The Sophomore Slump: More Work, Less Motivation
By Arisbeth Merino
January 15, 2026
Freshman year is often about adjusting to high school, but sophomore year brings a new level of pressure. Many students say their workload increases while their motivation drops, even when they are putting in the same effort.
Often called the “sophomore slump,” this experience describes the loss of motivation and rise in stress many students feel during their second year. Students report heavier workloads, faster pacing, and higher expectations from teachers, leaving them overwhelmed and burned out.
“This year feels more intense and faster,” said Keyara, a sophomore. “I expected it to be harder, but I didn’t think it would feel this overwhelming all the time.”
Several students said specific classes are major sources of stress. “Classes like AP Global and math feel a lot harder this year,” said Maria Calderon, a sophomore. “There’s way more work, and the expectations are higher.”
For others, the challenge comes from realizing that old study habits no longer work. Isabella Morban, a sophomore, said her motivation has dropped since freshman year. “Study habits that worked last year don’t really help anymore,” she said.
The constant flow of assignments also adds pressure. “Big projects, essays, and tests have drained me the most,” said Katie Leal, a sophomore. “The workload is way heavier than last year, and it feels like there’s never a break.”
Freshman classes often focus on building foundational skills like time management and studying, while sophomore classes move faster and introduce more advanced material. “Freshman classes helped a little,” said Delylah Diaz, a sophomore, “but sophomore classes are way more advanced and stressful.”
Research supports these experiences. Studies on academic motivation show that students often experience a drop in interest and focus during sophomore year while expectations increase. This pattern, commonly known as the “sophomore slump,” is linked to long-term stress and burnout if it is not addressed.
Not everyone believes the sophomore slump is real. Some argue that students are simply adjusting to more challenging coursework. However, many sophomores disagree.
“I think sophomore slump is real because the workload increases a lot,” Morban said. “People who disagree might not realize how stressful sophomore year actually is.”
Students say additional support could make a difference. Suggestions include spreading out major assignments, offering more mental health resources, and allowing short breaks during intense academic periods.
“More breaks or mental health days could help students stay motivated instead of feeling burned out,” said Jasmine Cohen, a sophomore.
As sophomores face increasing demands, many hope schools will better recognize the challenges of second year and provide support so students can succeed without sacrificing their mental health.