At Le Moyne College, a semester can feel like a never-ending stretch of assignments, exams, and deadlines. Here at Le Moyne College, built into that demanding schedule are moments designed for a brief pause, providing a little downtime.

With only three full in-school weeks in March, reactions from students and faculty suggest that the effectiveness of these pauses depends less on their number and more on how they are spaced and used.

The spring semester at Le Moyne includes three major breaks and one designated study day before exams. First, the ‘Wellness Break’ from Feb. 17 to 18, then spring break from March 16 to 20, Easter Break from April 2 to 6, and a final day off from classes to study before exams on May 5. Additional time off has also come from a snow day, and Dolphy Day still to come.

The scheduled Wellness Break was two days off for students, giving them the chance to step away from their normal schedules and use the time to rest, catch up on any work, or do something for themselves.

“If we can use these breaks to be well, then that’s good, and if students really learn the tools for wellness, it’s a great thing … however, if it only gives them more time to work and worry, then it defeats the purpose,” said Dr. Ann Ryan, English Professor at Le Moyne, regarding the ‘Wellness Break.’

Dr. Ryan’s concern highlights a larger tension: whether scheduled wellness time can truly reduce stress in a semester that still demands the same workload.

“The biggest thing about breaks is that they are almost not beneficial to students. Not having Monday for wellness was odd, especially since some students were going to take the day off anyway. I have no issue with their closeness; it’s actually nice,” said senior Jackson Wolcott.

While the two-day Wellness Break offers a short pause, the semester’s longer spring break, just weeks later, raises questions about how these breaks are spaced and whether they truly ease student stress.

When asked how and why these breaks are structured this way, Shaun Crisler, associate provost for student development, said, “The schedule is set through an academic process through both the Office of the Provost and the Office of the Registrar. Some of the factors that set the schedule include accreditation expectations, financial aid timelines, the number of class meeting days, and holidays. The goal is to build an academic schedule that meets the needs of the students and the expectations associated with learning time.”

The impact of these breaks at Le Moyne depends largely on how the campus community experiences them. For some students, each break provides necessary opportunities to rest. Others have additional time to catch up on mounting coursework. Faculty members recognize both the intention behind these pauses and the limitations of what a few days off can accomplish in a demanding academic term.

“Breaks are meant to help students return to class with focus and time to handle other needs inside and outside of the classroom. Breaks also provide a point of rest for students as well as the systems within the college,” said Crisler.