The Link Between Academic and Financial Stress: A Student Perspective

In an ongoing effort to involve students as partners in teaching and learning, CETL Associate Director Christina Moore invited her former student Brendan Danko—a sophomore mechanical engineering major and transfer student from Wayne State—to share OU-specific research he conducted as a part of his WRT 1060 research project on the intersection of academic and financial stress. In this interview, they get specific about the nature of this stress at Oakland University. Brendan draws on his own journey juggling coursework, commuting costs, and living expenses to help us better understand how these dual stressors accumulate over time—and what faculty can do to support students’ success and well-being. Watch the whole video interview.

Insights into the Academic–Financial Stress Connection

Academic and financial stress are deeply intertwined and cumulative.
Students don’t experience course rigors in isolation—every semester’s tuition, fees, and material costs stack up over time. Recognizing this cumulative effect helps faculty understand why a “small” academic setback can trigger major financial anxiety, and vice versa.

Everyday costs can cascade into academic disruption.
Seemingly minor expenses—gas for a commuter’s car, unexpected auto repairs, or the price of course materials—can cause missed classes and falling behind. Faculty should be aware that these “small” barriers often have outsized impacts on student performance.

Messaging and support need to be career-long, not just at enrollment.
While first-year students hear a lot about affordability, financial pressures often peak in junior and senior years as debt accumulates. Faculty can reinforce financial-wellness messages throughout a student’s academic journey—reminding juniors and seniors of ongoing scholarship opportunities, payment-plan options, and budgeting tools.

Low-burden course design tweaks can alleviate stress.
Allowing one or two “drop-lowest” assignments, clearly marking courses or sections as “low-cost/no-cost materials,” and integrating open educational resources can make a tangible difference without overhauling a syllabus.

Built-in flexibility and structured breaks promote resilience.
Embedding a “no-new-content” week for review or academic-support check-ins helps students recover from personal or financial crises. Encouraging “high-quality” breaks—short walks on campus, outdoor study sessions, mindful pauses—boosts mental well-being and keeps momentum going.

Faculty can amplify awareness of campus support.
Regularly remind students about readily available resources—scholarship listings, the Dean of Students’ emergency funds, the campus pantry and clothing program, and academic advising or counseling services—so that students know help exists before they hit crisis point.

References and Resources

• Affordable Course Materials Initiative (ACMI) supports faculty in converting course materials to a low/no-cost model, from stipends to support this transition to how to mark low/no-cost courses courses.
• Students with family incomes up to $70,000 can attend Oakland University tuition free (OU News, 10/20/2023)
• A Look at Reasons Why Freshmen Choose OU, affordability being a significant factor. (Grizz Facts, 09/18/2023)

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About the Author
Brendan Danko is a sophomore with a major in  mechanical engineering. At OU he spends his time trying to get work done while also spending time talking with his friends. After graduation, he wants to work in robotics. When he’s not studying, he enjoys snowboarding, basketball, video games, and reading.

Others may share and adapt under Creative Commons License CC BY-NC.

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