Social justice
Stress is often perceived as a hindrance, but a study by economists suggests that, in certain cases, it can actually boost performance. Students exposed to stressful topics—such as unemployment or the mental health consequences of the pandemic—respond by sharpening their focus and improving their performance.
According to a report by the World Health Organisation (WHO) and the International Labour Organisation (ILO), work-related depression and anxiety result in the loss of 12 billion workdays annually, costing the global economy nearly $1 trillion. This highlights the vast impact of mental health disorders and the urgency for action. Paradoxically, economic researchers Timothée Demont, Daniela Horta Sáenz, and Eva Raiber demonstrate that stress can, depending on the context, act as a catalyst for performance, transforming stressful situations into challenges to be tackled. For instance, concerns about job insecurity or awareness of the ecological crisis can sometimes have beneficial effects—provided there is a clear and attainable goal—similar to an actor overcome with stage fright before delivering their best performance. However, responses to stress vary, and performance gaps can widen based on socio-economic background.
Tunneling’
Most previous studies on the effects of stress on cognitive performance have shown that resource scarcity leads to diminished abilities. For example, behavioural economists Mani, Mullainathan, Shafir, and Zhao argue that a lack of money or time hampers effective decision-making. This has been particularly observed among farmers in Tamil Nadu, India, where poverty imposes a cognitive burden that weakens attention and reduces performance..1
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Mani, A., Mullainathan, S., Shafir, E. & Zhao, J. Poverty impedes cognitive function. Science 341, 976–980 (2013). Cet effet a été montré dans d’autres contextes par la suite, y compris chez des travailleurs pauvres aux États-Unis.
Picture by Wes Hicks on Unsplash
In contrast, this new study presents findings that support the concept of ‘tunneling’: stress that is specifically directed towards a particular issue can channel attention and temporarily enhance mental performance.
The researchers surveyed 1,503 students at the University of Aix-Marseille via an online questionnaire during the COVID-19 health crisis. Participants were randomly divided into two groups, one of which was exposed to articles on stressful topics, such as the impact of health restrictions or youth unemployment, while the other read neutral, non-stressful articles, such as those about space exploration. To examine the role of incentives, students were rewarded based on their performance—either for each correct answer or for reaching a specific performance threshold.
To assess cognitive abilities, participants completed reasoning and logic exercises, including Raven’s matrices. The researchers compared the scores across different groups to measure the impact of stress on performance. The results showed that stress did not produce any negative effects.
When participants were motivated by a financial incentive linked to reaching a threshold, their performance improved—but only when the topic was related to the labour market. Specifically, students who read an article about the challenges of integrating young graduates into the workforce performed better on cognitive tests than those who read neutral or mental health-related content. They were also more likely to invest in a one-on-one career coaching session. This suggests that having a clear goal enables individuals to channel their efforts into tasks connected to issues they perceive as important yet manageable. Concerns about employment, though stressful, are seen as surmountable challenges: by working harder or preparing better, individuals can take control of their professional future. On the other hand, topics related to the deterioration of mental health did not yield the same effects, likely because they evoke an uncontrollable reality that individuals feel powerless to change.
We Are Not All Equal in the Face of Stress
Stress also deepens inequalities, exacerbating performance gaps based on socio-economic background. Students from more privileged backgrounds responded better to stress, whereas those in more precarious situations experienced cognitive impairments due to heightened anxiety. This sheds light on the mechanisms of economic stress-related inequality and enriches our understanding of poverty psychology and incentive structures in precarious contexts. For vulnerable populations already at risk of declining mental health, stress represents an additional burden. Previous studies2 have shown that workers in lower-skilled jobs report lower levels of mental well-being. Working conditions and job quality also play a crucial role in mental health disparities across social classes.
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De Moortel, D., Vandenheede, H., Muntaner, C., & Vanroelen, C. (2014). Structural and intermediary determinants of social inequalities in the mental well-being of European workers: a relational approach. BMC Public Health, 14(1), 938.
Picture by Siphosethu Fanti/peopleimages.com on Adobe Stock
However, certain mechanisms can help bridge these gaps and enable everyone to enhance their cognitive abilities—for instance, university scholarships. Prior research3 indicates that financially disadvantaged students who receive scholarships experience less financial stress and achieve better academic outcomes. Scholarships provide more than just financial assistance; they foster a sense of security, belonging, and motivation, allowing students to overcome economic pressures and improve their performance. In this study, students without scholarships were more adversely affected by stress, underscoring the importance of expanding mental health and student stress-management initiatives within university environments.
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Reed, R. J., & Hurd, B. (2014). A value beyond money? Assessing the impact of equity scholarships: from access to success. Studies in Higher Education, 41(7), 1236–1250.
