with rest. Despite getting enough sleep, students experiencing anxiety may seem drained and struggle to keep up with the demands of college life. 

Difficulty concentrating  

Anxiety can make concentrating on studies particularly tough. Students might find their minds wandering during lectures or while doing homework. 

Sleep disturbances 

Sleep disturbances can be common among anxious students. They might have trouble falling asleep or wake up frequently during the night. This lack of quality sleep can lead to daytime tiredness and trouble focusing in class. 

Social withdrawal 

Anxiety can lead students to withdraw from social activities. They might avoid gatherings or isolate themselves from friends. Withdrawal can contribute to a sense of being lonely and disconnected, potentially worsening anxiety symptoms. 

Ways to manage student anxiety

Managing anxiety can be a key part of college success for many students. Different strategies, such as prioritizing nutritious eating habits and exercise, practicing mindfulness and meditation, and creating organized study schedules, may be helpful.

Nutrition and exercise

Eating nutritious food may stabilize mood and energy levels. Foods like fruits, vegetables, lean proteins, and whole grains can nourish the body and brain. Avoiding excessive sugar and processed foods may reduce anxiety symptoms .

Exercise can be equally important. Activities like running, swimming, or practicing yoga typically release endorphins, which may improve mood and decrease stress. Even a daily 30-minute walk can make a difference in a person’s mental health. 

Mindfulness and meditation

Mindfulness and meditation can help students focus on the present moment. These practices may reduce racing thoughts and improve emotional regulation. Students can practice mindfulness by paying attention to their breathing, body sensations, or surroundings, which can lower anxiety levels.

Meditation, even for just a few minutes daily, may reduce stress. Techniques like guided meditation, in which a narrator leads the session, can be especially helpful for beginners. Mindfulness and meditation usually encourage students to practice positive self-talk, replacing negative thoughts with more positive ones. 

Organized study schedules

Students in college often have more responsibilities than they did in high school. Creating organized study schedules may help them manage overwhelming emotions. Students may perform better if they set aside enough time to complete homework and study for each subject without last-minute cramming.

Staying organized usually also involves prioritizing tasks. Listing assignments in order of importance and due dates may help students focus on what's most important. 

Adequate sleep

Adequate sleep can be vital for good mental health. A lack of sleep can increase anxiety and impair a student’s ability to retain information or think critically. Students often need seven to nine hours of sleep each night. Maintaining a consistent sleep schedule by going to bed and waking up at the same time every day may regulate the body’s internal clock.

A relaxing bedtime routine can also improve sleep quality. Activities like reading, taking a warm bath, or practicing relaxation techniques can signal to the brain that it’s time to unwind. Avoiding screens for at least an hour before bedtime can reduce blue light exposure, which can interfere with sleep. 

Breathing exercises

Breathing exercises are potentially quick ways to manage anxiety. Techniques like deep breathing, where you take slow, deep breaths through the nose and exhale through the mouth, may calm the nervous system. 

Another method, box breathing, generally involves inhaling for four counts, holding for four, exhaling for four, and holding again for four.

These exercises can be done anytime and anywhere, and they may provide immediate relief. They may also help students stay calm in stressful situations, like exams or presentations.

Talking to friends or family

Friends or family may be able to offer emotional support. Sometimes, just talking about what’s causing stress can help it seem more manageable. Friends and family can also provide different perspectives or simply listen, which can be comforting.

A support network can be crucial while attending college or university. Knowing that someone cares and is willing to help can ease the sense of isolation that often comes with anxiety. 

When to seek help for a potential anxiety disorder

In some cases, anxiety may become more than just occasional worrying. If a student experiences overwhelming anxiety that interrupts daily life, it might be time to seek help. Persistent stress, difficulty concentrating, and avoidance of social activities are signs that should not be ignored.

Reaching out to a mental health professional can be helpful when anxiety affects academic performance, sleep, or relationships. They can properly evaluate whether a mental health condition is present and suggest effective treatments.

Signs to watch for include the following:

• Constant feelings of worry or fear
• Difficulties managing stress
• Physical symptoms, like constant headaches or stomach aches
• Avoiding classes or social events
• Trouble sleeping or sleeping too much

Possible next steps may include those listed below:

• Counseling sessions: Talking to a counselor can help students develop coping strategies.
• Medication: In some cases, medication may be prescribed to manage symptoms. Never start, stop or change any medications without consulting a doctor first. 
• Lifestyle changes: Regular exercise, adequate sleep, and improved nutrition can enhance mental health.

Resources for support for students with anxiety

Finding the right mental health resources can be difficult for college students. However, many campuses offer support services and resources to help students navigate their mental health journeys.

• On-campus health centers: Many universities have health centers that offer counseling and mental health services. School counselors can provide valuable advice and direct students to other helpful resources.
• Online therapy platforms: Services like BetterHelp may provide convenient access to licensed therapists.
• National mental health organizations: Organizations like the National Alliance on Mental Illness (NAMI) offer resources and support for students.
• Student support groups: Many colleges have peer support groups and clubs focused on mental wellness.
• Crisis hotlines: Immediate support is available through various crisis hotlines, such as the 988 National Suicide Prevention Lifeline.

Leveraging these resources may support a student's mental health. Students can find the support they deserve by using campus services, online therapy, and national organizations.

Mental health benefits of online therapy for students

While some students might prefer the personal connection of in-person sessions, many find online therapy beneficial. It may be a practical option for those balancing studies and mental health care. In addition, the ease of access may make it an attractive choice for busy college students.

Is online therapy effective for anxiety disorders?

Online therapy can effectively treat anxiety disorders among students. Online therapists are licensed to offer cognitive behavioral therapy (CBT) and other evidence-based treatment modalities. Students can access therapy from their dorm rooms or other preferred locations, making it convenient and less intimidating to receive mental health care.

Research shows that online CBT may reduce anxiety symptoms . By helping students reshape negative thoughts, therapy may lead to lasting improvements. 

Managing anxiety tends to be key to maintaining well-being and academic success. By using various strategies, including lifestyle changes, time management techniques, and seeking help through on-campus or online counseling, students may be able to overcome the challenges of college life more effectively. Managing anxiety may improve overall academic performance as well as mental health.

Frequently asked questions (FAQs)

Below are some common questions about student anxiety. 

What causes anxiety and stress in students?

Several factors can lead to anxiety and stress in students. Academic stress from exams and deadlines can be common triggers. Social challenges, like peer pressure and relationships, may also play a role in the development of stress and anxiety. In addition, financial worries and the challenge of balancing work and school can contribute to stress.

How can students cope with an anxiety disorder?

Students can cope with anxiety disorders by practicing self-care and seeking professional help. Regular exercise, proper sleep, and nutritious eating habits may be useful. Mindfulness practices like meditation and deep breathing can support relaxation. Connecting with friends and family for support can also be important.

