How Psychology Affects a Student's Behavior and Performance at School

We dive into how students handle stress, personal issues, studying habits, social lives and ensuring a stable future for themselves all while dealing with the ups and downs with school.
Kashish Mehrotra Raima Datta
Grade 10


As high school students, we definitely feel the pressure for school and securing a stable future for our adulthood. Why is school so draining for some students and how do we have different factors affecting our skills and learning? This brings us to pose the question of how psychology affects a student's behaviour and performance in school. There are many contributing factors but the one's researched in depth include things like the evolution of schooling, teaching methods, study habits, friends and family, sleep schedule and mental health.


In order to efficiently answer the question on how psychology affects student behaviour relevant questions needed to be asked. The evolution of schools creates insight into why things are the way they are and the events that led to them, teaching methods are crucial to students learning as that is how they grasp concepts, study habits help determine how we choose to apply knowledge, friends and family have a great impact on the environment a student is around and potential things they could face, performance and efficiency is dependant on a sleep schedule and attention span, and mental health affects students motivation and well-being as many students deal with mental health issues which can clash with student life. To see the progression and different views on these factors, sending out a survey to grades 5-12 shows how our views change as we get older and how much school has affected a numerous amount of students.  


Evolution of schools:                                                                                                                                                                                                      First Known school: 2000 BC → Cuneiform mathematic textbooks were invented implying that there was some form of schooling and former schools were known to exist in China                                                                                                                                                                                          0455-431 BC → majority of greek city-states formalized an education system. Sparta trained children for effective military support while Athens focused on intellectual/aesthetic lessons                                                                                                                                                                            50 BC-200 AD: roman schools → Romans were influenced by greek and many children, after learning to read and write, attended a school to study Latin, literature, history, math, music, and dialectics. These Latin schools are very similar to secondary schools in the 20th century.                                400 - 1000: the dark ages → since people were politically and religiously oppressed, formal education was not attend-able but certain people in the church and in wealthy families were able to receive education and make small advances.                                                                                            1225 - 1274→ most people were taught by catholic priests and Thomas Aquinas changed the church's view on how commoners should learn and grow in knowledge.                                                                                                                                                                                                                   1350 - 1700 → the renaissance led to the desire for more knowledge and spread through Europe which led to the revival of the learning “humanism” 1630-1640 → first colonial college (harvard) was established in 1636 and a few years later yale, princeton, dartmouth, and brown were established 1751→ Benjamin Franklin established the American Academy. Its curriculum had a mix of modern and classical which included lessons in history, geography, navigation, surveying, and languages.                                                                                                                                                     1791→ states gained the right to control education 1892 → High school curriculum was formed                                                                                 1926 → SATs were first conducted                                                                                                                                                                                  1959 → First computers used in school                                                                                                                                                                            1960 → First African-American to attend a Caucasian elementary school (ruby bridges)                                                                                               1970 → first handheld calculator. This first calculator was originally for teachers because they thought it would affect students learning                          1998 → requirement of report cards                                                                                                                                                                                 2001 → No child left behind act. law states student testing, holds schools responsible for the students' achievement levels, and punishes schools that do not make sufficient yearly progress toward meeting the goals                                                                                                                                 2009: Common core standards provided details with how much knowledge K-12 students should know

Teaching Methods:                                                                                                                                                                                                               

Grade 12:

  • Favorite Teaching Style - Drawing diagrams and explaining as lessons are being taught. 
    • grade 12 students feel that when teachers provide analogies and relatable examples during lessons, they grasp the concept better
  • Least Favorite Teaching Style - self-study, assigning, reading
    • students pointed out that not everyone can understand the material by just reading it, instead they would prefer a class discussion

Grade 11:

  • Favorite Teaching Style - interactive lessons 
    • grade 11 students say they learn better when teachers provide engaging and challenging activities during class.
  • Least Favorite Teaching Style - traditional lectures
    • the attention span of a student is around 30 minutes, so when teacher lecture for 1 hour and 30 min, the information is not actually being learned by all students 

Grade 10:

  • Favorite Teaching Style - visual, interactive/hands-on, brief lectures followed with work time
    • grade 10 students appreciate when they are given a work block after brief lectures so they can practice what they just learned
  • Least Favorite Teaching Style - self-learning/lazy, lectures, documentaries, teachers that are unsympathetic to personal problems 
    • students don't benefit when teachers are not flexible with dates, especially when students are overloaded, this leads to the work they submit to not be to the best quality(doesn't properly reflect the students' understanding.

