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https://resilienteducator.com/classroom-resources/teaching-students-chronic-illnesses/

https://kidshealth.org/en/parents/academics-illness.html

https://www.epilepsyadvocate.com/blog/how-teachers-can-help-students-chronic-conditions

https://files.eric.ed.gov/fulltext/EJ1165899.pdf

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Did you know that up to 40% of the population in the United States, including children, has one or more chronic conditions? More than 75% of healthcare costs are related to chronic illnesses and 8% of children from ages 5 to 17 have life-affecting limits due to chronic conditions. These facts mean something important for teachers: in every classroom, it's likely you have at least one student with a chronic illness.

As with many areas of teaching, empathy is the key to understanding what students with chronic illnesses need and giving them the agency to decide and express those needs themselves. Because of this, it's important to remember that you cannot always treat children with chronic conditions the same as you might their peers, especially in times where remote learning is so prevalent during COVID-19.

Empathize by Understanding Chronic and Invisible Illnesses

Some chronically ill students experience invisible illnesses, which are illnesses that are not necessarily evident or obvious. Students with invisible illnesses might not use mobility aids such as wheelchairs, and invisible ailments include issues that can affect students physically and/or mentally.

In addition to mental health issues, chronic illnesses with visible and invisible elements may include:

Diabetes, Types I and II (common)

Asthma (very common)

Allergies (very common)

Skin conditions

Cancer

AIDS, rheumatoid arthritis, and other immune conditions

Epilepsy

Sickle cell anemia

Cerebral palsy

Spina bifida

Congenital heart issues

Such as with allergies, various conditions can range from minimal (common pollen allergy) to life-threatening (food allergy requiring EpiPen).

When students have chronic illnesses, regardless of the level of visibility of the illness or their openness about them, they may have mental health concerns as well. Students with invisible illnesses often face questions and criticisms from others. Since illness isn't always visible, it can present challenges for the student.

For example, it may not be obvious when a student with a chronic illness is in pain or has a specific need. If the student discusses their illness with you, reinforce that they are always welcome to express their needs and challenges to you, especially if they distract the student from their academic duties.

Like so many elements of education, whether a student wishes to disclose their chronic illness to their classmates is up to the student. If they tell you they'd like to share it with the class and talk about it, research their condition, be ready to support, and, most importantly, ask the student how they would prefer you to support them.

Depending on the age group, other students may want to know if they can "catch" the illness from the student, or they may have significant, personal questions that embarrass the student.

Learn About Challenges Students with Chronic Illnesses Commonly Face

Living with a chronic illness can be mentally taxing for students. Chronic illnesses can complicate their relationships with peers and family members, as well as affect their schoolwork, hobbies, sports, and other extracurricular activities. Additionally, medical professionals don't always believe students with chronic illnesses regarding their pain levels and sometimes neglect a chronic illness patient's mental health, particularly if the child is able to be physically active.

Some chronic illnesses progress, go into remission, or change over time, and it's difficult for some students (and their friends) to understand why they might be able to complete an activity one day, but not the next.

Create a Needs Assessment

If a student's needs aren't clear, you may wish to work with the student, their counselors, and their parents to create and execute a needs assessment. A needs assessment can determine how to best support the education of a child with a chronic illness.

Make sure to chronicle the results, assess again each semester, and place the information in the student's records to ensure the next teacher they work with has the necessary information and tools to measure needs in the future.

How to Accommodate Chronically Ill Students

To assist a student with chronic illness, you need to provide the student with self-empowerment and choices. Instead of prescribing solutions, work collaboratively with your student to find something that works best for everyone.

Here are some examples:

GER and GERD are acid reflux diseases that can occur in children (and adults). GER, or gastroesophageal reflux, is what happens when you get heartburn due to the contents of the stomach moving back up through the esophagus. Students with severe GERD find that it may affect their productivity and may need some support with focusing and homework. They may also need to head to the nurse's office for medication to manage this condition and they may have dietary restrictions.

Skin conditions such as rosacea, discoloration, and severe acne are particularly difficult for many students to cope with. Since these conditions are visible, other students may make fun of them for it or for the extra precautions they may need to take when outdoors (during recess or PE, or on field trips) or exposed to sunlight. This can cause students to feel isolated. To empower students with skin conditions, monitor their peers' behavior, communicate or check-in, and follow their parents' instructions regarding sunscreen on field trip days. Additionally, students with albinism often have visual impairments and may need to sit closer to the instructional area than other students.

