More than grades: The pressure and expectations honors students face
Gifted and honors students are placed into rigorous courses because they have demonstrated the skills and potential to succeed in them.
“That is the purpose of the school: the academics. So of course, the academics have to come first, right?” Paul Kash, honors and AP teacher, said.
Expectations are higher and the coursework is heavier – rightfully so. However, where is the line, and has it been crossed?
“Honor students are expected to persevere through challenges and go beyond the curriculum,” Hensley said. “But that doesn’t mean they should tie their self-worth to their grades. Balance is part of success, too.”
For students like sophomore Niya Patel, the pressure often feels constant—and consuming.
“You’re expected to have everything done for every class,” Patel said. “But some teachers forget you have a life outside of their room. They pile it on like it’s the only thing that matters.”
Many students feel that with the “honors” title comes the pressure to act a certain way or present themselves more maturely. But an honors title does not change the fact that these students are still growing and vulnerable stage in life.
“They think that they need to move on to some big college, you know, the ‘M’ on the shirt, or the ‘W,’ or the Ivies, or whatever. And that’s not true,” West Chicago Community High School Honors and AP biology teacher, Brianne Ferreiro said.
Many scholars and professors describe honors students as determined and invested in their education, often driven by academic success. This has created expectations that honors students must always live up to those standards.
“I hold my kids to a high standard because I believe they can do it,” Ferreiro said.
Some expectations do not just come from schools or society. Many students report that the pressure they feel to take rigorous courses also comes from home, often stemming from cultural or parental expectations.
“I’ve seen some crazy parents who are like, ‘They’re in all AP – they better do well,’” school psychologist Karen Szot said. “I’m thinking, ‘Should they even be in all AP? Can they handle the stress?’”
For some students, the pressure is also internal—tied to identity, heritage, and a desire to honor their families’ sacrifices.
“I think I’m more hard on myself because I’m first-gen,” sophomore Jahnett Cholula said. “I just want to be successful so I can give back to my parents. They came all the way here for us.”
Professionals agree.
“It depends on the expectations at home: I’ve seen some crazy parents that are like “Oh, they’re in all AP, they better do well,” psychologist Karen Szot said.
Honors classes are beneficial for students who find regular courses too easy. They offer challenge and opportunities for growth and allow students to reach their full potential with support from teachers trained in rigorous instruction.
“The teachers here are amazing,” sophomore honors student Niya Patel said. “They’re really good – Mr. C, Mrs. Haas, Ferreiro, all the math teachers, English teachers – all of them are more than willing to understand. They won’t be like, ‘Oh, you’re honors? Fly, bird, fly.’ They’ll teach you how to get up and tell you to fly.”
At WEGO, honors and AP courses are weighted, meaning a student who earns a C, B or A will receive a higher GPA value than in a regular course. For example, GPA points are typically assigned as follows: F = 1, D = 2, C = 3, B = 4, A = 5. So a B in an honors class counts as a 5. This benefits students when applying for scholarships or college, even if the college does not differentiate between weighted and unweighted GPA – it still shows course rigor.
AP courses are similar to honors but are college-level in expectation. At the end of the year, each AP course culminates in an AP exam. At many schools in Illinois, students who score a 3 or higher receive college credit, meaning they may not have to retake that course in college.
The workload in both honors and AP classes is heavy. Honors courses are designed to challenge students, and AP classes mirror the workload and expectations of college-level classes.
One downside to taking these courses is the limited time for extracurriculars.
At WEGO, many honors students take more than one rigorous class at a time, often because of pressure.
“If I took the ‘hardest’ course in the school year, and was successful I would feel as if I were ready for the next one, and the next one, it is a never-ending cycle,” Cholula said.
Multiple honors or AP classes can limit time for activities like clubs and sports – which many honors students also participate in. The combination of a demanding course load and packed extracurricular schedule can lead to stress and overwhelm.
“I’ve seen students caught up in trying to do too much and wanting to achieve everything perfectly,” Hensley said. “They end up neglecting their mental and physical health. That level of pressure can lead to stress, anxiety and depression.”
Students know that feeling all too well.
“This year hit hard,” Patel said. “I had school, two APs, honors classes, Varsity tennis, LifeSmarts, Book Club, teaching outside of school – there was a point where I was doing homework on the bus after matches.”
There are many pros and cons to advanced coursework.
The drive to achieve perfect grades, perfect GPAs, and perfect scores can be unhealthy – especially for high school students.
“This relentless focus on [academic] achievement crowds out the important psychological needs of teens,” homework expert Cathy Vatterott said via the Association for Supervision and Curriculum Development.
Many honors students across the U.S. identify school as their number one stressor.
In a 2020 interview before the pandemic, a student in Iowa told reporter James Uitemarkt, “It’s school, school, and more school.”
The stress of AP/honors courses is real and can be harmful. For many students, schoolwork becomes the top priority – above everything else.
“It really comes down to balance,” Szot said. “If you’re pushing yourself just to survive, that’s not healthy. But if you’re genuinely interested and can manage the pressure, honors and AP can be a good thing.”
Still, the isolation and mental toll can weigh heavily on students.
“I won’t know if it’s worth it until I reach my dream,” Cholula said. “But sometimes I look at my friends in regular classes and they’re happy. And I’m like – I don’t even get to talk about this stuff with them. They’ll say, ‘Well, you chose this.’”
The American Psychological Association’s Stress in America survey found that the stress levels reported by students during the school year were on par with the average stress levels of adults.
Still, others find the structure and challenge of honors programs beneficial.
“I think that it is really beneficial for them to be grouped together and to have a teacher teach them some things that are based on standards that are matching like where they’re at right now,” Bovey said.
When a student quickly understands material while the rest of the class struggles, it can be hard for that student to stay engaged. In those cases, honors classes can make a difference.
A study comparing honors and non-honors students found that engagement in academic subjects was significantly higher among honors students.
Ultimately, it is up to the student to determine whether AP and honors classes are right for them – and whether the benefits outweigh the drawbacks. Teachers and counselors agree that self-awareness and intention matter just as much as academic drive.
“Challenge yourself, but not at the detriment of yourself,” West Chicago Community High School Social Studies teacher Nick Caltigirone said. “It’s okay to take non-honors classes too. There’s no shame in that.”
While academic rigor can be rewarding, Szot emphasized the importance of pausing to reflect on personal motivation.
“Ask yourself—what’s your ultimate goal?” Szot said. “And who are you doing it for? Yourself? Your parents? A college? There’s nothing wrong with pushing yourself – but make sure it’s for the right reasons.”
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