Grade 9:

  • Favorite Teaching Style - lectures followed with discussion, simulations, power-points, hands-on 
    • when given the opportunity to have a class discussion about the lecture that was given, grade 9 students feel they are more invested in their learning
  • Least Favorite Teaching Style - learning through assignments without explanation, frequent tests
    • Students feel that when teachers give frequent tests, they don't have enough time to understand the material yet are forced to memorize information so that they don't get a mark that will drop their grade.

Grade 8:

  • Favorite Teaching Style - hands on, some students enjoy lectures
    • students in Grade 8 appreciate well planned lectures, yet find more interest in hands-on projects where they can apply their learning in actual world situations
  • Least Favorite Teaching Style - routine in methods of teaching, not adapting to students- 
    • students struggle to learn when material is constantly being taught in the same way, because when they don't understand they need different explanations.

Grade 7:

  • Favorite Teaching Style - hands-on learning majority, lectures minority
    • students in grade 7 have learned better when t
  • Least Favorite Teaching Style is - teachers that are inflexible of pupils
    • students at that age just changed where school is a bit more rigorous, so it's hard for them to adapt when teachers are not willing to be flexible

Grade 6:

  • Favorite Teaching Style - hands-on and fun visual learning
    • Students in grade 6 are young and have short attention spans, so when at school they prefer to be given projects and have one-one lessons from time to time with the teacher. They tell us it helps them to remember the material and the projects allow them to understand the information relevance in the actual world.
  • Least Favorite Teaching Style - when asked to read textbook material
    • Some students are amazing at reading and enjoy doing so, yet there are a handful of kids that get bored with reading and would rather do activities. From this I can acknowledge that at a young age it's important for the teacher to adapt to each kid's style of learning.

Grade 5:

  • Favorite Teaching Style - when teachers are interactive and provide mind maps.
    • After surveying kids in grade 5, we learned that they really enjoy when the teacher tells stories relating to the material that is being taught. They feel as if they can strengthen links in their mind, so when time comes they can apply the knowledge.
  • Least Favorite Teaching Style - being given worksheets
    • Students at this age find worksheets boring and not effective. To create a more engaging space for students, it's better to incorporate challenges to get a competitive nature going is a good way to inspire learning. We can also start off lessons with stories, songs, and media that they can relate with.

Study Habits:                                                                                                                                                                                                                       