What happens if anxiety and depression are left untreated?

If left untreated, anxiety and depression can worsen over time. Untreated anxiety might lead to severe mental health challenges, including panic attacks. Depression can lead to a decline in academic performance and social withdrawal. In extreme cases, untreated mental health conditions might lead to self-harm or suicidal thoughts.

How can therapy help with anxiety and other mental health concerns?

Therapy usually offers various tools to manage anxiety and other mental health challenges. For instance, cognitive behavioral therapy may help individuals change negative thought patterns to be more constructive. Therapists can also teach coping skills to effectively handle stress. Meanwhile, group therapy and support groups can provide support networks of peers facing similar challenges.

• How To Manage Mental Health And Learning Disabilities As A Student Medically reviewed by April Justice , LICSW
• LGBTQ Students: How Sexual Orientation And Gender Identity Can Impact The College Experience Medically reviewed by Julie Dodson , MA
• Relationships and Relations

Writing Anxiety

What this handout is about.

This handout discusses the situational nature of writer’s block and other writing anxiety and suggests things you can try to feel more confident and optimistic about yourself as a writer.

What are writing anxiety and writer’s block?

“Writing anxiety” and “writer’s block” are informal terms for a wide variety of apprehensive and pessimistic feelings about writing. These feelings may not be pervasive in a person’s writing life. For example, you might feel perfectly fine writing a biology lab report but apprehensive about writing a paper on a novel. You may confidently tackle a paper about the sociology of gender but delete and start over twenty times when composing an email to a cute classmate to suggest a coffee date. In other words, writing anxiety and writers’ block are situational (Hjortshoj 7). These terms do NOT describe psychological attributes. People aren’t born anxious writers; rather, they become anxious or blocked through negative or difficult experiences with writing.

When do these negative feelings arise?

Although there is a great deal of variation among individuals, there are also some common experiences that writers in general find stressful.

For example, you may struggle when you are:

• adjusting to a new form of writing—for example, first year college writing, papers in a new field of study, or longer forms than you are used to (a long research paper, a senior thesis, a master’s thesis, a dissertation) (Hjortshoj 56-76).
• writing for a reader or readers who have been overly critical or demanding in the past.
• remembering negative criticism received in the past—even if the reader who criticized your work won’t be reading your writing this time.
• working with limited time or with a lot of unstructured time.
• responding to an assignment that seems unrelated to academic or life goals.
• dealing with troubling events outside of school.

What are some strategies for handling these feelings?

Get support.

Choose a writing buddy, someone you trust to encourage you in your writing life. Your writing buddy might be a friend or family member, a classmate, a teacher, a colleague, or a Writing Center tutor. Talk to your writing buddy about your ideas, your writing process, your worries, and your successes. Share pieces of your writing. Make checking in with your writing buddy a regular part of your schedule. When you share pieces of writing with your buddy, use our handout on asking for feedback .

In his book Understanding Writing Blocks, Keith Hjortshoj describes how isolation can harm writers, particularly students who are working on long projects not connected with coursework (134-135). He suggests that in addition to connecting with supportive individuals, such students can benefit from forming or joining a writing group, which functions in much the same way as a writing buddy. A group can provide readers, deadlines, support, praise, and constructive criticism. For help starting one, see our handout about writing groups .

Identify your strengths

Often, writers who are experiencing block or anxiety have a worse opinion of their own writing than anyone else! Make a list of the things you do well. You might ask a friend or colleague to help you generate such a list. Here are some possibilities to get you started:

• I explain things well to people.
• I get people’s interest.
• I have strong opinions.
• I listen well.
• I am critical of what I read.
• I see connections.

Choose at least one strength as your starting point. Instead of saying “I can’t write,” say “I am a writer who can …”

Recognize that writing is a complex process

Writing is an attempt to fix meaning on the page, but you know, and your readers know, that there is always more to be said on a topic. The best writers can do is to contribute what they know and feel about a topic at a particular point in time.

Writers often seek “flow,” which usually entails some sort of breakthrough followed by a beautifully coherent outpouring of knowledge. Flow is both a possibility—most people experience it at some point in their writing lives—and a myth. Inevitably, if you write over a long period of time and for many different situations, you will encounter obstacles. As Hjortshoj explains, obstacles are particularly common during times of transition—transitions to new writing roles or to new kinds of writing.

Think of yourself as an apprentice.

If block or apprehension is new for you, take time to understand the situations you are writing in. In particular, try to figure out what has changed in your writing life. Here are some possibilities:

• You are writing in a new format.
• You are writing longer papers than before.
• You are writing for new audiences.
• You are writing about new subject matter.
• You are turning in writing from different stages of the writing process—for example, planning stages or early drafts.

It makes sense to have trouble when dealing with a situation for the first time. It’s also likely that when you confront these new situations, you will learn and grow. Writing in new situations can be rewarding. Not every format or audience will be right for you, but you won’t know which ones might be right until you try them. Think of new writing situations as apprenticeships. When you’re doing a new kind of writing, learn as much as you can about it, gain as many skills in that area as you can, and when you finish the apprenticeship, decide which of the skills you learned will serve you well later on. You might be surprised.

Below are some suggestions for how to learn about new kinds of writing:

• Ask a lot of questions of people who are more experienced with this kind of writing. Here are some of the questions you might ask: What’s the purpose of this kind of writing? Who’s the audience? What are the most important elements to include? What’s not as important? How do you get started? How do you know when what you’ve written is good enough? How did you learn to write this way?
• Ask a lot of questions of the person who assigned you a piece of writing. If you have a paper, the best place to start is with the written assignment itself. For help with this, see our handout on understanding assignments .
• Look for examples of this kind of writing. (You can ask your instructor for a recommended example). Look, especially, for variation. There are often many different ways to write within a particular form. Look for ways that feel familiar to you, approaches that you like. You might want to look for published models or, if this seems too intimidating, look at your classmates’ writing. In either case, ask yourself questions about what these writers are doing, and take notes. How does the writer begin and end? In what order does the writer tell things? How and when does the writer convey their main point? How does the writer bring in other people’s ideas? What is the writer’s purpose? How is that purpose achieved?
• Read our handouts about how to write in specific fields or how to handle specific writing assignments.
• Listen critically to your readers. Before you dismiss or wholeheartedly accept what they say, try to understand them. If a reader has given you written comments, ask yourself questions to figure out the reader’s experience of your paper: What is this reader looking for? What am I doing that satisfies this reader? In what ways is this reader still unsatisfied? If you can’t answer these questions from the reader’s comments, then talk to the reader, or ask someone else to help you interpret the comments.
• Most importantly, don’t try to do everything at once. Start with reasonable expectations. You can’t write like an expert your first time out. Nobody does! Use the criticism you get.

