Imagine this: You’ve been struggling through nine weeks of never-ending lectures, essays and a combination of midterm and regular exams, counting down the days until you can finally leave and go on break. Your last class on Friday ends, and spring break is here; you get to do what you’ve been dreaming of for weeks — sleep in, hang with friends or go on that trip to Fort Lauderdale. But then it hits you, and you see Blackboard and the massive pile of assignments and exams waiting for you, and you think to yourself, “So much for spring break.”
Spring break has long been a staple in academic calendars, offering students a reprieve from the demands of their majors, and that is what it should continue to be — a break with no assignments and no academic stress. Historically, the concept of spring break can be traced to ancient civilizations in Greece and Rome, where festivals celebrated the coming of spring and the rejuvenation it symbolized. In the academic context, the modern spring break began in the 1930s when college swimmers traveled to warm climates such as Florida for training, eventually evolving into the widespread migration of college students venturing to Fort Lauderdale to seek leisure and relaxation.
Besides the academic sphere, break also plays a key role in benefits relating to mental health. Breaks have been shown to reduce stress, boost creativity and promote happiness. By closing our laptops and iPads and instead spending time outside and practicing self-care, students can return to school feeling light and refreshed instead of dreading what’s to come. Stepping away from their coursework ensures students come back energized, making spring break key to balancing academic success and, more importantly, well-being.
To understand the Fordham students’ perspectives on assigning work over break, I interviewed students in the following fields: Gabelli, Pre-Health/Medical STEM, Non-Health STEM and Humanities majors.
Gabelli students approach their spring breaks differently, with Charlotte Salmon, GSB ’28, prioritizing her rest and mental well-being. At the same time, Lenny Gustavson, GSB ’28, travels and partakes in career-building activities such as networking and internship applications. Despite this divide in how they partake in spring break, what they have in common is heavy assignments disrupting their separate plans. Salmon had long calculus assignments, which took her four hours, statistics and a theology paper. Her time spent doing her assignments could have been spent with her family. Similarly, Gustavson had a major accounting group project, requiring him to coordinate with his groupmates across time zones, making it difficult to enjoy the break fully. They both agree that small, manageable assignments could help keep their momentum. Salmon prefers short assignments that demonstrate her creativity, and Gustavson believes assignments should not be due during breaks to avoid disruption.
Medical STEM students see spring break as paramount for mental health, offering a chance to rest before their challenging coursework finals. Allie Mayerson, FCRH ’28, believes students should enjoy this time without coursework, as it takes away from the intended break. While sometimes tedious, they help students stay engaged and improve performance. She believes a week off doesn’t significantly impact retention if students have been invariant in their studies. Staying involved during the semester matters more than having assignments over break. Mayerson had to read a 400-page book and prepare for the significant exam right after the break, but she truly wanted to focus on prioritizing family, work and personal goals, highlighting the difficulty of managing both schoolwork and well-being.
Similar to medical STEM students, non-medical students believe the same about mental health and breaks. Adam Abdel Razack, FCRH ’28, thinks that taking a break doesn’t negatively impact his learning, especially with a short break that is only a week long. He prefers that professors assign optional reviews and practice problems instead of mandatory work over break. He understands that some people want to continue learning and strengthening their skills, so he believes professors should assign only optional assignments. Because he prefers a stress-free break, he now finds himself cramming for assignments due the first week back when he should be settling into returning and completing assignments due the week after we return from break.
Last but not least, the humanities. Emily Sauget, FCRH ’28, believes small tasks like readings are fine, but major assignments after the break add unnecessary stress. Over the break, she spent several hours daily on assignments and suggested scheduling big deadlines for the week after we get back from break to improve student performance and let students have an actual break. Marianela Rivas, FCRH ’28, also supports a complete academic break, emphasizing the importance of recharging. While assignments after break give more time to prepare, she notes that not all students can plan ahead due to work or travel. She sees optional readings as a compromise but acknowledges that they often feel mandatory. Both students faced heavy workloads, with Sauget juggling assignments and internships, while Rivas had multiple projects due.
With divided sides — students versus Professors — how can we find a middle ground between the two so students can rest and restore themselves and not lose momentum? Rather than assigning heavy workloads, professors could take a balanced approach that supports both. They could make assignments optional or for extra credit, allowing those who want to stimulate themselves academically and enabling them to go at their own pace. Professors could also provide suggested readings or review materials that help maintain momentum without added pressure. Additionally, maybe professors could offer flexibility with deadlines, such as scheduling due dates later in the week after break, ensuring students have time to transition into their coursework instead of having to do so all during break. However, in the end, it is essential to recognize that different subjects require different approaches, and professors should consider the specific demands of their courses while prioritizing student well-being.
Gianna Tetro, FCRH ’28, is a psychology major from Houston, Texas.
