A Procrastinator's Guide to Productivity

Imagine being on a comfortable bed, playing games on your phone, about to take a nap, knowing you have a test the next day that you would rather not think about. Unfortunately, this is the reality of many students across the world. Procrastination, as tempting as it may seem, can affect one’s life like a bolt of thunder—especially at Stuyvesant, where the workload can easily pile up. It is natural to feel like laying down in bed and getting a much-needed nap rather than finishing schoolwork, but this continuous behavior can perpetuate a never-ending cycle of stress and exhaustion and impact the well-being of students. While many students view procrastination as an unpreventable, inevitable struggle, there are unique changes and strategies students can take to help improve their productivity.

Though procrastination is a common phenomenon worldwide, Stuyvesant’s harsh workload can make the consequences much worse. For example, all-nighters can become a regular occurrence for newer students—even for freshmen like Kazi Mehjabeen. Mehjabeen explained the severe consequences she faced due to procrastination. “My first all-nighter was because I procrastinated in my AP Human Geography vocabulary sheet. My second all-nighter was because I procrastinated on the Met Project,” she recalled. She attributed the cause of her procrastination to the intimidation of the Stuyvesant workload, especially compared to middle school. “Since work used to be easy [in middle school], I would start everything and finish days in advance before it was due. But now, since work is harder, I find myself procrastinating,” she described. Oftentimes, students’ workloads become more challenging with time, demoralizing them and encouraging stalling. 

When it comes to school work, the type of assignment or its subject can become the root cause of procrastination. “I tend to procrastinate the most on big projects and essays—especially when they seem overwhelming or when I don’t know where to start. Studying for exams can also be a struggle, especially if the material feels dense. Certain subjects—like ones I don’t enjoy as much—are definitely easier to put off,” sophomore Nicholas Ye shared. 

As a result, students have tried to manage their procrastination, but many often end up falling back into their old habits. “I’ve tried setting timers, breaking tasks into smaller steps, and using study groups for accountability. When I actually commit to those strategies, they help—but it’s easy to fall back into bad habits,” Ye added.

When students express their struggles with completing their assignments on time due to procrastination, many tend to attribute it to an issue of laziness and avoidance. Therefore, when students naturally have unproductive off-days, they begin to resent themselves, partly due to the constant stresses of a perfectionist mindset. “When I realize I’ve procrastinated too long, I feel anxious and frustrated with myself,” Ye expressed. After procrastinating, students are always quick to criticize and doubt themselves, resulting in a cycle of lost confidence and continued last-minute work.

However, procrastination should not be associated directly with laziness. In an email interview, librarian Christopher Bowlin stated, “Procrastination isn’t just laziness—it’s often a coping mechanism.” Students are naturally caught up in the abundance of responsibilities they have and end up procrastinating to avoid their problems, so providing oneself with leeway can ease student hardships. Viewing procrastination as laziness harms confidence, while a positive perspective can foster self-worth. Shifting this mindset can be a step towards productivity, as a healthy mind fuels a productive body.

Using his own experiences, Bowlin understands how students’ strict, often unrealistic standards can correlate to a high level of procrastination, having experienced something similar as a student. “In college, I remember waiting until the last minute to write a major paper—not because I didn’t care, but because I felt paralyzed by wanting it to be perfect,” Bowlin shared. Combining his experiences with students working in the school library and his own school life, Bowlin especially acknowledges how the high, perfectionist standards that many Stuyvesant students hold themselves to can correlate to an especially high procrastination level. “Stuyvesant students, in particular, are high-achieving and often put immense pressure on themselves. Many procrastinate not out of laziness but because they feel they need to be in the ‘perfect’ headspace to start,” he stated. “Others get caught up in overloading their schedules, leaving little energy for deep focus. Some students thrive under pressure and use procrastination as a strategy, but for most, it’s a trap that leads to unnecessary stress.”

