1. This research points out a dilemma. When a teenager says, "I am bored," it is imperative that both the teen and the adult know what is really being communicated. Does the young person want a list of options of things that can be done right then or is there a general need for creativity within the teenager to solve the boredom? Is there a need for more activities to be provided by the community or are kids too restricted to enjoy what activities they already have?
2. Teenagers and adults who work with them must know how to deal with boredom developmentally—and not just when the teenager speaks of boredom.

Atchinson, B. (1988). Pressure and boredom of high school students. (Unpublished manuscript).

OVERVIEW

DESIGN

FINDINGS

What follows are the survey questions and participants’ collective responses:

How satisfied are you with your life?

• 3% Said, "completely dissatisfied."
• 14% Said, "somewhat dissatisfied."
• 43% Said, "somewhat satisfied."
• 19% Said, "completely satisfied."
• 18% Said, "neither" or "mixed feelings."

How much of a problem is "boredom?"

• 3% Said, "a very serious problem."
• 6% Said, "a real problem."
• 40% Said, "sometimes a problem."
• 49% Said, "not a serious problem."

What is boring for teenagers? Selecting more than one option,

• 89% Said, "homework."
• 85% Said, "school."
• 79% Said, "church," or "synagogue."

What is not boring for teenagers? Selecting more than one option,

• 85% Said, "friends."
• 83% Said, "music."
• 78% Said, "parties."
• 73% Said, "athletics."

How do you feel when you are bored? Selecting more than one option,

• 77% Said, "tired."
• 63% Said, "lonely."
• 46% Said, "sad."
• 32% Said, "angry."

When asked, most young people (61%) say that boredom is the state of having nothing to do, no options, or being stuck some place that they would rather not be. Some (33%) add that even though they knew of things to do, they are bored because they do not want to do any of them. The activities are either not exciting enough to put forth the effort or the teenagers are in a state of mind that they feel keeps them unmotivated about everything and even depressed.

CONCLUSIONS

IMPLICATIONS

Although boredom is not critical for most teenagers (9% at most), it is a regular occurrence in their lives. Thirty-four percent note that it is the teenager’s responsibility to resolve boredom when it arises. But an equal number (33%) suggest that the community and schools are obligated to solve the problem for teenagers by supplying activities, a youth center, or parties. One fifth of the young people add that if they were given more freedom they would not be bored. They sense that they are restricted to boredom by parents and school officials. Five percent also ask for lower drinking ages and the legalization of drugs.

Surveys were administered to and collected from 413 students in three different suburban Boston high schools. There were almost the same number of males (49%) as females (51%); nearly equal numbers of 10th, 11th, and 12th graders (24%, 29%, and 28% respectively); and a few ninth graders (16%).

Boredom, a term used frequently by teenagers, refers to a broad range of emotions or states of being. This research attempts to categorize these definitions and discover any significant causes or effects of boredom in high school students. The relationship of boredom to pressure and to life satisfaction is explored.