  • Current Studying Misconceptions
    • “Studying longer means my work is more effective”
    • “If i spend more time studying, I will get better grades”
    • “I don't want to be an A -Grade student because they dont ever have any dun or free time”
    • “I take better notes on a computer than i do by writing them down”
    • “If I revise for exams too early, I’ll just forget the work before I actually need to start studying”
    • “Only talented people can study”
    • “I only need one good method for studying”
    • “Planning My Learning Is a waste of time”
    • “If I memorize enough to pass the test. I've learned it!”
    • “The best way to study is to keep reading your notes” 
    • “I can only study by cramming”
    • “No matter what, I'm going to blank out when i start the exam”                                                                                                  
    • Suggested Studying Habits
      • How long do you estimate the typical student can read material in their book or in their notes and effectively be learning what they are reading?
        • An Experiment done by University of Michigan tells that the longest that a typical student studies completing focus is between 25-30 minutes.
        • This is similar with class lectures as after listening to the teacher for 25 minutes it is proven that a student is not as attentive as they were before.
        • Note that this is something that teachers should take into consideration, at wcs the time period for each class is 1 hour and 20 min, yet probably most of the learning happens in the first 25-30 minutes.
      • When students fall into the misconception that, if you study non-stop for a long period of time every night of the week then you are sure to ace everything. Yet what the result for some looks like a 0 is all their classes.
        • We should not tell people to study more because in some cases it might actually worsen their performance
    • Here's how we can avoid that from happening:                                                                                                                    The moment a student feels that they are no longer focusing while studying, your feel as if you are”shoveling against the tide”, YOU NEED TO TAKE A BREAK
      1. You can study for ½ hour, but you don't need a ½ break to recharge, all you need is 5 minutes
        1. During these five minutes you go away and do something fun.
      2. Now when you go back to studying, your efficiency is nearly a 100% again
        1. By repeatedly doing this we can in fact achieve along period of serious studying while also having around 30 minutes of total break time
    • What do you do after your done studying(using that technine):
      • It is key that you give yourself a treat, Whenever your studying time is done, plan something special.
      • If a student plans their day right, it is possible to have little study breaks and reinforce your studying.
    • In conclusion:
      • After following this process for a while you will see that your more efficient time becomes extended, you will now be able to study for 30,40,50, an hour, an hour and a half.
      • This is a technique that will benefit you while you go onto university and purse degrees and do 
      • This will let you train your brain and if you do it right it becomes progressively easier 
    • How many students have a dedicated study or library in your place of residence?
      • Among wcs students we commonly heard that many of them study in their bedroom. We also heard a handful of students that study at the dining table/kitchen table. And the rest of our peers said they studied in the living room/family room(where your tv may be) or better so drove to the school or library
      • What exactly happens when studying in your bedroom
        • Most of us sit/lie on our bed while studying and a while 
        • later our eyes start closing and the bed starts looking real comfortable. This resulted in these kids finally going, oh ill just lie down for a little bit. The next thing you know its morning and you have no work done
        • The main function of your bedroom is for sleeping, the main function of your dining table is for eating, and the main function for your living room is socializing.
        • Note, that we as humans are hugely controlled by environmental cues
      • Studies have shown that you can actually study effectively with environmental constraints.
        • A study done by the university of hawaii, did an experiment, they made every student label a lamp “study lamp” you could only use this lamp for studying, nothing else. The students who did this got 5 percent higher at the end of the year compared to the other kids
        • This is an effective studying strategy. Everyone gets a lamp and when you're studying in your bedroom, turn your desk away from the bed. Once your back is to the bed make sure that your books are ready so you don't waste any time.
        • The moment u lose your momentum, turn the lamp off, get up and leave the desk, this will train your mind to study while seated in that desk, then it will become an automatic good habit
        • If you're singing along to your favorite song, you are not studying. Your brain has to be focused while studying, not time sharing back and forth between singing and studying.
      • In conclusion:
        • 2 studying habits
    • Break your study up into little pieces with reinforcement
    • Create a study area,
    • Conclusion
      • The more active you are in your learning, you're more effective. 

Friends and Family

  • Family
  • more highly educated parents actively encourage their children to develop higher expectations of their own. students perform better in school if their parents are actively involved in their education. The home provides environment for learning and is an element for students’ life that can also affect academic performance. Providing opportunities to learn outside the school helps to facilitate student’s success in the school environment
    • But if your not educated that okay, its more important to take intrest in your childes learning, ex. When they tell you about a cool science project that their doing, take part it the conversation.
  • Parents want the best for their children. They often dream of their children attending the best of universities and then securing a most respectable job in modern society
    • While a secure and happy family environment is considered a bare necessity for healthy growth and development, there is a fine line between caring and caring too much. Parental pressure has led to the most horrible scenarios
    • When students are burdened with such high expectations, good intentions go astray. Children are expected to score high in order to make their parents proud. But what happens when they are crushed by overly high expectations and are unable to achieve?
    • this leads to the child no longer learning for themsefes yet just to put a smile on thier parents face 
    • Sleep deprivation, eating disorders, excessive worrying, cheating, burnout, loss of interest in hobbies and withdrawal from friends and family can be among the consequences of excess pressure.

Children with engaged parents are more likely to:

  • Earn higher grades or test scores [8]
  • Graduate from high school and attend post-secondary education [9]
  • Develop self-confidence and motivation in the classroom [10]
  • Have better social skills and classroom behavior

They are also less likely to:

  • Have low self-esteem
  • Need redirection in the classroom [11]
  • Develop behavioural issues


For teenagers, good friends can be like a personal support group. 

Friends and friendships give teenagers:

  • a sense of belonging, a feeling of being valued and help with developing confidence
  • the sense of security and comfort that comes from being with others going through similar experiences
  • information about the changes that puberty brings, and what’s going on physically and emotionally
  • a way to experiment with different values, roles, identities and ideas
  • a social group to do new things with, especially things that are different from what families do.