Students believe they have to reach maximum efficiency, and as a result, often take extreme measures, such as completely prohibiting the use of phones. Guidance counselor Paul Goldsman has another perspective when it comes to procrastination. “I never suggest eliminating social media because it would be like telling me I couldn’t have ice cream again. Instead, I modify the amount that I consume, as opposed to eliminate,” he stated in an email interview. By being overly ambitious in an effort to avoid procrastination, students can oftentimes trigger the exact opposite effect, causing them to find this goal impossible. 

This sentiment was directly expressed by sophomore Melody Kim. “I like to be in the right headspace when doing work, but usually I’m never in that space unless I feel like I have to be,” she expressed. “So I don’t feel any urgency to do the work and will keep putting it off for later until I feel that stress of having an assignment due the next day.” This means that students tend to do their work once they feel the pressure of it having to be done, either due to a looming deadline or other circumstances. Without this factor, students might not be in the right environment or mindset of wanting to get their work done.

Bowlin advised that students persuade themselves to start procrastinating with the thought that they will stop soon. “A strategy that might work is to tell yourself you only have to work on something for five minutes. For many of us, getting started is the hardest part: once you begin, it’s easier to keep going. Breaking down assignments into more manageable pieces might also help get things rolling,” he stated. “Simply starting is often the biggest hurdle to overcome when stuck in a ‘push-it-off-until-later’ mindset.” For many students, procrastination stems from not knowing where to start. Simply planning ahead allows students to go into their work with more determination to finish.

Counselors weren’t the only people who had advice to share. Mehjabeen expressed how she combats procrastination: “I’m still struggling with procrastination, but I try doing my work in school to help me finish it. I would say it’s pretty effective,” she said. Many students complete their work during free periods and in school, enhancing productivity. Being in a focused, academic environment can help students overcome procrastination. Some students stay after school for motivation, while others set timed goals at home. However, productivity is defined by oneself. Many students nap to combat exhaustion, and as a result, are able to be more productive and efficient.

Goldsman concurred. “The environment is so important. If a student does not have the ability to work in their place of residence, I suggest finding another location, [such as the] library, [a] fast food restaurant, Whole Foods, or any other place that could enable them to optimize their time,” he described.

Though students can and should take the initiative to combat their procrastination by changing their mindset and their environment, some argue that teachers have a responsibility as well. “Schools could help by teaching time management skills more explicitly and structuring deadlines to encourage steady progress rather than last-minute cramming. More flexibility and support for overwhelmed students would also make a difference,” Ye shared.

Not only can teachers be supportive of overwhelmed students, but they can help guide students through assignment deadlines. “Teachers could make multiple smaller deadlines for big projects, much like how English teachers make deadlines for drafts and such,” Kim suggested. Setting deadlines helps students learn to manage their time and finish their work periodically instead of trying to finish it all in one night.

Bowlin also believes that procrastination can be useful and turned into productivity. “Sometimes, stepping away from a task allows ideas to marinate, leading to deeper or more creative insights. Some people genuinely work better under pressure. In some cases, procrastination can be turned into an intentional practice to take the necessary first step over the starting line. You might work on less urgent tasks instead of the main one, keeping momentum going instead of doing nothing at all,” he said. Additionally, Bowlin shared an important lesson on how procrastination should be combated: “Overcoming procrastination isn’t a one-size-fits-all approach and is not about willpower alone—it’s about designing an approach that works for you. Small habit changes can lead to big improvements over time. The key is to recognize procrastination for what it is—not a personal failing, but a challenge that can be worked through with the right tools.”

Having a healthy and balanced lifestyle is important to every Stuyvesant student’s life, as it paves the way for them to thrive. Part of this balance is being able to understand procrastination, the effects it has on students, and its limitations. It’s important to take life’s challenges one step at a time, as this is what will help students build strong careers and futures. Remember, procrastination isn’t failure; it’s a challenge that you can overcome with self-awareness and the right mindset.