Employees who feel the urge and preoccupation to respond to workplace asynchronous communication quickly may be suffering from workplace telepressure (WPT). Although information and communication technologies have many organizational benefits, it is imperative to understand the cost of blurring work and family roles. Using the Job Demands‐Resources model, the relationship between WPT and key outcomes, such as strain, work‐family conflict, family‐work conflict (FWC), and burnout was examined. In Study 1, a sample of 220 working students supported the mediation of strain in the WPT and work‐family and family‐work relationship. Additionally, Study 2 expanded this model using a sample of 269 working individuals. Specifically, the relationship between WPT and burnout was sequentially mediated by strain and either work‐family or FWC. Implications are discussed.

Kath et al. (2021) provided detailed calls for action regarding changes that industrial and organizational (I-O) instructors should make to their courses and teaching styles; however, these suggestions give little to no attention, beyond a needs analysis, to the personal and individual differences of students. Consideration of students' lives and needs provides a dynamic context for every lesson. In a parallel to research or statistics, although their paper gives us direct effects, it lacks the indirect effects that are needed to become an exemplary educator. In this commentary, we advocate for a student-focused, empathetic approach in conjunction with the improved teaching methods that are suggested in the focal article. Expanding our focus to students' diverse backgrounds and individual differences will provide fair and meaningful opportunities for work and life enrichment. In this commentary, we will discuss student-centered needs including empathetic policies, meaningful learning with transferable skills, and work-life balance. Empathetic policies A major pitfall in the development of coursework is the one-size fits all approach. Many academics fail to appreciate the diversity in their classrooms when presenting material despite student demographics that are known at the university level. Tailoring examples and activities to better serve our student populations shows students that we are invested in them and their success. Material that caters to a predominantly White, affluent, or younger audience will not equally benefit those with diverse identities including non-White, English as a second language, or older students (Yamauchi, et al. 2016). Similar to avoiding racially biased SAT questions, allowing flexibility in the presentation of materials provides equal opportunity for engagement to all students. Strict course attendance policies are another example of a common practice that harms students with diverse needs. Although mandated attendance, through discussion, in-class assignments, or pop quizzes are great for enforcing attendance, it is not uniformly believed to be better for learning. Regarding social justice, it can even be argued that these policies can adversely affect students, particularly the ever-increasing percentage of "nontraditional" students who work full time, have families, commute long distances, or are from low-income families. Although it can be argued that attendance policies are not trying to systematically disadvantage these students, it is likely that many disadvantages are a byproduct of mandatory or pseudo mandatory attendance policies that do not allow for work to be submitted after an arbitrary due date has passed. Related to this, many classes have policies for absences that require "evidence" of the cause of the absence (e.g., a doctor's note for an illness). This, at least in the United States, is discriminatory to students who are, more often than not, required to see a medical professional despite a lack of insurance or infirmary provided by their college or university. ...