There’s nothing like a little healthy competition in the classroom. It motivates students and drives them to put forth their best effort. It sparks interest, passion and ignites a fire within

  1. Healthy competition brings out the skills and talents of students.
  2. Because of healthy competition, students learn new techniques and many more things like teamwork, positive attitude.
  3. In healthy competition, students learn problem-solving skills.
  4. In healthy competition, students having fun and enjoy.
  5. Healthy competition builds confidence in students.
  6. In healthy competition, we became innovative and creative because i6t always pushes us to do better things.

In healthy competition, students need teamwork and positive participation. From healthy competition students are encouraged to improve themselves and learn new techniques. If the competition is between the groups, then the teamwork is necessary for the achievements, and it is also the effective way to grow friendship between students

Youth are drawn to the immediate rewards of a potential choice and are less attentive to the risks.

sometimes this leads to a negative energy between peers and friends

the people that you surround themselves with, have great power in shaping the person you become

Peer presure forces students to adopt a particular type of behavior, dress, or attitude in order to be accepted as part of a group of your equa

Knowledge is power; understanding anything makes it much easier to deal with. The same holds true with peer pressure. Knowing what it is, grasping why it happens, and learning how to spot it can empower students to better handle it.

Negative effects of peer pressure include:

  • pressure to use alcohol, cigarettes or drugs
  • pressure to engage in risk taking behaviours
  • distraction from schoolwork
  • distance between family and existing friends
  • drastic changes in behaviour and attitudes.

This can ultimately distract a student from their education 

Sleep Schedule:                                                                                                                                                                                                     Adolescents should get at least 8-10 hours of sleep

Sleep schedules within WCS:                                                                                                                                                                                        Grade 5 and 6 (elementary) had an average of 8.3 hours of sleep and lost around 1.3 hours of sleep due to school                                                 Grades 7 and 8 (middle school) had an average of 7.8 hours of sleep and lost around 1.3 hours of sleep due to school                                            Grades 9-12 (high school) had an average of 6.3 hours of sleep and lost around 2 hours of sleep due to school                                                             All students averaged around 7.2 hours with around 1.6 hours lost

Time spent on homework:                                                                                                                                                                                                  Elementary (5-6) → 1.5 hours                                                                                                                                                                                       Middle school (7-8) → 2.8 hours                                                                                                                                                                                             High school (9-12) → 3 hours                                                                                                                     

Note-worthy observations:                                                                                                                                                                                              There is a significant decline in sleep from grade 8 to 9 with a loss of 2 hours (8.5 to 6.5)                                                                                         Grades 8 and 9 have the big jump in sleep lost (1.5-2.3)                                                                                                                                             Grades 10 and 11 have a big hump in sleep lost (1.8-2.7)                                                                                                                                              Grade 11s have lost the most amount of sleep (2.7 hours)                                                                                                                                          Grades 11 and 12 have the least amount of sleep (6 hours)                                                                                                                                       Grades 6 and 7 have a big jump in homework (1.5-2.5)                                                                                                                                             Grades 9-11 have an interesting pattern in work (3.6--2.3--3)

- Poor sleep is linked to physical problems such as a weakened immune system and mental health problems such as anxiety and depression.              -  Having a regular sleep schedule calm and restores the body, improves concentration, regulates mood, sharpens judgment and decision making, makes it easier to cope with stress                                                                                                                                                                                      -  Lack of sleep affects mental clarity, concentration, emotional reactiveness, impulsive, sensitivity                                                                                    - Overtired kids work slower since it’s hard for them to remember and space out more frequently since sleep-deprived brains lapse into sleep in brainwave patterns                                                                                                                                                                                                                  -The national sleep foundation found that 60% of high school students suffered from extreme daytime fatigue Lack of sleep also increases vulnerability to the immune system causing sick day and missing lessons

Common reasons for sleep deprivation:                                                                                                                                                                             - In certain times, our biological clocks keep us up and makes us resistant to sleep. This is called phase delay and occurs before and during puberty    -Using electronics before sleep creates sleep procrastination and can reduce sleep                                                                                                           - A busy after-school schedule can cut into sleep time. Teens involved in extracurriculars, jobs, social commitments can have late timing which affects the time for homework/studying which cuts into sleep                                                                                                                                                            -The presence of stress raises cortisol levels, hormones that stimulate alertness and vigilance, rise in heart rate and pressure. High cortisol levels interfere with the release of melatonin which is a hormone that is associated with the sleep to wake cycle. Stress has been shown to decrease time spent in light and deep sleep, and increase time spent in REM sleep. REM is an important sleep stage for restoring mental function, a phase when the brain processes emotions and memories. These changes to your normal sleep architecture cause disruptions to the normal patterns of brain waves that occur during REM and the other stages of sleep. Stress can cause the brain waves related to concentration, creativity, and dreaming to change. Too much time in REM sleep can also cause daytime sleepiness and fatigue, which can further disrupt normal sleep cycles and mood.

