When a human is put in a position of stress, the body goes through a series of changes to ready for "fight or flight." The adrenal glands release adrenaline, which increases heart rate and blood pressure to prepare the muscles to either stay and defend (fight) or turn and run (flight). In addition, blood vessels contract and the eyes dilate. In "Stress Education for College Students," James H. Humphrey suggests three types of behavioral responses: counter, overt and dysfunctional. The counter response includes defensive measures such as taking a deep breath before responding. The overt response includes pacing to deal with the stress presented. Both of these responses allow the person to remain in control and perform well under stress. The dysfunctional response, however, often includes temporary memory loss, speech changes, and reduction of productivity. This can be disastrous to college students who need to finish a test or project to the best of their ability but are hampered by a dysfunctional response to stress.
Stress is not always bad. Stressors can be divided into eustress (positive stress) and distress (negative stress). Eustress can stem from challenging situations, such as a difficult class. Eustress is needed to motivate students into action. The stress of a difficult class usually pushes a student to study instead of lounging around. Distress on the other hand, stems from unpleasant situations, such as financial difficulties.
In 1936, Hans Selye performed experiments to discover the effects of stress on animal subjects. Selye found that the animal subjects he used developed ulcers, kidney disease, heart attacks and strokes. According to the American Institute of Stress, effects of stress on humans can include difficulty breathing, migraines, chest pain, rapid weight gain or loss and insomnia. Chronic stress can also lead to type-2 diabetes and a suppressed immune system. These health problems themselves can become stressors. For example, if a student misses classes because he or she has a migraine, the material and classwork that must be made up adds to the student's stress.
According to "Health and Wellness," test anxiety is "a form of performance anxiety, which can occur in any activity in which someone cares about the outcome of her or his performance." While having the stress of needing to pass a test is good, placing undue importance on a single test can cause problems. Students who suffer from test anxiety often experience digestive problems and headaches. Test anxiety can also cause sleep problems and difficulties with concentration.
If a student has too much distress over a long period of time, he can experience overload. Some students who experience overload may abuse drugs or alcohol to relax, become depressed or drop out of college altogether. Many students who are overloaded feel they have no control and that their lives are spinning out of control. Students can regain control by planning ahead, taking a lighter course load or scheduling downtime.
While you can't eliminate all stress, you can reduce it by employing several strategies. Time management can help students make the most of the time that is available to complete all tasks. Making to-do lists can also help a student prioritize. Most colleges offer health services such as counseling and classes in stress management for little or no cost to students.