Once you understand what readers want, you are in a better position to decide what to do with their criticisms. There are two extreme possibilities—dismissing the criticisms and accepting them all—but there is also a lot of middle ground. Figure out which criticisms are consistent with your own purposes, and do the hard work of engaging with them. Again, don’t expect an overnight turn-around; recognize that changing writing habits is a process and that papers are steps in the process.

Chances are that at some point in your writing life you will encounter readers who seem to dislike, disagree with, or miss the point of your work. Figuring out what to do with criticism from such readers is an important part of a writer’s growth.

Try new tactics when you get stuck

Often, writing blocks occur at particular stages of the writing process. The writing process is cyclical and variable. For different writers, the process may include reading, brainstorming, drafting, getting feedback, revising, and editing. These stages do not always happen in this order, and once a writer has been through a particular stage, chances are they haven’t seen the last of that stage. For example, brainstorming may occur all along the way.

Figure out what your writing process looks like and whether there’s a particular stage where you tend to get stuck. Perhaps you love researching and taking notes on what you read, and you have a hard time moving from that work to getting started on your own first draft. Or once you have a draft, it seems set in stone and even though readers are asking you questions and making suggestions, you don’t know how to go back in and change it. Or just the opposite may be true; you revise and revise and don’t want to let the paper go.

Wherever you have trouble, take a longer look at what you do and what you might try. Sometimes what you do is working for you; it’s just a slow and difficult process. Other times, what you do may not be working; these are the times when you can look around for other approaches to try:

• Talk to your writing buddy and to other colleagues about what they do at the particular stage that gets you stuck.
• Read about possible new approaches in our handouts on brainstorming and revising .
• Try thinking of yourself as an apprentice to a stage of the writing process and give different strategies a shot.
• Cut your paper into pieces and tape them to the wall, use eight different colors of highlighters, draw a picture of your paper, read your paper out loud in the voice of your favorite movie star….

Okay, we’re kind of kidding with some of those last few suggestions, but there is no limit to what you can try (for some fun writing strategies, check out our online animated demos ). When it comes to conquering a block, give yourself permission to fall flat on your face. Trying and failing will you help you arrive at the thing that works for you.

Celebrate your successes

Start storing up positive experiences with writing. Whatever obstacles you’ve faced, celebrate the occasions when you overcome them. This could be something as simple as getting started, sharing your work with someone besides a teacher, revising a paper for the first time, trying out a new brainstorming strategy, or turning in a paper that has been particularly challenging for you. You define what a success is for you. Keep a log or journal of your writing successes and breakthroughs, how you did it, how you felt. This log can serve as a boost later in your writing life when you face new challenges.

Wait a minute, didn’t we already say that? Yes. It’s worth repeating. Most people find relief for various kinds of anxieties by getting support from others. Sometimes the best person to help you through a spell of worry is someone who’s done that for you before—a family member, a friend, a mentor. Maybe you don’t even need to talk with this person about writing; maybe you just need to be reminded to believe in yourself, that you can do it.

If you don’t know anyone on campus yet whom you have this kind of relationship with, reach out to someone who seems like they could be a good listener and supportive. There are a number of professional resources for you on campus, people you can talk through your ideas or your worries with. A great place to start is the UNC Writing Center. If you know you have a problem with writing anxiety, make an appointment well before the paper is due. You can come to the Writing Center with a draft or even before you’ve started writing. You can also approach your instructor with questions about your writing assignment. If you’re an undergraduate, your academic advisor and your residence hall advisor are other possible resources. Counselors at Counseling and Wellness Services are also available to talk with you about anxieties and concerns that extend beyond writing.

Apprehension about writing is a common condition on college campuses. Because writing is the most common means of sharing our knowledge, we put a lot of pressure on ourselves when we write. This handout has given some suggestions for how to relieve that pressure. Talk with others; realize we’re all learning; take an occasional risk; turn to the people who believe in you. Counter negative experiences by actively creating positive ones.

Even after you have tried all of these strategies and read every Writing Center handout, invariably you will still have negative experiences in your writing life. When you get a paper back with a bad grade on it or when you get a rejection letter from a journal, fend off the negative aspects of that experience. Try not to let them sink in; try not to let your disappointment fester. Instead, jump right back in to some area of the writing process: choose one suggestion the evaluator has made and work on it, or read and discuss the paper with a friend or colleague, or do some writing or revising—on this or any paper—as quickly as possible.

Failures of various kinds are an inevitable part of the writing process. Without them, it would be difficult if not impossible to grow as a writer. Learning often occurs in the wake of a startling event, something that stirs you up, something that makes you wonder. Use your failures to keep moving.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Hjortshoj, Keith. 2001. Understanding Writing Blocks . New York: Oxford University Press.

This is a particularly excellent resource for advanced undergraduates and graduate students. Hjortshoj writes about his experiences working with university students experiencing block. He explains the transitional nature of most writing blocks and the importance of finding support from others when working on long projects.

Rose, Mike. 1985. When a Writer Can’t Write: Studies in Writer’s Block and Other Composing-Process Problems . New York: Guilford.

This collection of empirical studies is written primarily for writing teachers, researchers, and tutors. Studies focus on writers of various ages, including young children, high school students, and college students.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Dealing with Obstacles and Developing Good Habits

Overcoming Writing Anxiety and Writer’s Block

You may be thinking, “All this advice is good, but sometimes I just get stuck! What I normally do just isn’t working!” That’s a familiar feeling for all writers. Sometimes the writing just seems to flow as if by magic, but then the flow stops cold. Your brain seems to have run out of things to say. If you just wait for the magic to come back, you might wait a long time. What professional writers know is that writing takes consistent effort. Writing comes out of a regular practice—a habit. Professional writers also know that not everything they write ends up in the final draft. Sometimes we have to write what Anne Lamott calls a “shitty rough draft.” One of my favorite writing professors, Duncan Carter, used to say that he was a terrible writer but a great reviser, and that’s what helped him write when inspiration wasn’t available. So how do writers get going when they feel stuck or uninspired? They develop a set of habits and have more than one way to write to get the words flowing again.

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You might associate the idea of writing anxiety or writer’s block with procrastination, and procrastination certainly can be either a cause or an effect of writing anxiety. You can learn more about  procrastination later in this section of the text.  But writing anxiety or writer’s block is more of a condition. We might even venture to call it an ailment. Uh oh. Do you have it? To aid you in self-diagnosis here, let’s take some time to figure out what it is. Then, if you find that you’re afflicted, we’ll help you to determine the best course of treatment.

What is Writing Anxiety and How Do You Know if You Have It?

