The start of term has presented us with a wide range of challenges: some familiar, others new, some exacerbated. All are intertwined with the age-old theme of stress.
Stress, defined as normal day-to-day hassles such as ongoing academic demand [1], is a significant part of our everyday life, whether we recognise its contribution to our day, see it as positive or negative, a motivator or a hindrance.
We know that, in this period of great uncertainty, there have been spikes in stress and anxiety among school staff, particularly leaders and teachers with children.
GCSE and A-level stress
This data is replicated in school-age students, who are fearing the impact of the global situation on their education and the consequences this may have on their future.
All you need to know about the GCSE autumn timetable
This comes on top of all the existing stressors pupils have to endure. Whether it is the prospect of GCSE exams looming, Sats, stresses from friends and family or a yearning desire to achieve, there are multiple sources of stress every day.
Yet we should be careful not to paint all stress for our pupils as negative. De Berker et al [2] discuss the positive impact of some uncertainty. Their review research indicated that an intermediate level of stress can lead to greater focus and people working harder.
So, where does the balance between unhelpful stress and no stress at all sit?
Finding the stress sweet spot
Spending time to unlock this Goldilocks stress zone may pay dividends for our students’ perception of self, their response to school and their ultimate outcomes.
We should not see stress for ourselves or our students as a fixed position. Our stress mindset, the way we perceive a stress as either beneficial or harmful, can be determined [3], is changeable and can be trained. It is the responsibility of all school staff, not just a pastoral team, to deal with the challenges of our stressed students [4]. Here’s how.
1. Ensure students have a full understanding of their strengths and weaknesses
This can be achieved through using metacognitive strategies used to encompass tasks, such as assessment. Exam wrappers have proven to be hugely successful in supporting this.
2. Provide multiple and regular opportunities for all students to experience success
When we know our students well, we know where their knowledge and abilities lie. This means that, through direct questioning, structured activities and appropriate scaffolds, all our students can experience success within our classroom - they should be made aware of it and praised accordingly.
3. Provide timely and thorough feedback
If we want our students to be self-aware, recognise their strengths and weakness and achieve success, we need to give them the feedback to support this. While this may be more of challenge this year, using digital quizzes, mini whiteboards and cold calling among others will allow you to be responsive to their learning and provide them with the feedback for their next steps.
By supporting our students with simple, effective strategies, ensuring certainty where possible and positive uncertainty where it’s not, and by being aware of their stress mindset, we are more likely to find that desirable Goldilocks zone where our students thrive. And that should see our stress levels plummet too.
Louise Lewis is a research lead and deputy head of science in a Yorkshire secondary school. She tweets @MissLLewis
References
1. Pascoe, MC, Hetrick, SE and Parker, AG (2020) “The impact of stress on students in secondary school and higher education”, International Journal of Adolescence and Youth, 25/1: 104-112
2. De Berker, A, Rutledge, R, Mathys, C et al (2016) “Computations of uncertainty mediate acute stress responses in humans”, Nature Communications, 7: 10996
3. Crum, AJ, Salovey, P and Achor, S (2013) “Rethinking stress: the role of mindsets in determining the stress response”, Journal of Personality and Social Psychology, 104/4: 716-733
4. Hyseni Duraku, Z and Hoxha, L (2018) “Self-esteem, study skills, self-concept, social support, psychological distress, and coping mechanism effects on test anxiety and academic performance”, Health Psychology Open, 5/2