Diabetes is a common condition for students, occurring in three types. Type 1 diabetes is an autoimmune condition that often presents initially in children. A type 1 diabetic's antibodies attack their pancreas. As a result, they need insulin which is usually delivered via injections, pens, or pumps. Type 2 diabetes (affecting approximately 200,000 children and young adults under the age of 20) often occurs in teenagers and adults who are 20% over healthy body weight. Gestational diabetes happens in up to 10% of pregnancies and may be a concern if you have a pregnant student. In all cases, diabetic students typically require a specific diet, blood sugar tests, and insulin. When students can administer insulin themselves, it's imperative that they have access to their medication and that they are not delaying due to fear of ridicule from other students. Students with diabetes should not be delayed from eating, even if it means snacking in class, and they may also need unrestricted bathroom access and access to water during high blood sugar instances.

Build productive and affirming habits amongst all students, particularly those learning in a remote environment. Teaching these students about good remote-working habits will help them to feel like they're being acknowledged and provided tools they need to continue to be successful.

Empathy is crucial regardless of the chronic conditions that students exhibit. Their needs may change along with their ability to adequately communicate them but being open to discussion and careful attention can help a student feel comfortable speaking to you when necessary.
Noah Rue is a journalist and content writer, fascinated with the intersection between global health, personal wellness, and modern technology. When he isn't searching out his next great writing opportunity, Noah likes to shut off his devices and head to the mountains to disconnect.

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Tips for Teaching Students With Chronic Illnesses | Resilient Educator

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Did you know that up to 40% of the population in the United States, including children, has one or more chronic conditions? More than 75% of healthcare costs are related to chronic illnesses and 8% of children from ages 5 to 17 have life-affecting limits due to chronic conditions.

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The following will equip you with the skills to spot different signs of bullying and some of the symptoms that could come from this.

Emotional and behavioral signs of bullying

Changes in sleep patterns

Changes in eating patterns

Frequent tears or anger

Mood swings

Feels ill in the morning

Becomes withdrawn or starts stammering

Becomes aggressive and unreasonable

Refuses to talk about what is wrong

Begins to target siblings

Continually 'loses' money or starts stealing.

Physical signs of bullying

Has unexplained bruises, cuts, scratches

Comes home with missing or damaged belongings or clothes

Comes home hungry.

School signs of bullying

Doesn't want to go to school

Changes their route to school or are frightened of walking to school

Doesn't want to go to school on the bus/tram/train

School grades begin to fall.

Other signs of bullying

Sometimes signs of bullying can be far more hidden. They can include:

Often alone or excluded from friendship groups at school

A frequent target for teasing, mimicking, or ridicule at school

Unable to speak up in class and appears insecure or frightened.

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There are many things that you can do if you're being bullied or know someone who is.

1. Tell a trusted adult. Adults in positions of authority, like parents, teachers, or coaches, often can deal with bullying without the bully ever learning how they found out about it.

2. Ignore the bully and walk away. Bullies like getting a reaction. If you walk away or ignore them, you're telling them that you don't care.

3. Walk tall and hold your head high. Using this type of body language sends a message that you're not vulnerable.

4. Don't get physical. You're more likely to be hurt and get into trouble if you try to fight a bully. Work out your anger in another way, such as exercising or writing it down (make sure you delete or tear up any emails, posts, letters, or notes you write in anger).

5. Try to talk to the bully. Try to point out that his or her behavior is serious and harmful. This can work well if you notice that a member of your own group has started to pick on or shun another member.

6. Practice confidence. Practice ways to respond to the bully verbally or through your behavior. Practice feeling good about yourself (even if you have to fake it at first).

7. Talk about it. It may help to talk to a guidance counselor, teacher, or friend — anyone who can give you the support you need. Talking can be a good outlet for the fears and frustrations that can build when you're being bullied.

8. Find your (true) friends. If you've been bullied by rumors or gossip, tell your friends so that they can help you feel safe and secure. Avoid being alone, especially when the bullying is happening a lot.

9. Stand up for friends and others you see being bullied. Your actions help the victim feel supported and may stop the bullying.

10. Join your school's bullying or violence prevention programs. Peer mediation is another way you may be able to work things out with a bully. If your school doesn't have these programs, start one of your own.