Tips to sleep better:                                                                                                                                                                                                                 - Keep in sync with your sleep-wake schedule                                                                                                                                                                                   Helps set your body’s internal clock by choosing a time to sleep and wake every day. This applies to weekends so it’s best to avoid sleeping in. limiting naps to 15-20 in the late afternoon is better as napping can mess up your cycle.                                                                                               -Controlling exposure to light                                                                                                                                                                                                                 Melatonin is a hormone that is controlled by sunlight and so when exposed to sunlight it makes your brain more alert and when it’s dark your brain secretes more making you sleepy. During the day expose yourself to sunlight during the day During the night avoid bright screens 1-2 hours prior to sleeping, make sure the room is dark when sleeping and when you wake up in the middle night (instead use something dim for safety)               - Exercise during the day                                                                                                                                                                                                                     People who work out regularly tend to sleep better but it generally takes a few months. Exercise speeds up metabolism, elevates body temperature, and stimulates hormones like cortisol. This isn’t a problem if you’re exercising in the morning or afternoon, but too close to bed and it can interfere with sleep.                                                                                                                                                                                                                 -Be cautious about your food intake                                                                                                                                                                                             Limit caffeine, nicotine, big meals later in the night, alcohol, refined carbs and sugary foods since it triggers wakefulness If you want to eat something in the night, then you can eat yogurt, milk, whole-grain/low sugar cereal, banana or a half turkey sandwich                                                     -Wind down and clear your head                                                                                                                                                                                                             Managing stress levels can make it easier to unwind at night. Developing a relaxing bedtime ritual to help you prepare your mind for sleep, such as practicing a relaxation technique, taking a warm bath, or dimming the lights and listening to soft music or an audiobook. Improve your sleep environment Keep your room dark, quiet, and cool to help with quality of sleep                                                                                                                    -Learn ways to fall back asleep                                                                                                                                                                                                      Try to do breathing exercises, try relaxation techniques, and try to avoid worrying and thinking

Mental Health:

  • In WCS (survey)
    • Stress levels from 1-10 
      • Elementary (5-6) → 5.3/10 
      • Middle school (7-8) → 4.8/10 
      • High school (9-12) → 7.6/10 
    • We asked students why they find school stressful 
      • Elementary → homework, assignments, grades, tests 
      • Middle school → parental pressure, tests, homework
      • High School → grades, work load, fear of failure/future, exams
    • We asked students whether or not school helps with mental health
      • Elementary → 50% okay, 50% good 
      • Middle school → good enough but could be better 
      • High school → 33.3% said yes, 14.8% said okay, 29.6% said no 
        • Other: yes, but students are hesitant to ask, depends on school, depends on extent of help needed 
    • Note-worthy observations 
      •  The most stressful year is grade 11 (8.2/10) 
      • The least stressful year is grade 8 (3.5/10)
      • Majority of grades 10 and 11 don’t think that schools provide a safe space and mental health support (33.3% per grade) 
      • All grades found tests, future, grades, and homework stressful
      • elementary and middle school found mental health to be okay/good until high school where there were varying answers
    • Likes about school 
      • Elementary → option classes, discussions, experiments 
      • Middle school → friends/people, some assignments 
      • High school → course selection, socialization, flexibility, staff (WCS specifically in comparison to public schools)
    • Dislikes about school 
      • Elementary → assessments and stressful tests
      • Middle school → curriculum, test formatting, lack of better facilities
      • High school → : fail to teach real-life skills, support, assessments, work load 
    • Note-worthy observations 
      • Grade 10s had a hard time thinking about what they like about school causing majority of them to say nothing or n/a
      • A lot of complaints on how we need to learn real life skills for the future including taxes, time management and financial stability 
      • All grades dislike how assessments are formatted and taken in

