For most teens, the school bell means freedom. For others, it marks the start of another shift, trading textbooks for time on the clock. Between part-time jobs, extracurricular activities, and schoolwork, teens today are navigating busy schedules while trying to maintain a balance. Over half of American teens held a job last summer, according to the U.S. Department of Labor, and Carlmont students are no different. 

Teens typically work in sectors that allow for attendance during after-school hours, highlighted by 25% of teens working in leisure and hospitality jobs and 17% of teens working in retail, according to reports from the U.S. Department of Labor. Following a decline in teen employment during the COVID-19 pandemic, numbers are now climbing again. 

Why teens work 

Every student has different motivations for working. From paying for a car to finding independence, having a job can be an essential stepping stone to achieving their goals. 

Lucia Rodriguez, a senior at Carlmont, has incorporated her weekly shifts as a LaserMaxx party host into her weekly routine. 

“I wanted to start saving up for college and other necessities. It’s kind of like an extracurricular for myself,” Rodriguez said. 

Nathan Man, who was employed at the Redwood Shores Bay Club over the summer, had a primary motivation of earning extra money, and ended up learning many new skills. 

“I wanted to make more money, but I learned a lot of valuable things, and it was fun learning how to act in a professional setting. It’s a lot different than school or with your family,” Man said. 

Many teens can also be motivated to work by the prospect of gaining independence rather than earning income. Anagha Namburi,  who worked at Brandy Melville for over a year, found more freedom with her job. 

“I wanted to be a little bit more independent. It’s annoying to always ask your parents for money. I just wanted to have my own money come straight to my account,” Namburi said. 

The benefits of working

The person who interacts with working students the most is Roxanne Seliger, Carlmont’s Work Experience teacher and permit processor. 

“Out of what we have, 2,400 students, I process about 400 to 450 permits a year. So I guess about 10–15% of students have jobs. I find that most of the kids who work have really high GPAs, typically ranging from 3.8 to 4.0. If they have a strong work ethic, then they also want to work and make money, and they can manage time,” Seliger said. 

Shelley Bustamante, the wellness coordinator at Carlmont, agrees that work can develop useful skills. 

“It builds communication skills, reliability, and professionalism. The longer you stay at a place, the more it shows commitment, which looks great on a resume,” Bustamante said. 

In an article by the National Library of Medicine, several studies have evaluated a 20-hour workweek during the school year for students. Moderate schedules of less than 20 hours usually avoid negative effects and can help students develop time management skills and confidence. 

Having a job can also change a teen’s views on money and spending. Having more responsibility can teach valuable lessons about money management and saving. 

“Every single hour that you work is how much money you get. When you’re buying food, you’re buying an hour of work. It made me realize that it’s really important to manage your money and to save your money because you’re working so hard for it,” Namburi said. 

Sophie Schulz, a Menchie’s employee and Carlmont junior, has been working for two months and is still adjusting to managing her schedule. 

“It is impacting me, but it’s not overwhelming. I’m still learning how to balance everything, but it definitely helps me learn how to manage my time better,” Schulz said.

The challenges of balance

While many students can handle school and work successfully, some may struggle when work and schedules pile up. 

“If you’ve got a lot of plates up in the air, one of them might fall and break. That could be your mental health, your relationships, or your physical health from not getting enough sleep. It affects your emotional health, and so when one thing is out of balance, it kind of impacts all of the rest of the aspects of your life,” Bustamante said. 

Having jobs can often interfere with homework completion and can impact students both physically and mentally. Teen mental health in general is already fragile. According to the Centers for Disease Control and Prevention, nearly one in three students report poor mental health, and four in ten high school students report feeling sad and hopeless. Jobs don’t necessarily relate to worsened mental health; however, they can exacerbate parts of students’ lives, like sleep, which can have adverse effects on this area of their lives. 

“I definitely burned out in my junior year. My work schedule was very inflexible, which made it hard to manage everything. I was more tired and a little bit more irritable most of the days, despite loving my job and the people I worked with. It’s still very exhausting to juggle everything,” Namburi said. 

Warning signs can often appear in students who are burned out and overworked. It’s important for parents and teachers to recognize signs in struggling students. 

“Teachers might notice the kids sleeping in class. Parents may notice changes in their mood or forgetfulness. Maybe drinking more energy drinks and caffeine products to keep themselves awake, which isn’t healthy,” Bustamante said. 

Finding the right fit

A good way for students to determine how much work they can handle is to limit their working hours at first to see if they can manage it, and then gradually build up over time. 

“Start small and see how it goes. Take a few hours and see if that’s manageable before you sign up for more,” Bustamante said. 

Part of having a job is also discovering what is right for the individual. Finding things that students are passionate about and enjoy can often make the experience more enjoyable. 

“Look for jobs that you’re interested in learning more about. During the interview process, ask them how many hours per week they’re looking to hire. Make sure it’s a solid job you can consistently go to,” Seliger said. 

Moderate and steady work is usually what produces the best outcome for students. According to the National Library of Medicine, heavier schedules involving more than 20 hours of work a week are correlated with lower school engagement and grades.  

“Recognize when one part of your life starts tipping the scales. It’s all about keeping things in balance,” Bustamante said.