It’s 1973 and Billy Jean King, winner of 39 major tennis titles, stands at the edge of the court, her focus unwavering as the energy of the crowd buzzes in the stands behind her. The score is close, and the pressure is building; Every stroke of her racket is made not just for herself, but for the future of women’s tennis. With a deep breath, she tosses the ball into the air and, in one steady motion, sends it flying over the net, unreturnable.
King has a famous quote: “Pressure is privilege,” which is currently displayed in the Arthur Ashe Stadium at the US Open. King, as a pioneering athlete and activist, faced extraordinary pressure throughout her professional career – not just to win tennis matches, but to break down societal barriers and change gender norms. King believed that weighty expectations placed on her that some may view as a burden, are ultimately an immense privilege and an opportunity to rise to the occasion and make history.
When I first read her story, I was truly inspired. Not just by King’s quote, but by her ability to elevate the entire game of women’s tennis while also responding to the pressure placed on her, not by cracking, but by using it as motivation to fuel her groundbreaking achievements, both on and off the court.
I am not a world class tennis player. However, I found that King’s words rang true for many aspects of my own life, including my experience as a student at Oyster River High School (ORHS).
Pressure, in some shape or form, plays a role in everyone’s life. Across the world, learning how to handle academic and athletic pressures is a challenge for many students. These pressures are only heightened in a high-performing atmosphere like ORHS. “Living in a university town, we have a very high percentage of families who have advanced degrees; so, there is a culture around the importance of school and secondary education,” says Kim Sekera, a school counselor at ORHS.
In places where education is valued greatly, the expectations placed on students can be intense. However, this is as example of the privilege we have at ORHS, as it reflects the opportunities available to those who are in environments in which education is prioritized.
School reputation is just one of the many external pressures placed on students to perform well academically. Riley Duggan (’26) shares how her drive to do well in school is partly derived from her desire to live up to the achievements of her family members. “It’s a lot to have all those expectations placed on you… but I wouldn’t have good grades if it was just me disciplining myself.”
While some may relate to an experience like Duggan’s, many students, myself included struggle more with internalized pressure when it comes to academics.
Maya More (’25) shares how for her, most of the pressures she faces are ones placed on her by herself. But despite this, she’s found ways to manage her stress in a healthy way and use it to her advantage. “I’ll make a to do list, and I’ll see it in front of me and I offload that pressure onto the list.”
While she recognizes the inherent challenges that come with placing yourself in high pressure situations, More states that the stress she places on herself to do well in school strengthens her drive and passion for learning. “The words pressure and motivation are synonymous.”
However, at times motivation and perfectionism can be difficult to differentiate. There is a point at which pushing yourself strays from being healthy. Especially in an atmosphere like ORHS, where there is a huge cultural pressure to take the hardest classes, have the best grade point average, and score the highest on the SAT.
I’ve always been a very academically motivated person and place a large part of my identity into my schoolwork. Because of this, it can be hard not to take a less than perfect grade personally.
I notice this especially in my English classes. Even if I get a 95 on a paper, an undeniably good grade, I still find myself wondering what I did wrong to lose those 5 points, and if they’re a reflection, not of my writing, but as my worth as a person.
So where is the line that separates self-improvement and self-destruction, one that so many students end up crossing?
“My job is to help students push themselves, but not over the edge,” says Sekera. “Your edge might be very different from someone else’s edge.” She explains that pressure is not a one-size-fits-all and it’s important to know your limits.
I believe that the privilege of pressure, as King puts it, lies not only in being pushed by those rooting for your success (including yourself), but also in knowing how to manage that pressure and channel it in the right direction.
While this is a concept that speaking from personal experience, is incredibly difficult to master (I haven’t yet!), it’s one that with the right resources, everyone has the ability to achieve; resources that are readily available here at ORHS.
In conclusion, when my alarm goes off in the morning after a long night of studying it’s easy to feel sorry for myself. However, the immense privilege I possess to truthfully admit that school is the main thing I worry about, is not lost on me. Once we start noticing that pressure is a privilege and both a normal and necessary step on the journey to achieving our goals, we are already one step closer.
In my opinion, Billy Jean King’s career is a perfect example of how pressure, although difficult to navigate, can be a catalyst for growth and a source of empowerment.
Duggan says, “[this understanding] makes me realize ‘wow, I’m really lucky to have this pressure that’s put on me because then I’m going to grow up and be successful.’”
If you’re interested in learning more about the story behind this quote, read King’s autobiography, “All in”.
-Jahrie Houle
Mouth of the River 
Leave a Reply