80% who require mental health resources and help fail to recieve them                                                                                                                            40% of students with emotional, behavioral and mental health issues graduate from high school                                                                                More than 50% of students who are above age 13 with emotional and behavioral disabilities dropout of high school.                                                      Out of 25 students, 5 of them could be dealing with depression, anxiety, and substance abuse

Affects on student behavior:                                                                                                                                                                                                   -Some factors of mental health issues in adolescents can be their quality of life at home, peer pressure, bullying, realizing ones sexual identity, violence, and socioeconomic problems Mental Health disorders can affect social interaction as well as learning in a classroom                                       -The most common problems are getting schools to realize the relationship mental health and the difficulties students face

Helping students in need:                                                                                                                                                                                                    Students will often need different types of services and support followed with observations on how their symptoms affect them in the classroom

Other ways to help students in need include:                                                                                                                                                                         -Having flexible deadlines or giving the student an opportunity to re-do work that they feel more confident in turning in.                                                    -Helping the teacher to recognize increasing anxiety in a child and handing them tools to help the child execute strategies that help manage their anxiety.                                                                                                                                                                                                                                    - Pre-planning for group discussions helps reduce anxiety and helps prepare what the student will share or say.                                                                 -Make a to-do list when they are unable to focus due to disturbances.                                                                                                                                 -Allow breaks to de-stress.







Direct links to survey: 

Grade 5-12 survey

Grade 5:

  1. Stress scale: 4-5 
  2. What makes school stressful: homework 
  3. Sleep: 8-9 hours, 1-2 hours is lost due to school 
  4. Motivation to do well: self satisfaction and creating a stable future 
  5. Something that you like about school: option classes 
  6. Something you dislike about school: assessments, some activities, and lack of more learning strategies 
  7. Favourite teaching styles: interactive 
    1. Least fav → lectures 
  8. Mental health support: okay/good (could be better)
  9. Study habits: notes 

Grade 6:

  1. Stress scale: 5-7 → average is 6 
  2. What makes it stressful: homework, assignments, grades, tests 
  3. Sleep: 6-10 → average is 8 
  4. Amount of homework: 0-3 hours → 1.5 hours average
  5. Motivation: parents/teachers, goals, the future 
  6. Likes about school: discussions, experiments, books 
  7. Dislikes about school: stressful tests, listening to kids, and wanting a playground
  8. Favourite teaching styles: hands-on and visual learning 
  9. Mental health support: 50-50 on okay and pretty good 
  10. Study habits: notes, practice problems, study guides 

Grade 7:

  1. Stress scale: 2-5 → average of 3.5 
  2. What makes school stressful: parental pressure 
  3. Sleep: 6-9 hours → 7 hours average 
  4. Amount of homework: 1-4 → 2.5 hours 
  5. Motivation: jobs, parents, money, friends, university 
  6. Likes about school: friends, some assignments 
  7. Dislikes about school: short lunch, better facilities, test formatting
  8. Favourite teaching styles: hands-on learning majority, lectures minority
  9. Mental health support: good but could be better 
  10. Study habits: notes 


Grade 8:

  1. Stress scale: 5-7 → average of 6 
  2. Cause of stress: homework, procrastination, tests 
  3. Sleep: 7-10 → 8.5 hours, 1.5 lost 
  4. Amount of homework: 2-4 → 3 hours 
  5. Motivation: self-satisfaction, free-time when work is done, extracurriculars 
  6. Likes about school: people, some assignments, staff in comparison to public schools
  7. Dislikes about school:curriculum, lack of field trips
  8. Favourite teaching styles: hands on, some said lectures 
  9. Mental health support: good enough but could be better 
  10. Study habits: notes 


Grade 9: 

  1. Stress scale: 8,6,7,9,8,7 → average of 7.5 
  2. Cause of stress: amount of work, short deadlines, educational pressure, 
  3. Sleep: 5, 7,7,5.5, 8 → 6.5 hours average 
    1. lost: 3, 3.5, 2,1.5, 1.5 → 2.3 hours average 
  4. Amount of homework: 4-6, 4-6, 6+, 2-4, 2-4, 2-4 → 3.6 hours average 
  5. Motivation: uni, parents, future, 
  6. Likes about school: flexible, people, clubs/options, organized
  7. Dislikes about school: well-being of students, harsh teachers, curriculum (lack of real life skills), workload 
  8. Fav teaching styles: lectures followed with discussion, simulations, powerpoints, hands-on 
    1. Least favourite: learning through assignments without explanation, frequent tests, 
  9. Mental health support: no, okay, yes,yes, yes, yes → 66.6% yes, 16.7% no, 16.7% okay
  10. Study habits:notes, in groups, in breaks