Do you worry excessively about writing assignments? Do they make you feel uneasy or agitated? Do you have negative feelings about certain types of writing? If you answered yes to any of these questions, you might suffer from writing anxiety. Writing anxiety simply means that a writer is experiencing negative feelings about a given writing task. The last of the questions above points out something important about this condition that has been afflicting writers everywhere for centuries: writing anxiety is often more about the audience and/or purpose for a given writing task than it is about the mere act of writing itself.

Let’s consider this situational nature of writing anxiety for a moment. Say you just bought a new pair of headphones. You brought them home, removed all the packaging, plugged them into your MP3 player, and they’re amazing!  So you decide to visit the company website, and you write a stellar review of the product, giving it a five-star rating and including descriptive details about the headphones’ comfortable fit, excellent sound quality, ability to cancel outside noise, and reasonable price.

Now, let’s say that the next day in biology class your instructor covers the topic of biomes, and you learn about animal habitats and biodiversity and the interrelation and interdependence of species within biomes. You find it fascinating and can’t wait to learn more. But then something terrible happens. Your instructor assigns a term project on the subject. As your instructor begins to describe the length and other specifications for the report, complete with formatting guidelines, citation requirements, and a bibliography at the end, your palms start to sweat, your stomach feels uneasy, and you begin to have trouble focusing on anything else your instructor has to say. You’re experiencing writing anxiety.

Writing anxiety is the condition of feeling uneasy about writing. Writer’s block is what you experience when you can’t manage to put words on the page. But your condition isn’t about the act of writing. Just yesterday you wrote a great review for those cool new headphones. So why do you suddenly feel paralyzed by the thought of writing the biology essay? Let’s consider some possible causes.

What Causes Writing Anxiety?

The causes of writing anxiety are many. Here are just a few:

• Inexperience with the type of writing task
• Previous negative experiences with writing (e.g. someone, maybe a teacher, has given you negative feedback or said negative things about your writing)
• Negative feelings bout writing (e.g. “I’m not a good writer”; “I hate writing.”)
• Immediate deadline
• Distant deadline
• Lack of interest in the topic
• Personal problems or life events

Level of experience may explain why you felt comfortable writing the headphone review while you break out in a sweat at the thought of the biology paper. If you’ve never written anything similar to a specific assignment, maybe you’re unsure about whether or not you can meet the assignment requirements or the teacher’s expectations. Or maybe the last time you turned in a written report for school you received negative feedback or a bad grade from the teacher. Maybe you procrastinated most of the term and now the paper is due next week and you feel overwhelmed. Or maybe it’s the second week of the term and the finals week deadline seems so far away that you’re not motivated to write.

Knowing the cause of your writing anxiety can help you move beyond it and get writing, even if you can’t completely eliminate the problem. If the topic doesn’t interest you or if you’re having problems at home, those probably aren’t issues that will just disappear, but if you try some of the following strategies, I think you’ll find that you can at least move forward with even the most anxiety-inducing of writing assignments.

Strategies for Overcoming or Managing Writing Anxiety

There are a number of strategies upon which you can draw to help you move past the feeling of being lost or stuck. Consider if some of the following tactics can help you to get writing again.

Just Start Writing

It might sound like it’s oversimplifying the matter, but it’s true. Half the battle is to just start writing. Try some strategies like freewriting or dialectic notetaking. (For more on freewriting, see “ Strategies for Getting Started ” in the “Prewriting” section of this text, and for more on dialectic notetaking , refer to the section on “Writing about Texts”). You should also believe in the importance of writing badly. Bruce Ballenger, a well-known writer and professor of English at Boise State explains why writing badly is an important part of the writing process:

Giving myself permission to write badly makes it much more likely that I will write what I don’t expect to write, and from those surprises will come some of my best writing. Writing badly is also a convenient alternative to staring off into space and waiting for inspiration.

Sometimes the biggest problem writers have with getting started is that they feel like the writing needs to be good, or well organized, or they feel like they need to start at the beginning. None of that is true. All you need to do is start.

Have you ever seen a potter make a clay pot? Before a potter can start shaping or throwing a pot, they have to bring the big wet blob of clay and slap it down on the table. It’s heavy and wet and messy, but it’s the essential raw material. No clay? No pot. “Bad writing” is a lot like that. You have to dump all the words and ideas onto the table. Just get them out. Only then do you have the raw material you need to start shaping the words into something beautiful and lasting. You can wait until the revision stages to worry about shaping your writing to be its best. For now, just get the ideas on the table.

Create Smaller Tasks and Short-Term Goals

One of the biggest barriers to writing can be that the task just seems too large, and perhaps the due date is weeks away. Each of these conditions can contribute to feelings of being overwhelmed or to the tendency to procrastinate. But the remedy is simple and will help you keep writing something each week toward your deadline and toward the finished product: divide larger writing tasks into smaller, more manageable tasks and set intermediate deadlines.

The process that the authors used for writing this text provides a good example. As authors, we had to divide the text into sections, but we also had to plan the process for a first draft, peer reviews, and revisions, along with adding images, links, and other resources, not to mention the final publication of the text online. Had we not divided up the larger tasks into smaller ones and set short-term goals and deadlines, the process of writing the text would have been overwhelming. We didn’t meet every single intermediate deadline right on time, but they helped move us along and helped us to meet the most important deadline—the final one—with a complete text that was ready to publish on schedule.

Imagine that you have a term paper that’s assigned during Week 1 of a eleven-week term, and it’s due during finals week. Make a list of all the tasks you can think of that need to be completed, from beginning to end, to accomplish all that the assignment requires. List the tasks, and assign yourself due dates for each task. Consider taking it a step further and create a task table that allows you to include a column for additional notes. Here’s an example:

Collaborate

Get support from a friend, family member, or classmate. Talk to your friends or family, or to a tutor in your college writing center, about your ideas for your essay. Sometimes talking about your ideas is the best way to flesh them out and get more ideas flowing. Write down notes during or just after your conversation. Classmates are a great resource because they’re studying the same subjects as you, and they’re working on the same assignments. Talk to them often, and form study groups. Ask people to look at your ideas or writing and to give you feedback. Set goals and hold each other accountable for meeting deadlines (a little friendly competition can be motivating!).

Talk to other potential readers. Ask them what they would expect from this type of writing. Meet with a tutor in your campus writing center. Be sure to come to the appointment prepared with a printed copy of the assignment and a short list of what you want to work on, along with a printed copy of your essay.

For more about getting help from a tutor see “Why Meet with a Writing Tutor?” and “Preparing to Meet with a Tutor” in the “ Giving and Receiving Feedback ” section of this text.