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Dealing with Bullying (February 2019 ). Mary. L. Gavin. MD,
Dealing With Bullying (for Teens) - Nemours Kidshealth

Signs Of Bullying | National Centre Against Bullying (ncab.org.au)

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Bullying is a form of aggressive behavior in which someone intentionally and repeatedly causes another person injury or discomfort. Bullying can take the form of physical contact, words, or more subtle actions.

The bullied individual typically has trouble defending him or herself and does nothing to “cause” the bullying.

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“Cyberbullying: What Is It and How to Stop It.” UNICEF, www.unicef.org/end-violence/how-to-stop-cyberbullying.

Whitson, Signe. “10 Strategies for Stopping Cyberbullying.” HuffPost, HuffPost, 29 Apr. 2014, www.huffpost.com/entry/10-strategies-for-stopping-cyberbullying_b_4811546.

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1. Let someone you trust know that you are be bullied online

2. Disengage with the bully. You may be tempted to retaliate but this could potentially only make the situation worse.

3. Log-off/Block the abusers.  It's important young people know how to walk away from toxic relationships. Even going as far to block aggressor if the behavior continues.

4. Use privacy settings to prevent access from unwanted access

5. Take screenshots of cyberbullying incidents this type of evidence will go a long way in helping to end cyberbullying

6. Step in to stop it. Teach your children to not support cyber bullying online by sharing, liking or commenting on online cyberbullying.

7. Report it - Report the the cyberbullying to the social media website. Also report to school administration.

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Be informed, as much as possible, how medications may affect student performance and behavior.

Plan ahead, contact a care giver to arrange instruction at home or hospital (with or without IEP)

Make exceptions where necessary, but maintain academic standards wherever possible.

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8% of school age children in the US are affected by one or more chronic illnesses, and more than a million are hospitalized in a typical year. A wide range in symtpoms, severity and duration means that a each case must be handled individually, but some common trends and practices exist.

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When bullying happens online it can feel as if you’re being attacked everywhere, even inside your own home. It can seem like there’s no escape. The effects can last a long time and affect a person in many ways:

Mentally — feeling upset, embarrassed, stupid, even angry

Emotionally — feeling ashamed or losing interest in the things you love

Physically — tired (loss of sleep), or experiencing symptoms like stomach aches and headaches

The feeling of being laughed at or harassed by others, can prevent people from speaking up or trying to deal with the problem. In extreme cases, cyberbullying can even lead to people taking their own lives.

Cyberbullying can affect us in many ways. But these can be overcome and people can regain their confidence and health.

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What is Cyberbullying?

Cyberbullying is bullying with the use of digital technologies. It can take place on social media, messaging platforms, gaming platforms and mobile phones. It is repeated behavior, aimed at scaring, angering or shaming those who are targeted.

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Frequent absences

Decreased academic performance

Reduced social interaction

Reduced physical activity

Lower motivation

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https://www.aft.org/sites/default/files/supportingyourstudents2013.pdf

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No matter the age, losing a family member is one of the hardest challenges anyone can face. Going through this sort of loss as a student can have profound and lasting effects on the child.
So what can we as educators do?
Look for signs
There is a good chance that teachers or administrators will be informed of a death of a family member soon after it happens. However, it is possible that this information will not be passed along. Keeping an eye out for other types of problems and concerns mentioned in this Padlet and focusing on communication will help you find out what is going on with your students, up to and including the death of a family member.
talk and listen
we often don't know what to say or how to react when hearing the news that a loved one has died. The "I'm sorry for your loss" response is natural, but leaves something to be desired.
Show your feelings
It's a sad event, and it's okay to cry or show emotion. It might allow the student to do the same.
Help them understand
Very young students or those with emotional or mental disabilities may have a hard time actually understanding what happened to their family member. In your own way and with your own relationship with them in mind, you can gently try to guide them and help them understand and accept what occurred. Death is a natural part of life, and this is a lesson we all will eventually understand. Some have to learn it sooner than others, but eventually we all will.
Give the child space to grieve -- but also give a class structure that they can be a part of
It's impossible for everything to go back to normal right away. But sometimes normalcy is what a grieving student (or adult) needs. This gives time and space to take their minds off of their own grief and lose themselves in the group, even for a bit. It's important to encourage participation, but also keep an eye on the student in case they are having trouble or want to stop.
Adjust activities and material for content
References to parents or brothers and sisters are very common in class material. Be aware that getting a reference to the family member that passes away could be a serious trigger for a student. This may be the case even if it's not the family member in question. Be ready to change the material for a period of time in order to accommodate your students.
Be there in the long term
This type of loss often takes a very long time to process -- from months to years. It's unrealistic to expect the process to be very quick or to end at a certain time that's convenient for you. Being there means being there when the need arises. Remind the student that you'll be there to talk or to reach out to over time. It's okay to sit down and talk with students months later about their feelings and help them manage as their grief evolves over time.

