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As the end of the fall semester at Boston College draws near, students in the School of Social Work are juggling classes, internships, and final assignments. Many students also have young families at home and extracurricular activities after hours, making it particularly difficult to balance everything in their busy lives without feeling stressed out.聽

We asked Kathleen Flinton, assistant professor of the practice, to give students some tips to manage that end-of-semester stress.

Normalize the challenge of balancing classwork with field placements

Students spend two or three days per week in the field, depending on whether they are in their first or second year of the full-time master of social work program, and the rest of the week in class.

Flinton advises them to acknowledge the hefty workload and accept that it鈥檚 no easy task to earn an M.S.W. degree.

鈥淲ith internships in full-swing, I think that trying to maintain the workload for academic classes can become really challenging,鈥� says Flinton, who co-chairs the Trauma Integration Initiative, a holistic program that prepares students to help clients cope with trauma while guarding themselves against its effects. 鈥淩ecognizing that that鈥檚 happening and normalizing that that鈥檚 a challenge is a big thing.鈥�

Flinton also urges students to treat themselves with compassion and realize that they鈥檒l need to make some tough choices based on what鈥檚 most important to them. 鈥淲e literally can鈥檛 do all of it every day,鈥� she says. 鈥淎nd so I think it becomes how you prioritize on any given day where your workload is, where your attention is, and where your energies need to focus.鈥�

Prioritize friends and family

In the throes of the semester, students should continue to spend time with friends and family. 鈥淚t鈥檚 OK to carve out some time and to prioritize those relationships, because that鈥檚 what helps to sustain us,鈥� says Flinton.

Students who spend time with people closest to them, especially with finals on the horizon, may find that it helps them achieve academic success. As Flinton puts it, 鈥淲hen we鈥檙e able to be fully present in those other parts of our lives, then I think it somehow gives us permission to be fully present in the academic parts of our lives too.鈥