Embrace Reality

Don’t imagine the situation of your writing assignment to be any better or worse than it really is. There are some important truths for you to recognize:

• Focus on what you do best rather than fretting about your perceived weaknesses.
• Acknowledge that writing can be difficult and that all you need to do is do your best.
• Recognize what might be new or unfamiliar about the type of writing that you’re doing.
• Understand that confusion and frustration is a natural part of experiencing new things, and it’s okay; it’s part of the learning process.
• Remember that you’re a student and that you’re supposed to be experiencing things that are new and unfamiliar (new formats, new audiences, new subject matter, new processes, new approaches, etc.).
• Repeat the mantra, “It doesn’t have to be perfect; it just has to be DONE.”

Seek Out Experts

If you can, find more experienced writers (especially related to the type of writing that you’re doing) and ask them questions. Sometimes, this might just mean a friend or family member who’s already taken a couple years of college courses. Maybe it’s a fellow student who has already taken the class you’re taking now. Also, the tutors in your college writing center can be a big help at any stage in the writing process. Give them a call and make an appointment. And don’t forget the expert you see all the time throughout any class that you take: your instructor. Ask your instructor for suggestions. That’s what she’s there for.

Another way to learn from the experience of others is to look at examples of other pieces of writing of the type that you’re working on. How is this piece organized? Does it make use of source material? What sort of tone does it use? If you don’t know where to find examples, ask your instructor. If he doesn’t have them at the ready, he’ll likely be able to give you some suggestions about where to find some.

The Word on College Reading and Writing Copyright © by Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Alice! Health Promotion. "How to overcome anxiety over writing papers?." Go Ask Alice!, Columbia University, 24 Jun. 2022, https://goaskalice.columbia.edu/answered-questions/how-overcome-anxiety-over-writing-papers. Accessed 24, Aug. 2024.

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Dear Alice,

I have terrible anxiety about writing papers. Because of this, I put them off, need to ask for extensions, and then have more anxiety about completing the assignment. In addition, when I start writing, I find it difficult to keep going, especially because I hit what may seem to others as small roadblocks, like uncertainty about citation format. I don’t experience nearly as much stress about other types of work (e.g., studying for and taking exams). What can I do to get over or at least cope reasonably with this fear?

Dear Reader,

Just thinking about writing anxiety made this answer more difficult to compose. You see, writing anxiety and writer’s block are concerns for both students and professionals of all ages and academic levels. In fact, even the most seasoned writers experience anxiety or writer’s block now and then. Fortunately, writing is a complex process that, with practice and patience, may be improved. Read on for some strategies for overcoming the roadblock you’re experiencing.

Writing anxiety comes in multiple forms such as an inability to form an idea, a physical struggle to manifest words on the paper, or a fear of not meeting expectations that hinders your progress. The four main causes of writer’s block include psychological, motivational, cognitive, and behavioral reasons. Psychological causes often include mood or stressors that affect cognitive processing. Motivation-related blocks often arise from a fear of failure. Similarly, those categorized as cognitive causes stem from perfectionism and obsession with details, much like you described in your uncertainty when formatting citations. Lastly, the most common cause of writing anxiety is behavioral changes such as procrastination. Procrastination may lead to a domino effect in which more work doesn’t get done and the pile-up becomes overwhelming. Writer’s block is different for everyone not only in its cause but also in its manifestation and how long it lasts. For some, it may occur for a few minutes and for others it may take decades to overcome, but it’s good to know that it’s possible.

It’s worth noting that more and more research has been dedicated to understanding the psychology behind writer’s block in order to help conquer it. Multiple studies have concluded that writer’s block is most effectively combated by giving the brain a break. This period of time is called the incubation period and could include activities such as going on a walk, playing a word game, or getting a full night’s sleep. When done for an appropriate amount of time, these mental breaks could help writers to think more creatively and find inspiration. Fortunately, writing anxiety is typically a product of a writer’s habits, and habits are changeable! You’ve already made a great first step by identifying a few things that don’t work for you — procrastination and obtaining deadline extensions provide you little or no relief. Now, the next step is to try out or adopt some new habits. To help relieve the anxiety and fear you feel about writing papers, implementing any of the following strategies may be useful:

• Stay on top of your reading assignments and do your best to attend classes — that way you won’t have to cram or teach yourself course material before writing your papers.
• Prior to writing, brainstorm ideas. Create a chart or write down topics of interest to refer back to while writing.
• Follow the guidelines your professor talked about in class or included in a syllabus or grading rubric. If you’re not sure about the guidelines, ask for clarification early.
• Start writing even before you envision your entire argument. Getting words down on paper may help you come up with the rest of your writing assignment. Try free writing or diagramming to inspire ideas.
• Compose different parts of your paper in whatever order feels easy. You’re not required to write in sequential order, as long as the final product is well-organized. Some find it helpful to start with the sections that come naturally and move toward the more challenging parts.
• Avoid stopping and editing each sentence as you write. This will slow you down. Instead, consider writing your paper in several whole drafts, and take breaks between editing. Remind yourself that the first draft is low-pressure and exploratory.
• Write your paper in several sittings rather than trying to crank it out in one marathon session. Attempting to write a paper in one sitting may overwhelm you, thereby distracting you from your task.
• Avoid distractions by turning off your internet and cellphone or writing a draft by hand.
• Get feedback from others. Many schools offer writing support services such as helping you develop and structure ideas, find research, connect thoughts, strengthen your understanding of grammar, and much more.
• Seek out additional support. If you’re wondering if your writing block is related to a learning disability, you can check to see if your school as an office of disability services that provides support to students. 

You can also reach out to instructors or a tutor to help implement these strategies for combating writing anxiety. Remember that writing anxiety is common — and you’re certainly not alone. However, if you continue to experience these feelings and need additional support, you might find it helpful to reach out to a mental health professional.

Additional Relevant Topics:

How do i implement time management strategies and avoid procrastination, what are some tools for managing stress, what should i do if my classmates seem to breeze through coursework while i struggle, how can i find a therapist.

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12 Ways to Overcome Test-Taking Anxiety

What’s covered:.

• Ways to Overcome Test-Taking Anxiety

Ways to Overcome Standardized Test-Taking Anxiety

The impact of standardized tests on your chances of acceptance.

Whether you’re facing a pop quiz or the SAT/ACT, it’s natural to feel anxious about an upcoming test. However, while a little anxiety can be motivational, a more profound sense of dread about testing can cause feelings of fear, depression, and worry, and even physical symptoms like headaches, nausea, and excessive sweating. When anxiety becomes paralyzing, you’re unlikely to do your best.

Even people who don’t normally experience test anxiety might feel it on the day of a standardized test, which is much longer, and seems higher stakes, than your math test or English reading quiz. Fortunately, there are steps that you can take to reduce fear and boost concentration during exams, whether it’s in school, or at an SAT testing site. Here are CollegeVine’s top tips for overcoming test-taking anxiety and achieving your goals.

