As a psychology professor since 2012, I’ve encountered countless examples of what society might call “laziness.” Students procrastinate on papers, miss presentation days, or fail to meet deadlines. I’ve seen prospective grad students lose opportunities because they missed application deadlines. I’ve watched PhD candidates take months or even years revising a single dissertation draft. I even had a student enroll in the same class twice and turn in no assignments either time. 
 
But I don’t believe laziness is the culprit. 
 
The concept of laziness is often used as a simplistic explanation for complex human behaviors, particularly when the full context of someone’s life is unknown. For example, it’s easier for some to believe homeless people are responsible for their suffering than to confront the systemic factors contributing to their plight. But few people understand the relentless challenges faced by someone experiencing homelessness: mental health struggles, physical ailments, lack of safety, and an absence of basic human necessities like restful sleep or nourishing meals. 
 
Despite these overwhelming hurdles, many homeless individuals demonstrate remarkable resilience. They work full-time jobs, care for their communities, and navigate bureaucracies involving social workers, police officers, and shelter staff. Their “bad decisions” are often the result of exhaustion, not moral failure. 
 
The same principle applies to the behaviors of procrastinators and students labeled as “lazy.” 
 
Procrastination: A Symptom, not a Moral Failure 
 
Procrastination often appears to be laziness. But decades of psychological research reveal that procrastination stems from challenges like anxiety and executive functioning difficulties, not a lack of motivation or willpower. 
 
When a person delay starting a meaningful project, it’s typically due to: 

• Anxiety: Fear of failure or inadequacy can paralyze someone, making it impossible to begin. 
• Executive functioning challenges: Some individuals struggle to break large tasks into smaller, manageable steps. 

For example, writing a dissertation may seem insurmountable for someone without a clear plan. While some individuals can intuitively divide tasks into actionable steps and follow a schedule, others need external structures like to-do lists, deadlines, or accountability groups. Their reliance on such tools isn’t a sign of weakness — it’s a reflection of their needs. 
 
Ironically, procrastinators often care deeply about their work, which exacerbates their stress and creates a vicious cycle. Labeling them as lazy only heightens their anxiety and further delays progress. The solution lies in understanding their barriers and addressing them with empathy. 
 
The Human Context Behind Academic Struggles 
 
One of my students exemplified this principle. She often skipped class or arrived withdrawn and exhausted. My colleagues might have dismissed her as apathetic or lazy. But during a class discussion on mental health stigma, she confided in me. 
 
She revealed she was undergoing intensive mental health treatment, including therapy and medication changes that caused severe side effects. She managed a full course load and a part-time job while navigating her mental illness. Yet, she was too afraid to share this with her other professors, fearing they would dismiss her struggles as excuses. 
 
Instead of judging her, I recognized her resilience. I offered accommodations, and she flourished. Over time, she became an active participant in class, openly sharing her experiences and asking thought-provoking questions. She thrived in an environment where her barriers were acknowledged and addressed. 
 
Her story isn’t unique. I’ve worked with students facing a wide range of challenges, from obsessive-compulsive disorder to trauma from abusive relationships. Each time, I found that recognizing their struggles — rather than condemning them — empowered them to succeed. 
 
The Harm of Rigid Educational Practices 
 
Unfortunately, not all educators approach students with empathy. Some professors adopt inflexible policies, refusing to allow late assignments or make-up exams under any circumstances. They view barriers as excuses, and their rigidity exacerbates students’ struggles. 
 
One of my colleagues, for instance, was notorious for her harsh stance. Students in her class often felt ashamed of their mental health struggles or personal traumas. When those same students excelled in my class, she viewed their progress with suspicion. 
 
It’s devastating that educator — particularly in psychology — would dismiss the very struggles they are trained to understand. Education should serve as a source of support and empowerment, not judgment and shame. 
 
Changing the Narrative 
 
The idea that laziness doesn’t exist might seem radical, but it’s rooted in empathy and a deeper understanding of human behavior. When someone’s actions don’t make sense to us, it’s usually because we lack a full understanding of their context. 
 
Recognizing unseen barriers — whether mental health challenges, executive functioning difficulties, or systemic inequities — shifts the narrative from blame to compassion. People aren’t lazy; they’re navigating a world full of obstacles, often doing the best they can with the resources they have. 
 
As educators, employers, and peers, we have a responsibility to look beyond surface-level behaviors and provide the support people need to thrive. Only then can we truly create a world that values and uplifts everyone, regardless of the barriers they face.