Finals week is a time when even the most resilient students can feel overwhelmed. The pressure of deadlines, exams and future expectations, whether self-imposed or external, can leave students depleted, anxious and emotionally worn out.
As a nurse educator and healing consultant, I’ve witnessed firsthand how difficult this period can be for students and how critical it is to equip them with tools that protect both their academic performance and emotional well-being.
One lesson I emphasize is how self-care is not a luxury, it’s a foundational academic strategy. When practiced with intention, it enhances focus, recall and emotional regulation. It helps students perform better and, more importantly, sustain their well-being through high-pressure moments. Here are some of the most effective strategies I use myself and regularly teach in my classrooms.
Know Your Stress Language
Every student has a default response to stress. Some of us retreat, some overwork. Others binge-watch shows, skip meals, or take their dogs on long walks. The first step to shifting your experience of stress is to ask yourself: What do I usually do when I’m overwhelmed? Is that response nurturing or depleting?
Self-awareness allows you to interrupt unhealthy cycles before they spiral. That awareness is the foundation of all sustainable self-care.
The ‘Being’ Strategy
I teach my students that wellness begins with “being.” It starts with how you show up in your own body, how you speak to yourself, and how present you are in each moment.
Every time I work, I set a 45-minute timer on my phone. When the timer goes off, I take a break to walk around, open a window, sip water or stretch. These simple actions shift my surroundings and help reset my nervous system.
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I also follow the 20-20-20 rule: every 20 minutes, I look at something 20 feet away for 20 seconds. This reduces eye strain but also creates a mindful pause. I often glance at the tree outside my window and take a moment to observe its leaves. That brief presence is grounding.
Additionally, it’s important to regularly check in emotionally: What am I feeling? What do I need? Maybe it’s hydration, five minutes of stillness, or just a reminder to breathe deeply.
Equally essential is how students speak to themselves. I encourage affirmations such as: I’m learning. I’m growing. I’m enough. I love myself. Saying these phrases out loud and hearing the sound of one’s own voice can provide calm and encouragement when self-doubt sets in.
The ‘Doing’ Strategy
Once students are grounded in presence, the next step focuses on “doing” in order to shape their environment and routines. Even if a student’s workspace is small, they can still turn it into a sanctuary.
On my desk, I keep essential oils for application, a scented candle for aromatherapy and soothing music playing in the background. I also surround myself with grounding objects, like healing crystals. Together, these sensory elements create a nurturing environment that helps me stay centered, focused and at ease.
Each morning, I write three lists: work, personal, and self-care. Instead of approaching them as “to-do” lists, I treat them as “have-done” lists. As tasks are completed, crossing them off reinforces my sense of accomplishment and helps reduce the feeling of being overwhelmed.
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Journaling is another powerful tool. I encourage students to set a five-minute timer and write freely, without judgment. This practice offers a quick release for anxious thoughts and can create surprising clarity.
A gratitude practice can help shift mindset in subtle yet powerful ways. I guide students to take three deep, cleansing breaths, then say “thank you” aloud 10 to 20 times. Afterward, they write down or type out three specific things they’re grateful for. The combined act of putting thoughts into words and bringing the vibration of spoken gratitude to written form engages multiple senses, creating a soothing experience that supports emotional grounding and inner balance.
Even in stressful times, this simple gratitude practice creates space for calm and a gentle look within. Over time, it nurtures emotional resilience, a more positive outlook, and a greater ability to respond with compassion.
Lastly, I emphasize the importance of peer connection. Sending a kind message to a classmate or sharing a word of encouragement not only builds community but strengthens everyone’s resilience.
Use Campus Resources Before You Need Them
One of the most important structural strategies I teach is using campus support services proactively. I remind students not to wait for a crisis. If they anticipate a heavy semester, I encourage them to contact their school’s mental health or wellness center early on and form a relationship.
The In-the-Moment Tools You Always Have
When you’re sitting in an exam or giving a presentation and anxiety spikes—pause. Inhale deeply. Exhale slowly. Repeat.
Intentional breathwork helps stop spiraling thoughts, calms the nervous system, and regulates your heart rate. It also improves focus, steadies your voice, and creates a sense of control in moments that feel overwhelming. Even a few deep breaths can help calm your inner emotions and support the recall and application of the knowledge needed for the task at hand.
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Be Proactive, Not Reactive
Finals are temporary, but your wellness is lifelong.
The tools I share aren’t reserved for stressful weeks, rather they’re micro-practices designed to support students through the everyday challenges of academic and personal life. When practiced regularly, these strategies may cultivate strength, resilience and self-compassion. They remind us that success isn’t just about what we accomplish, but how we care for ourselves in the process.
Dr. Paulina Van is nursing leader and professor at Samuel Merritt University, with over 20 years of executive experience in acute care, home care, and public health and 30 years as an academician.
NOTE: The views expressed by guest bloggers and contributors are those of the authors and do not necessarily represent the views of, and should not be attributed to, Campus Safety.
