As the semester ends, your prayers for those (still) grading are requested. Having compassion for students, while also being fair and gracious and challenging students to be responsible and held appropriately accountable, takes a lot of wisdom and strength.
The Well recently highlighted an article that presents the challenge of end of semester compassion fatigue:
It’s the second-to-last week of the semester, which for many professors is the most intense stretch in the academic term. . . Almost exactly one year ago, while trudging through the very same sense of exhaustion, I found strange encouragement when I happened upon two articles acknowledging the existence of this experience for faculty. One piece appearing in Inside Higher Ed includes boundary-setting advice from a former faculty member who admits to having struggled between feeling “like I wanted to be the professor” and caring “so deeply about my students that I wanted all of them to feel seen, heard, and supported in their growth.”
In a related Chronicle of Higher Education piece, an anonymous faculty member details how students’ and colleagues’ appreciation of her willingness to listen often results in expenditures of her time and energy that go unnoticed by her institution. . . The author is quick, though, to emphasize the very problem I felt as my tired eyes read her words: “Listening, empathizing, problem solving, and resource finding take an enormous amount of time and energy.” And, as I seem to re-learn every year, the intense exhaustion many faculty feel is more than physical — it’s emotional, mental, and even spiritual. It’s compassion fatigue. . .