Why Is Procrastination so Bad in College if There’s so Much Free Time?

Whereas in high school it may have felt like every moment was planned for you, in college there is a lot of more freedom. With all that time, you can afford to put things off a little, right? Wrong! A big part of learning how to adult is responsibly managing your time so there’s room for both work and play. Here are some consequences of procrastination:

Increased Stress

With studying, waiting until the last minute not only leaves you with less time to practice the material, but it also increases your stress level.

  • Stress makes it harder to concentrate and encode what you need to learn.

  • Stress also makes it more likely that you’re going to continue to procrastinate.

  • Stress increases chances that your learning will go in one ear and out the other.

  • So if the material on that test is important later in the semester, or for a class next semester, you likely won’t remember it after the test.

  • Also, it’s more effective — and less daunting — to study for short periods of time over several days than it is to study during one long and exhausting session.

Lower-quality writing

With writing, waiting until the last minute practically ensures an inferior final product.

  • If you put off an assignment until the last minute, you’ll likely be in a rush. This makes it more likely that you’ll make mistakes.

  • If you plan ahead, you can bounce your thesis and other ideas off of classmates or your professor. This can help you home in on a strong idea for the paper.

  • Starting earlier also gives you the opportunity to submit a draft before the final due date

  • Finally, an earlier start makes it easier to proofread and fine-tune your ideas.

Uncomfortable situations

Work isn’t the only thing we can procrastinate! With conflicts and other uncomfortable social situations, ignoring the issue leaves others waiting for your response and can make things worse rather than better.

  • We usually hesitate to respond to tricky texts or emails because we’re worried about another person’s reaction.

  • But by ignoring the issue, we make it more likely that the other person will be more frustrated, disappointed, or left feeling unheard and unimportant.

  • If we don’t know what to say or we’re hesitating to commit to something, that’s okay!  Saying that to the other person lets them know they’re still on our minds.

  • Admitting that a situation is hard for us can also open up the discussion, and the other person may have ideas they can add to help problem solve.

This article was last reviewed or updated on

This article was last updated on

September 19, 2025

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David Friedlander, PsyD
David Friedlander, PsyD

David Friedlander, PsyD, is a psychologist in the Anxiety Disorders Center at the Child Mind Institute. He specializes in providing evidence-based treatments to children, adolescents, and young adults with anxiety disorders (eg., social anxiety and OCD) and co-occurring disorders such as mood disorders, ADHD, and learning disorders. Dr. Friedlander has received specialized training in cognitive behavioral therapy (CBT), motivational interviewing (MI), dialectical behavior therapy (DBT), supportive parenting for anxious childhood emotions (SPACE), and parent child interaction training for selective mutism (PCIT-SM).

Dr. Friedlander has extensive experience in community mental health outpatient and school settings. He has worked with parents, teachers and other community supports to design behavior plans for use in the home and at school. These evidence-based plans frequently emphasized skill development and involved cognitive, behavioral and mindfulness-based strategies. During quarantine, Dr. Friedlander led weekly online mindfulness meditation sessions for members of his community. He has recently developed an interest in, and presented on, the intersection of technology use (particularly gaming) and mental health. His previous research focused primarily on the mental health needs of ethnic minorities, and he co-authored a chapter in the American Psychiatric Association’s Black Mental Health.

Dr. Friedlander strives to help people experience greater mindfulness and self-compassion in their daily endeavors. He is dedicated to enhancing the lives of children and families by providing them with empathic, evidenced-based care in pursuit of their treatment goals.

Adam Zamora, PsyD

Adam Zamora, PsyD, is the Senior Director of the ADHD & Behavior Disorders Center, Director of the College Success Program, and a neuropsychologist in the Gund Learning and Diagnostic Center at the Child Mind Institute. He specializes in the evaluation and remediation of children, adolescents and young adults with a wide range of conditions that impact academic functioning, including ADHD, verbal and nonverbal learning difficulties, social and interpersonal weaknesses, and emotional disorders. Dr. Zamora utilizes diagnostic interviewing and comprehensive assessments to help provide families with a thorough understanding of their children, to identify assets and strengths, and to unravel the underlying reasons for challenges in their everyday lives. He also takes on an active, collaborative role with families, treatment providers and school personnel to tailor recommendations that help each child meet his or her potential.

In addition to completing his neuropsychological training in academic medical settings, Dr. Zamora has provided psychotherapeutic treatment for children and adolescents with anxiety, mood disorders, behavioral difficulties, trauma histories and complex medical issues in both inpatient and outpatient hospitals and clinics. In a school setting, he has experience with developing behavior plans, conducting social skills groups and helping to facilitate classroom interventions. Dr. Zamora enjoys providing psychoeducation to families and presenting about learning difficulties at local schools. He has also supervised psychology trainees in administration, case conceptualization and report-writing of neuropsychological evaluations.

Dr. Zamora grew up in New York City and has extensive educational consulting experience in the local private school world. Since 2005, he has provided academic consultation and remediation services for students struggling with motivation, study skills, academic performance, test preparation and the school application process. Additionally, as part of his clinical training, Dr. Zamora has conducted numerous school visits and classroom observations, consulted closely with teachers and learning specialists, and advocated for families at IEP meetings and impartial hearings. Dr. Zamora’s work as a clinical psychologist and educational consultant has given him a unique perspective on students and their individual needs, and has aided his ability to translate evaluation results into meaningful clinical summaries with practical, applicable recommendations for use at home and in school. He has a passion for understanding and tapping into individual strengths, and then utilizing those assets to support families and help children overcome areas of weakness.

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You Are Okay is an initiative of the Child Mind Institute, an independent, national nonprofit dedicated to transforming the lives of children and families struggling with mental health and learning disorders.

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© 2024 Child Mind Institute. All rights reserved.

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You Are Okay is an initiative of the Child Mind Institute, an independent, national nonprofit dedicated to transforming the lives of children and families struggling with mental health and learning disorders.

childmind.org

© 2024 Child Mind Institute. All rights reserved.

Child Mind Institute Logo

You Are Okay is an initiative of the Child Mind Institute, an independent, national nonprofit dedicated to transforming the lives of children and families struggling with mental health and learning disorders. childmind.org

© 2024 Child Mind Institute. All rights reserved.