Grade 10: 

  1. Stress scale: 8,8,8,8,8,7,7,7,6,6,10,10,10, 9,9, 3 → average of 8.2
  2. Cause of stress: homework/assignments, work load, exams, grades, deadlines, fear of failure/personal expectations, educational pressure, 
  3. Sleep: 7, 7.5, 6, 8,6.5,6,5,6,6,9.5,8, 5,8,4 → average of 6.6 hours 
    1. Lost: 3,1, 2.5,1,2,1 → average of 1.8 hours 
  4. Amount of homework: 2-4(nine ppl), less than 2 (five ppl),4-6 → 2.3 hours average
  5. Motivation: future, fear of failure, parents, self-satisfaction
  6. Likes about school: teachers (at wcs), flexibility, socialization, course selection, the effort (most people said nothing)
  7. Dislikes about school: fail to teach real-life skills, support, assessments, listening, breaks
  8. Fav teaching styles: visual, interactive/hands-on, short lectures followed with work time
    1. Disliked: self-learning/lazy,lectures,documentaries 
  9. Mental health support: okay (2),yes(3),no(5) → 13.3% okay, 20% yes, 33.3% no
    1. Other: students are hesitant to ask, promote it but is lacking, dependant on school
  10. Study habits: notes, music, work then break/spacing out

Grade 11: 

  1. Stress scale: 8,9,7,9,10 →  8.6 average 
  2. Cause of stress: grades, deadlines, work load, future
  3. Sleep: 7, 5.5, 6, 5, 6, 7 → 6.1 hours average 
    1. Lost: 3.5, 3,4, 0.45 → 2.7 hours lost average 
  4. Amount of homework: 4-6 (two ppl), 2-4 (two ppl), >2(two ppl) → 3 hours average
  5. Motivation: uni acceptance, fear of failure, self-satisfaction
  6. Likes about school: schedule, quality of education
  7. Dislikes about school: fail to teach real-life skills (taxes), better assessments, flexibility 
  8. Favourite teaching styles: interactive lectures
    1. Least favourite: traditional lectures
  9. Mental health support: yes(2),no(2), okay(1) → 33.3% yes, 33.3% no, 16.7 okay
    1. Other: depends on extent of support needed
  10. Study habits:scheduling time, practice problems, to-do lists, active recall, flash cards

Grade 12

  1. Stress scale: 6
  2. Stress cause: balancing in and out of school, maintaining high grades
  3. Sleep: 6 hours 
    1. Lost: one hour 
  4. Amount of Homework: 2-4 hours → 3 hours average
  5. Motivation: impact on future 
  6. Likes about school: friends and relationships you build
  7. Dislikes: teach life skills and time management that can be applied to the future
  8. Favourite teaching styles: visuals and interactive lessons
    1. Least favourite: self-study, assigning, reading
  9. Mental health support: depends on the school
  10. Study habits: unplugging, spaced out (breaks), instrumental music 



This brings us to pose the question: How Does  Psychology Affects a Student's Performance and behaviour at school?

To sum everything up, many physiological factors have affected student's behaviour and performance including things like mental health, sleeping schedules, family and friends, teaching methods and study impacts. It has been discovered that all these factors have impacted students more than one can think as it affects multiple aspects of learning and student's well-being. Even after extensive research on all these factors, there was still a need to get student's opinions and thoughts of school since it's so fundamental to their daily lives and future. Sending out a survey from grades 5-12 has shown development and changes throughout the students' minds as they mature from pre-teens to adults. While schools continue to grow and evolve, it is hoped that school administrations will take in the flaws and qualities of school and continue to make the education system stronger and shape the young minds of the future.


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Our Research:


Partner: Raima and Kashish 

We wouldn't have been able to perform this project efficiently without sending out our survey to 5-12 students from Westmount Charter School Mid-High campus and getting results back to further complete analysis. 


Since our presentation is 2 links, I have attached a link to them at the top of both the logbook and the report.