The start of the Freshman Cohort’s Spring Semester Registration on December 14, 2025, at Johns Hopkins University brought a wave of emotional turmoil for many students. Alarm clocks rang incessantly from 6:00 a.m. to 6:40 a.m., yet few managed to rise. Instead, the morning buzz felt like a frantic attempt to accomplish something without making any real progress.
An hour later, with registration completed and calls to anxious parents made, students found themselves in a state of collective exhaustion. This fatigue stemmed not from physical activity but from the overwhelming mental strain of overthinking. The experience highlighted a common issue during the freshman year: the tendency to spiral into anxiety, resulting in a sense of being busy without actual productivity.
Freshman year, characterized by new challenges and heightened stakes, often amplifies the effects of overthinking. Academic burnout can manifest in various ways, including persistent fatigue despite adequate sleep and avoidance of assignments due to mental exhaustion. These symptoms do not always align with the traditional notions of burnout that involve visible breakdowns.
In highly competitive environments like Johns Hopkins, overthinking is often misconceived as a sign of diligence. Students may feel pressure to exhibit their struggles as badges of honor, viewing sleepless nights and excessive caffeine consumption as indicators of ambition. This cultural phenomenon can lead to a romanticized view of burnout, where stress becomes a relatable aesthetic.
The desire to excel contributes to a cycle of anxiety. Freshmen may find themselves trapped in a loop of second-guessing decisions, worrying about potential failures, and attempting to juggle multiple mental checklists. These behaviors stem from a deeply rooted need to perform well and avoid disappointing oneself and others.
Amid this chaos, it is crucial to recognize that emotional maturity involves more than just analysis and self-examination. True growth includes the ability to rest and allow moments to pass without dissection. Students should prioritize social interactions and personal enjoyment, reframing these experiences as essential rather than distractions from academic responsibilities.
To combat overthinking, it is helpful to view it not as a personal flaw but as a symptom of an overloaded mind. Practicing “emotional first aid” involves recognizing the need for mental breaks and clearing the mind, akin to shutting unnecessary tabs in a web browser. Allowing oneself the space to breathe can foster clarity and reduce anxiety.
As students navigate their freshman year, it is important to approach challenges with compassion for oneself. Recognizing that it is okay not to be fully productive at all times can alleviate pressure. The act of writing this article, despite being ten minutes past its deadline, serves as an example of finding joy in creativity rather than adhering strictly to expectations.
Ultimately, caring deeply about one’s academic journey is commendable, but it is essential to balance this with self-care and emotional well-being. As students learn to manage their thoughts and emotions, they can cultivate a healthier relationship with their academic pursuits.