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https://www.healthychildren.org/English/safety-prevention/at-home/Pages/Crime-Violence-and-Your-Child.aspx

https://drjockers.com/effective-childhood-trauma-recovery/

https://www.verywellmind.com/childhood-abuse-changes-the-brain-2330401

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​Hardly a day goes by that we do not read or hear about a violent act or tragedy involving children in our community or across the country.

Some tragedies are unintentional and unpredictable, such as traffic accidents or natural disasters. Others are intentional and sometimes premeditated, such as fights, muggings, shootings, murders, and terrorist attacks. Many children and teens are also exposed to violence within their schools and neighborhoods, and even within their own homes​.

Problems linked with exposure to violent acts

When children are exposed to a traumatic event, including a violent crime, their response may vary. Some children become fearful. They may prefer to stay at home, and they may have trouble sleeping and concentrating in school. Appetites often change, and children may complain of headaches, stomachaches, and other vague symptoms. Even minor changes in their daily routines can upset them terribly.

The cycle of violence

Some children exposed to violence learn to resolve their own conflicts in a violent manner. Others seem to become desensitized to violence and the pain and distress of others. Some retreat into a shell, avoiding people and the world around them. These children with long-term exposure are at an increased risk for:

When these children repeat the violence they have experienced, they perpetuate a cycle of violence that can continue throughout future generations.

Post-traumatic stress disorder in children & teens

Children who are exposed to violence on a regular basis often experience many of the same symptoms and lasting effects as children who are victims of violence themselves, including post-traumatic stress disorder (PTSD). These kids can feel emotional and physical "aftershocks" for months or even years. They can relive the event again and again in their minds, and be less able to function normally in their day-to-day lives. Some may become more aggressive, violent, and self-destructive.

In the aftermath: how to help your family

If your children have been exposed to violent acts, think about how they AND your entire family have been affected. Are your family members now interacting with one another and with the outside world differently? Have your routines and activities changed?

Encourage your children to discuss the violence. Allow them to express what they are feeling, including fear, anxiety, or anger. Listen as they talk about it, again and again if necessary. See Parenting After Trauma: Understanding Your Child's Needs for more information.

Finding outside support

Children who have been exposed to or have witnessed a violent occurrence will need a great deal of support and often will need counseling in order to handle their feelings. Your pediatrician can help you and your family find an experienced mental health professional who can help your children and your family with the aftermath of a violent experience.

Restoring a sense of "normal"

In the weeks and months after a violent or traumatic event, do everything you can to make sure that your children feel secure, and that a sense of normality returns to their life.

Be very available if needed and ensure that they are adequately supervised and protected throughout the day and night.

Discuss any potentially dangerous situations that might exist and how to avoid them in the future.

Encourage them to express their fears. Reassure them they are safe by letting them know the steps that have been taken to ensure their protection.

A message on virtual violence

The major setting for violence in America is the home. Television programs, video and computer games, Internet content, and movies frequently show graphic acts of violence. When children view this content, it can affect them just as much as if a "real life" experience.

By the time children reach middle school, they may have watched as many as 8,000 murders and 100,000 other acts of virtual violence through the media.​

Remember...

Children's exposure to violence is an issue that touches everyone-an American tragedy that scars children and threatens the safety of communities. All children require love, nurturing, and support to thrive and break the cycle of violence that affects them.

More information

Council on Communications and Media (Copyright © 2016 American Academy of Pediatrics)

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crime~ violence~ harassment~ school violence~ school safety~ fear~ gangs~ riots~ protests~ effects of media~ ptsd~ post-traumatic stress disorder~ trauma~ traumatic event~ prevention~ sharing emotions~ mental health~ guns~ race

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​Hardly a day goes by that we do not read or hear about a violent act or tragedy involving children in our community or across the country. Some tragedies are unintentional and unpredictable, such as traffic accidents or natural disasters. Others are intentional and sometimes premeditated, such as fights, muggings, shootings, murders, and terrorist attacks.