Ways To Overcome Test-Taking Anxiety

1. go to bed early.

A lack of sleep doesn’t just interfere with your ability to recall information on test day, it can increase your risk of developing anxiety. In fact, a Pop Science article reveals that the brains of sleep-deprived participants show markedly similar brain activity to those of anxious participants. So, you may not be as anxious as you thought – you might just need to catch up on some sleep! Being well-rested isn’t just helpful with recall, it can make you feel less anxious, too. 

2. Eat a Healthy Breakfast

Studies show that certain foods help reduce stress, while others contribute to feelings of anxiety. Stay calm on exam day by eating a breakfast packed with fresh fruits, veggies, and protein. Avoid artificial sweeteners, processed foods, and carbonated soft drinks, as these are all known to exacerbate mood disorders, such as anxiety or depression.

3. Arrive Early

Showing up early and having plenty of time to familiarize yourself with your surroundings and set up your desk exactly how you want it on the day of a test can help you get your mind where you want it for your exam. Setting an extra alarm in the morning, giving yourself some wiggle room on your commute, and even visiting an unfamiliar test location to make sure you know where everything is are all great ways to help you feel more comfortable. Make sure you leave a little more time than you think you’ll need!

4. Mindfulness Exercises

Mindfulness exercises might sound like just another thing you have to teach yourself before test day, but in reality, they can be as simple or as complex as you want. Mindfulness can be as simple as shutting your eyes and taking a few deep breaths, or as complicated as practicing a meditation at home that helps center you and clear your mind. 

There are popular apps and YouTube channels that offer meditation geared at all kinds of different occasions, but keep in mind that not all tests allow you to have access to your phone. It’s best to learn some mindfulness techniques that don’t require a phone or listening to directions. That will allow you to take your exercises with you wherever you go!

5. Reward Yourself

Want to reduce your anxiety before a big test? Come up with a reward to look forward to after completing the exam! For example, you might plan to see a movie, grab pizza with friends, or just take a much-deserved nap while listening to your favorite songs. If you start to feel stressed during the exam, having a treat to look forward to can give you the motivation you need to push through.

6. Use Test-Taking Strategies

One way to mitigate test-taking anxiety is to learn tips and tricks to boost your performance. Many people know techniques specific to subject, like mnemonics for memorization, but familiarity with the test format can be just as helpful.

For example, when taking a multiple-choice test, it’s helpful to read the entire question before looking at the answer options. Or, for a test that starts with easier content and works up to harder, like the ACT math section, some students may want to start with the hardest questions at the end, and work their way forward, knowing as time winds down that the quickest and easiest questions lie ahead.

Being familiar with how exactly a test works can reassure you that you’re ready to tackle even its hardest questions. 

7. Join a Study Group

If you’re taking a big test, studying and preparing on your own is crucial. However, you might also benefit from joining a study group. Not only does studying with peers force you to focus, minimizing the risk of procrastination that occurs when you’re working alone, but it also helps you to find new perspectives on familiar material as well as concepts that might be confusing. 

Finally, studying with a group is a great opportunity to share your fears with others experiencing the same stresses. You can support one another throughout the experience and come out the other side stronger. The other students in your group may even have new strategies to help you beat your anxiety. 

8. Find a Tutor

Being prepared is the best cure for anxiety. If you’re worried about an upcoming test (or all of your tests), consider working with a tutor. Not only can these experts help you improve your knowledge of a particular subject, but they can also teach you valuable study skills that will serve you for years to come.

9. Positive Thinking

It might sound silly, but you shouldn’t knock the power of positive thinking. Visualizing a positive outcome or having a calming mantra to repeat when your mind starts to race can really help you turn your mood around. 

If that’s not your style, keep in mind that positive thinking can be as simple as reframing the way you’re thinking about a test: try focusing on it as an opportunity to demonstrate your knowledge. At the very least, reminding yourself of your preparation, studying, and past success can be a reassuring way to both focus on the positive and soothe your anxiety with the thought of all that you’ve been able to accomplish so far. 

10. Take Timed Practice Tests

Standardized tests impose strict time limits on test takers. This isn’t so unusual, but the amount of content and amount of pressure may make the time constraint seem terrifying. If you’re prone to anxiety, you might find yourself watching the clock rather than focusing on the questions. One of the best ways to overcome this fear is to take some timed practice tests ahead of your exam. The idea is to replicate the circumstances you’ll experience during the real exam so that you don’t feel blindsided on the big day.

11. Plan on a Retake

If you’re anxious about taking a test once, odds are the thought of taking it twice is even more terrifying. However, if you go into a big test like the SAT or ACT planning to take it twice, you might actually experience a reduction in stress. Of course, you should still try your hardest on testing day. However, knowing you can have a second chance (or even a third) might take off some pressure and allow you to focus on the questions on the page, ultimately improving your performance. 

12. Talk to Others

Beyond talking to a potential study group or tutor, others around you likely have valuable experience and insight in the world of standardized tests. Your classmates, or peers a year or two older, may have felt the same anxiety that you’re feeling. And, if you’re friends, they know you well, too, which can help make any advice they have more relevant to you. 

One thing to be cautious of is talking to people who are routinely negative or pessimistic. Talking about things to be aware of or warnings from bad experiences can be valuable, but focusing exclusively on the negative may make you feel worse. Try to avoid these conversations or minimize them – while it can feel good for a person who had a negative experience to vent, this venting can have a negative effect on you as the listener. 

When it comes to the SAT or ACT specifically, part of your anxiety likely comes from the knowledge that this single test could have a disproportionate impact on your future. Even with the expansion of test-optional policies , the SAT and ACT still play significant roles in the admissions process at many schools, especially more selective ones. And, of course, many schools do still require test scores .

However, standardized tests aren’t the only thing admissions officers care about. Getting a more concrete sense of exactly how much this test matters can calm your nerves, and CollegeVine’s free chancing engine is here to help! This calculator evaluates a variety of factors beyond standardized test scores like grades, course rigor, and extracurriculars to estimate your odds of being accepted at over 1,600 schools across the country.

Viewing your SAT/ACT score within the context of your overall profile will hopefully prevent the feelings of doom and gloom that can throw you off.

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Does anyone have any advice for overcoming anxiety to finish an essay?

hey folks! i'm back with another post about my neurotic sense of success and failure.

i'm currently struggling through an essay that's due in a day and a half. it's only four pages (i have two written so far) and the assignment is relatively straightfoward, but i'm finding myself almost unable to keep writing. what i keep returning to in my mind is panic about my grade. i write a sentence, reread it, know it isn't worth an A, and start to feel like i can't breathe.

i know that this is a) ridiculous and b) not conducive to actually succeeding. i've done a lot of work around my mental health and am in therapy for anxiety—i know on some level that what i need to do is take some deep breaths and write a rough draft without stopping to revise or criticize myself. but i can't seem to bring myself to do so without starting to cry.

does anyone have any words of encouragement for me? advice? harsh words that will snap me back to reality? any and all is appreciated. thank you in advance!

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Essay about overcoming anxiety disorder as a child. Good idea, or too risky?

Hi fellow students/parents. So I’m applying to UT Austin, and one of the prompts is “Describe a circumstance, obstacle or conflict in your life, and the skills and resources you used to resolve it. Did it change you? If so, how?”.

I’m considering writing about my childhood selective mutism. For those of you who don’t know, selective mutism is a severe social anxiety disorder that causes people to be essentially mute in certain settings. I’d write about my negative experiences with SM, of course, but I’d mainly talk about my transition out of it/what I took away from it. I’m confident that I could write a good essay about this.

However, I also know that mentioning psychiatric problems is generally a bad idea. I’m especially wary about mentioning SM, simply because it’s a social abnormality. It’s hard to explain, but there’s a certain stigma against people who aren’t socially normal. I don’t suffer from social anxiety anymore, and I’d convey that in my essay, but I’m still worried that college adcoms would perceive me differently because of such an essay. Also, it doesn’t help that the Virginia Tech shooter was diagnosed with selective mutism as a child. I might be being paranoid here, but that’s a well-known fact that seriously harms the reputation of people like me.

What are your thoughts? Any advice would be greatly appreciate. Thanks!

B/c you are probably 17? you are still technically a child (in our binary child/adult system), so what isn’t clear is what age range you are talking about. If your SM was resolved while you were still in primary school, I wonder:

= does your recovery process best reflect your skills and resources? that is, how much of your was your recovery was down to your skills and resources (and what sort of skills would those be?) and how much was led by the adults in your life at that time (parents, therapists, doctors, etc)? Obviously, you were the one who went through the process, but from a college’s point of view what is interesting is what you- as a young adult- bring to the table.

= have you not had to deal with any obstacles or conflicts since primary school? What skills and resources do you have for dealing with obstacles in your life now ?

= is your childhood SM still the most interesting thing about you? I know it’s pretty rare, so it may seem like it is the most unusual thing about you, but most unusual may not be the most interesting from the point of view of a college. Turn it around: let’s say you got lost in the woods when you were 6, but were rescued several days later. Huge deal in your childhood, obviously, and pretty unusual, but at 17 is it still the most interesting thing about the person you have become? It might be, if you have since developed and led woodland safety programs for kids, but probably not if it is just an (admittedly major) episode from your childhood.

= I have absolutely no expertise in SM, but associate it with anxiety disorders, which can be hard to fully resolve. Even if you have no continuing issues, imo opening it up could be risky. Not because of a “stigma against people who aren’t socially normal” but because colleges have a (legitimate, imo) concern that their students can handle college life- from academic pressures to the social pressures of living in a college community (and away from home/home supports).

fwiw, I very seriously doubt that the adcomm at UT is going to see ‘selective mutism’ and think of the VaTech shooter. It’s the kind of fact that you notice most if it has relevance to you. I was aware that there was a history of mental health issues and that he stopped treatment when he went to university and privacy laws meant that nobody knew of them- but didn’t know that the issue was SM, and I was living in VA (where there was massive coverage of the shooter) at the time. I suspect more people will think of the character Koothrappali on Big Bang Theory.

Follow up: just read @techmom99 ’s post on a somewhat similar topic. If you do write about it, follow her advice:

In other words, the past should be the smallest part of the essay: how you apply what you brought from that experience going forward should be the core of the essay.

@collegemom3717 Thanks for the detailed reply. For me, my experience with SM didn’t really shape my personality (well, it made me shy, but I wouldn’t mention that in my essay). However, it was one of my major hardships in life. I’ll give it some though…but you’re right, I’d have to convince the adcom that I’m not dysfunctional.

@collegemom3717 Oh, and I forgot to mention age. I had selective mutism until the 5th grade, so it’s been a while. The thing is, I can’t think of any significant hardships I’ve been through besides that. I guess I could answer the prompt differently (like writing about an insignificant problem/obstacle that occurred more recently), but I want my essay to stand out.

As a general rule of thumb, avoid focusing on anything that occurred before high school. S since you had SM until 5th grade, scrap this essay idea entirely.

Rarity won’t necessarily make your essay stand out: remember that the focus is on “the skills and resources you used to resolve it” and how it changed you. Can you connect the dots between 8-10 year old AspiringSlacker and ~17 yo AspiringSlacker (beyond generally being shy) such that the significant majority of the essay relates to you now ?

I apologize if I’m a bit late, but I wanted to jump in and give my personal advice on this topic.

You do not need to show the adcoms a “significant hardship” in order to “stand out.” In fact, writing about something mundane and really diving deep into that moment, focusing on “the skills and resources you used to resolve it” and what you learned from it, is an awesome way to not only show your analytical writing but also that you think outside the box. For example, a friend of mine wrote an essay on not being a morning person and having to get up for before-school swim practices. She talked about the specific strategies she used to pump herself up in the mornings to get herself out of the house and how she was able to force herself to work hard in those early hours. She then went on to explain how she now applies those same strategies to break down other challenges and will herself to get through other things in her life that she dreads doing. What this essay showed was that she has a lot of self-control and motivation, that she doesn’t allow herself to be lazy even at a rough time of day. Those would be good qualities in a college student or employee. The essay wasn’t about a major hardship to which no one else in the world can relate, but it was a means of selling herself to the school, telling them the kind of student she could be. It also had some humor in it. I would assume that there were not hundreds of people who wrote about that same problem on the basis that it is so mundane, so I’d think it stands out in that sense.

Challenge essays aren’t really asking about the challenge and certainly are not being judged by how significant the hardship was. That’s very important to remember. Challenge essays should not spend much time focusing on the problem itself. They are asking about how you overcame the problem and what you learned from it. Ideally, they would include a selling point: your creativity, optimism, determination, thoughtfulness, etc.

Of course, SM was a major part of your childhood and surely you overcame a severe challenge. But can you put into words the exact way you went about fixing it on your own and how you can apply those skills to other situations. What does it say about your strengths as a person? Could your essay communicate that these skills will make you more successful moving forward? Since SM was back in elementary school, how have you already used those skills to overcome other obstacles (which obviously can be insignificant) since then?

I don’t think the problem with your idea lies in the stigma. I think the main issue is that you may be trying to force a major hardship into an essay that doesn’t need it. If you can communicate how you will succeed going forward because of that challenge, then go for it. But ad coms aren’t going to accept someone just because they have a sob story or significant struggle that occurred in the past if they can’t communicate how they took things into their own hands and will continue to do so in the future. They don’t need to hear about a weakness you once faced, no matter how serious, if it does not continue to interfere with your daily life and you can’t communicate how it will make you stronger going forward.

