By: Warren Shiu, Staff Writer

For many students, when the second semester of their senior year comes around, a wave of senioritis washes in. From skipping class to turning in less work, these small acts of laziness start to come out of the woodwork with graduation in view, and motivation to push themselves academically begins to take a back seat. In the front row are the teachers, who have gotten used to this pattern and have their own methods of keeping students from falling too far behind

For Ms. Zink, who advises the yearbook staff, student absences aren’t just an individual issue—they slow down the entire team. “It definitely impacts yearbooks because we’re a huge group project, and when students aren’t in class, it impacts our ability to meet deadlines,” she explained. “It really sets us behind when students purposefully skip classes.” Yearbook relies heavily on teamwork, and even one missing member can throw off the entire process.

Other teachers share the frustration. AP Literature and College Prep English 4 teacher Mr. Hudelson has learned that it is harder to keep lessons on track when attendance is spotty. “They [students] miss key information, and it’s hard to reteach things when one group is somewhere and another group is in another place,” he said. He added that the challenge has forced him to adapt his teaching. “It’s generally a challenge. But I like the challenge, and it makes me a better teacher because it means every day that I will have to work out some way of engaging them, making it relevant to learn.”

Although not all students fall into this senioritis trap, those who do often show a decline in grades. Teachers notice that students who frequently skip class tend to struggle more than those who attend regularly. Success often starts with attendance, and missing an important lesson can quickly snowball into bigger academic setbacks.

Mr. Lira, the AP Government/Politics and AP Macroeconomics teacher, takes a more laid-back approach, giving students the leeway to make their own academic choices. “I don’t grade homework, and if you don’t do the homework, then you’re not gonna do well on the test,” he said. The responsibility, in his view, is on the students—those who want to succeed will put in the effort.

Teachers recognize that seniors are mentally preparing for their next steps, so they try to keep schoolwork engaging but not overwhelming. Some, like Mr. Hudelson, focus on making the material relevant to students’ futures and college majors. “Making the learning relevant, connecting it to their own experiences and career choices and college dreams, so just getting them prepared as writers, thinkers, and readers for the next level of academics without wearing them down with too much work.” By doing so, students may be more inclined to follow along during lectures and continue their hard work outside the classroom.

Others, like Mr. Lira, take a more hands-off approach, letting students decide for themselves how much they want to invest. “If a student was sleeping in class, I’m not gonna force him to do the work. They know there’s only two courses required for graduation, English and Government/Macroeconomics.” For some seniors, that reality makes it easier to slack off, knowing they’ll likely still walk the stage in late May.

With graduation only a few months away, keeping seniors engaged remains a challenge. Some buckle down harder than ever, while others let off the gas, risking their grades and overall senior experience. But in the end, success in the final semester often comes down to one simple thing—as Hudelson put it: “Showing up is 80% of life.”