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Response Strategies to Exposure to Violence

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Response Strategies to Exposure to Violence

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Make the child feel safe by staying calm with the entire class (they will feel unsafe if they see the teacher mistreating or becoming impatient with another student)
Maintain routine-communicate any changes in the schedule
Make plans for the future (ie: art project, reading a chapter book together, field trip)
If child speaks about the trauma, acknowledge and validate the child's concerns.
Reassure the child as needed (be aware of any changes in behavior or mood)
Don't pressure the child into talking or performing - be patient
Refer to onsite school therapist
Find something that the child enjoys and allow them this outlet throughout the day as needed

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Behavioral, psychological, and physical problems

Academic Failure

Alcohol and Substance Abuse

Delinquent Acts

Adult Criminality

Post-Traumatic Stress Disorder

Depression/anxiety

Anger and aggression

Dissociation

Confusion, shock, and denial

Guilt and shame

Sleep problems

Fatigue and lack of energy

Aches and Pains

Muscle Tension

Racing Heartbeat

Lack of focus and concentration

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Children respond to violence in different ways.  Some become withdrawn and retreat from others. Some become desensitized and lack empathy, while others become violent themselves, seeing it as normal.  When children use violence to resolve conflict, they further perpetuate a cycle of violence that continues throughout future generations.  In one study, comparing child's brains that had been exposed to violence and those who hadn't, there were differences in 9 of the brain regions, and most often, it was the emotions, impulses, and self-centered thinking areas that were the most affected.

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Helping Students Going Through Divorce
https://www.teach-nology.com/teachers/parents/divorce/

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Helping Students Going Through Divorce

Almost 50% of all divorces involve children. The surprising fact here is that children can cope successfully and adjust with divorce within a reasonable period of time. But this adjustment doesn't come easy. It takes at least a year or two for children to finally settle down with the new family system. The Discovery Channel estimated that 40% of marriages ending in divorce have children involved. Divorces can be ugly, and the effects can be hard on all involved, especially children. Teachers should understand and sympathize with students who come from broken homes.

Children whose parents divorce during their formative years are at a great risk of behavioral issues such as aggression, depression, poor school performance and lower self-esteem.

Teachers can play an important role in helping students going through divorce to make an encouraging correction in their attitudes. This is because childcare centers, preschools and schools all are a part of the child's network, and can help support healthy child development. Teachers can give students the opportunity to express their thoughts. Allow them to keep a daily journal that only you can read, and ensure them that a journal is a safe place to keep their feelings and thoughts. Journal writing can be very therapeutic, especially for students going through a divorce with their parents.

As a teacher, you should explain to your student that families change with time. Some families get new family members with every birth or adoption of a new child, and others change by moving to new places. The child should understand that change is normal and that it happens with everyone. Always lend your support and guidance. Let students know that they can come to you if they have any problems. Encourage them to be the best that they can be, and honor them in their achievements. But it's not always easy. Thus, many teacher resources are available online for your help in this regard.

You can take the following steps to ensure that kids from single parents and other broken families are well respected in the class:

Discussion opportunities: provide your students with opportunities to share their feelings. When discussing families, especially as a part of your Social Studies lesson plans, make sure to discuss that there are many types of families. Some families have one parent, some have grandparents, and some live with uncles and aunts. Make teaching diversity a priority in your class.

Words of encouragement: encourage the student to share their feelings. If they like to do so in private, be caring and accepting of their views and thoughts. If a student projects feelings like anger, rejection, sadness and worthlessness, encourage them to seek counseling.

Communicate with parents: try keeping both parents in the loop over your student's emotional and educational progress. If the non-custodial parent shows an interest in their child's development, cooperate with them. This will help in creating a supportive link to them for the child.

Maintain structure and routine: because of the divorce, the child has been on an emotional rollercoaster. This can be very tiring and stressful for adults, let alone the children. As a teacher, you need to provide the child some structure and stability by ensuring that schedules are followed and class discipline is maintained at all times.

Keep a boundary: divorce is not an excuse for irresponsible behavior. If given too much of a free hand, students can learn to be manipulative. Set limits for the extent to which you can take their bad behavior. Make sure that your student is well aware of those limits as well.

Education is one area where effects of divorce on children are very noticeable. Even a little change in a child's behavior can signify issues at home. This is why it becomes very important to keep parents fully involved in the child's education. There should always be open communication between the school and home.

Divorce is very difficult. Yet children are just children, and need all the help they can get for coping with this dilemma. Remember, the child is sort of losing both parents. One leaves the child and the other changes forever, so neither can be there for the child like they used to.

Children of Divorce Resources

1. Adult Children of Divorce

2. