Diane Guo

The sophomore slump is something that college students are far too familiar with. The second year begins with residual confidence from the previous term and a new sense of freedom after moving out of residence halls. This excitement starts to slow once the truth sets in: you’re no longer a freshman.  

The phrase “sophomore slump” is widely understood as uncertainty rising while performance declines. This is thought to occur due to a variety of reasons, with each factor affecting students differently. 

The slump may be an issue, but it is not a conclusion to your journey. Students should recognize this phenomenon while also understanding the resources available to them.

A reason sophomore year might feel so different is that a large emphasis is placed on catering to first-year students. These are young adults who have likely never lived on their own before or been given academic freedom, so the adjustment can be difficult. 

With school resources being largely devoted to freshmen, it can be common for transfer students or upperclassmen to feel unseen, especially when they are used to the special treatment from their first year.

The environmental change that occurs is also influential. Chelsea, a management information systems junior, said that moving to an apartment off-campus was the largest reason her sophomore year felt different.

“I lived 20 minutes from college, so it kind of demotivated me,” Chelsea said. “Then that led to me being less involved in professional development activities.”

Educational psychology professor Chris McCarthy acknowledged that various factors in the academic setting can contribute to stress levels. These can be hard to navigate, especially when they are out of your control.

“In a school setting, how much support is there?” McCarthy said. “Is this a place where people feel connected? Is there good leadership? Is there a lot of involvement from the community?” 

McCarthy focuses on stress and coping, primarily in K-12 settings. With understanding how individuals experience stress, he aims to help them cope and thrive in their roles.

“Sometimes (college students) can find more resources, sometimes they need to lower their demands, and oftentimes you can do more than you think you can,” McCarthy said. “You just assume things have to be stressful (when they don’t have to be).”

At UT, academic support within each college is available, making student success possible and achievable.  The Sanger Learning Center or the University Writing Center is accessible for one-on-one tutoring and additional resources regarding learning effectiveness.  The Vick Advising Excellence Center is a great resource for those who are unsure about their current major and are interested in internal transfer. 

These and other resources are readily available for students to take a more active role in avoiding academic fatigue. Those who participate in social engagements and academic advising are more likely to persist to degree completion and transition to the workforce more smoothly. 

Even though the sophomore slump can feel isolating, thousands of students before you have felt the same way. Understanding the factors that contribute to this feeling is important in navigating the phenomenon. Utilize your awareness of the resources available to you to ensure you will be supported and thriving on the Forty Acres.

Lechner is a journalism sophomore from Rowlett, Texas.