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Identifying and Coping with Stress: Tips for Teachers and Counselors
By: Alisha Horton, Paul McDonnell, and Joanna Taylor
What is stress?
Stress is an instinctual reaction that happens when we feel threatened. This reaction is often called the fight or flight syndrome. It isn’t always a bad thing, even in cases where there is nothing to fight or run from. Elkins (2003) defines the good type of stress, eustress as “the pleasant stress we feel when we confront the normal challenges of life.” For example a person might enjoy playing softball and be stimulated by the challenges of the game. Distress, the bad kind of stress, occurs when a situation becomes overwhelming. Another student may hate softball and dread missing the ball or being teased. Prolonged distress can have negative physical, mental, and emotional consequences.
What are signs of stress that I should look for in my students?
Physical Manifestations: Illnesses (real or imagined), head and stomachaches, frequent urination, tiredness, loss of weight, aches and pains, profuse sweating.
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STRESS STRESS STRESS STRESS STRESS Emotional reactions: Crying sensitivity, stammering, hair trigger responses, irritability, excess giggling, easily startled, sudden changes of expression, general unrest. Work habits: Poor presentation of work, doodling, daydreaming, frequent absence, disorganization, cheating, sleeping in class, not staying on task, lack of concentration. Nervous manifestations: Ticks, nail biting, breaking pencils, loss of temper, striking out, bad language, violent drawings, quarreling, uncontrollable rage, bullying destructiveness, theft. Robinson et al (2003).
Other possible signs are: Anxiety Back pain Constipation Diarrhea Depression Fatigue Headaches High blood pressure Insomnia Problems with relationships Shortness of breath Stiff neck Upset stomach Weight gain or loss American Academy of Family Physicians (2004)
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Why should educators be aware of these signs?
If a student were exhibiting one or more of these symptoms, it may be disruptive to his learning and possibly to those around him. In addition an educator might be inclined to deal with the symptoms of stress (a student’s behavior) instead of dealing with the cause. This is not productive. For example a student might be very stressed and show this by a lack of concentration. An adult might respond to the child by lecturing them to focus or even by suggesting that the child might have ADHD. If an educator is able to spot signs of stress she can avoid focusing only on the symptoms or mislabeling a student.
How can I help my students deal with stress?
Help students understand what they can and cannot control. “One important caution in looking at internal locus of control is that the development of this quality rests on individuals first recognizing what they cannot control, that is what is outside of their ‘sphere of influence. (Stohlberg & Mahler 1994, referenced by Benard, 2004) Brainstorm with students about causes of stress in their lives and possible solutions. Encourage exercise and give students the opportunity to exercise during the school day.
Reduce obligations, but not expectations. For example a teach might have a student who is feeling very overwhelmed complete only half of a math page, but expect that the student learns the concept being taught.
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STRESS STRESS STRESS STRESS STRESS Create a classroom environment that is relaxing. Use calming colors unlike what is done on this pointer. Provide students with creative outlets. When possible teach students to avoid situations that cause unnecessary stress. For example if a student always fights with another student when they work on a project together, suggest working with different people. Ask students to try one or more of the following techniques: Prepare to do the best of your ability for events you know may be stressful such as giving a speech. Work to resolve conflicts with other people. Ask for help from friends, family, or others people who care about you. Eat well-balanced meals and get enough sleep. Try to look at change as a challenge, not a threat. Do things that you enjoy such as sports, hobbies, music, etc. (Adapted from information by the American Academy of Family Physicians, 2004) Use lesson plans designed to help students cope with stress. One good source is: Robinson, Edward H.: Rotter, Joseph C.; Robinson, Sandra L.; Fey, Mary Ann; Vogel, Joanne E. (2003).
References: American Academy of Family Physicians: How to cope better with life’s challenges. Retrieved June 14, 2005, from familydoctor.org.
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Benard, B. (2004). Resiliency: What we have learned. San Francisco: WestEd. DeBord, Karen (1996). Helping children cope with stress. Raleigh, NC: North Carolina Cooperative Extension Service. Elkins, D. (2003) The overbooked child: Are we pushing our kids too hard? Psychology Today, 36, 64-69. Helath Education: Stress. Depression and Anxiety. Retreived June 13, 2005, from http://www.teachhealth.com/dealwith.html Robinson, E. H.; Rotter, J. C.; Robinson, S. L.; Fey, M. A.; Vogel, J. E. (2003) Fear, Stress, and Trauma: Helping Children Cope. ERIC Counseling and Student Services Clearinghouse Greensboro, NC: ERIC. Wolin S. & Wolin S. (1993). The resilient self: How survivors of troubles family rise above adversity. New York: Villard Books. Youngs, B. B. (1985) Stress in children: How to recognize, avoid and overcome it. New York, NY: Arbor House.
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