So, given that you actually know about the specifics of your situation, decide if you want to write this essay based on whether it will market your good qualities, not based on whether it will “stand out” because it is unique and unrelatable.

OP, could you simply write about being shy in a world that caters to extroverts ? It sounds like this topic resonates with you, and I think if that’s the case, it could be a good one for you.

There is so much advice on “how to stand out”, but there are lots of people who would prefer not to. That’s a challenge, right?

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How to End a College Essay: Six Strategies

Gina twardosz.

• Last Updated on August 22, 2024

Table of Contents

Congratulations! You’ve reached the end of your Common App personal statement…or you’re thinking about the end of your personal statement, and that’s still a cause for celebration. 

Consider your favorite show, film, or book—how did you feel when it ended? Perhaps you were sad because you had spent so much time with the characters that they felt like close friends, or maybe you were angry at a disappointing conclusion that left more questions than answers. 

Whether we like it or not, a conclusion, good or bad, can change how we feel about a piece of media. It’s just as important as your introduction, and maybe even more important since it’s the last thing your reader will read. In this blog post, we’ll explore how to end a college essay to make a lasting impression.

Why Is the Ending Important?

When friends ask me for book or movie recommendations, I always start with the ending. “You have to watch it, the ending was so heartwarming!” I say, or, more often than not, “Don’t watch it—the ending didn’t make any sense.” 

Endings have huge cultural staying power and can even change the audience’s perception of the entire work. You don’t want to unravel your tightly wound story with a loose ending! 

And they lived happily ever after. 

This ending may be unforgettable but for the wrong reasons. Your life is not a fairy tale, so your essay can’t have such a boring, basic conclusion. The ending to your college essay should be rich with nuance and insight. 

To make a lasting impression on the reader, your conclusion should push boundaries, following the reader long after they finish reading your college essay. The end of your college essay should satisfy the reader, tying up loose ends, but a good conclusion is also active, not passive. A good ending to your college essay asks and answers the question, “What’s the point?” Why did the reader just read a 650-word story about you?

Your conclusion is, in many ways, a gift to the reader. It’s the dessert after a long meal—it completes their reading experience and makes everything that came before it worth it. 

Common Mistakes to Avoid

Before we explore the different ways to end a college essay, let’s discuss what not to do. 

The biggest mistake students make when crafting an end to their college essay is not taking the conclusion seriously. 

In essays you’ve written for class, you may have been encouraged to restate your thesis in the conclusion. While that’s a good strategy for an informative essay, a college personal essay is very different. Your college essay may not even have a clear thesis statement, and that’s okay. 

You should not summarize your essay in your conclusion either. A pointed summary of all the main points of your college essay may seem memorable, but it lacks creativity and can seem as though you’re talking down to the reader. A good ending introduces a new part of the essay, so it should stand out while remaining cohesive. 

How to End a College Essay

If you want your essay to capture attention and resonate with the reader, follow these six strategies for ending a college essay. 

Reflect 

While you should be reflecting throughout your essay, a great way to tie together any themes or lessons learned is by reflecting on your values or beliefs at the end of the essay. Have they changed since the beginning of the story by growing stronger, maybe even weaker as you’ve gained more knowledge? 

It’s important to note that reflection is not summary—you’re introducing a new way of looking at your story in the conclusion. In a way, reflection is the analysis of your story.

Reflection is a great way to show maturity and growth. While you’ll likely grow and mature even more throughout college, reflecting on your experiences shows a thoughtfulness conducive to a college education. 

If you’ve ever seen a stand-up comedian perform, then you know that sometimes they reference earlier jokes later in the set. A “callback” can seem like an inside joke between the comedian and audience, creating familiarity between performer and spectator. 

Let’s look at the essay introduction imagined in the article, “ How to Write a Good Essay Hook. ”

“Yuck!” I yelled as the pigeon pooped on my head. 

It’s safe to assume this essay will be, in part, about overcoming challenges or adversity. So, how should it end? To match the humor of the introduction, a callback can be utilized to end this college essay. 

The best advice I ever received was to stay positive. Keep looking up, because if anything, you’ll see the pigeon before it poops! 

While this essay is very humorous, your essay doesn’t have to be funny to use a callback.

Rescue Your Cliffhanger

It may be self explanatory, but if you started your essay with a cliffhanger, you’ll have to return to it at the end, saving whatever you left dangling in a move that will leave the reader both relieved, satisfied, and maybe even a little surprised. 

Ending your essay in a scene is also an active way to leave a memorable impression on the reader.

You’ve experienced a lot so far, but there is still so much for you to discover. Readers of your essay know that your big journey is just beginning, so don’t be afraid to end your essay looking toward the future. Especially if your essay is about overcoming a challenge, you’ll want to end on a positive note as you look out toward your potential. 

Just as you’re reflecting inward, look outward at the world around you. What’s next for you? Show the reader that your story is only ending on paper. 

When writing the perfect college essay, the stakes can feel overwhelming. Applying to colleges is a serious undertaking, but that doesn’t mean that you can’t allow yourself to feel excited! You’re going to college, and you’re going to do big things when you’re there, and beyond.

While you’ll likely have a chance to write about your career aspirations in one of the many short answer supplemental essays colleges require, your college essay can be a great way for you to write about your hopes and dreams. Especially if you’re writing about your identity, background, or talents, ending on your dreams can leave the reader with a memorable and heartwarming message.  

Surprise Twist! 

M. Night Shyamalan: You either love his twist endings…or you loathe them. I won’t tell you how to watch movies, but when it comes to writing, I can assure you that a surprise twist can make your college essay impossible to forget. 

It should be said that this can be one of the hardest endings to get right, and it definitely depends upon the way you’ve structured your essay. But if your essay is pretty conventional, a surprise twist can take your college essay to the next level. 

Think of your twist ending as more of a pivot into a new direction. It’s important not to stray too far from the topic of the essay—you don’t want a disjointed essay—but surprise twists can be a great way to ensure your essay doesn’t fall victim to trope. 

For example, maybe your essay is about becoming a more adventurous cook, but in the end, you end up burning Thanksgiving dinner! Things didn’t go as expected, but through this journey, you learned what truly matters is family…and takeout food. 

Life is full of twists and turns, and if you can work one into your essay, you may just take the right path toward your dream school. 

While the end of a college essay is only one part of it, it has the ability to the define the essay, so it’s important to take it seriously and write a creative ending that satisfies the reader while leaving a lasting impression. It’s not enough to simply start the race, you have to finish strong to secure your victory. One of these six strategies can help you end your college essay, ensuring that your college essay is unforgettable.

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