Navigating the Transition to University: Balancing Excitement and Overwhelm
Starting university can be both exhilarating and daunting, especially when stepping into a new environment far from home. As a 21-year-old student preparing to embark on this journey, I find myself grappling with a mix of anticipation, anxiety, and burnout.
Recently, I attended my university’s orientation—an experience filled with new faces, extensive information, and a whirlwind of emotions. I’m moving to a city I’ve only visited once before, which adds an extra layer of uncertainty to this transition. My academic focus is psychology, with aspirations to pursue graduate studies, and I’m incredibly passionate about engaging in campus life. In the past, even during my time at community college, I managed a busy schedule that included participating in student media, attending student government meetings, volunteering with PTK, organizing events, and being involved with SkillsUSA—all while balancing coursework and part-time work of up to 20 hours weekly.
I attribute my ability to juggle these responsibilities to my ADHD—my mind constantly seeking new challenges and activities. More often than not, I find myself procrastinating, struggling to stay organized, and occasionally hitting moments of emotional exhaustion. Yet, I persevere, and somehow, I get everything done.
Now, as I prepare for this new chapter, I carry my neurodivergence and its associated challenges with me. Simultaneously, I am experiencing significant burnout—something I’ve been battling for a while. Despite these hurdles, I remain genuinely excited about university life: meeting new people, engaging in research, expanding my knowledge, and exploring new opportunities. I’ve developed a complex relationship with academia—one of love and frustration alike.
However, the initial stages have already overwhelmed me. Orientation has been a flood of information, prompting doubts about when to seek internships, part-time jobs, volunteer opportunities, or involvement in student organizations. I question whether I should be more proactive or whether timing is key. To top it off, I couldn’t help but notice that I was the only one attending certain optional sessions, which only amplified my feelings of being behind.
Thankfully, I have a therapy appointment scheduled soon, but I would greatly appreciate insights from those who have experienced similar transitions—particularly students navigating university with ADHD or other neurodivergent conditions. How do you manage your schedules and extracurricular commitments? Are all these efforts necessary for long-term success, or are there better ways to prioritize and maintain well-being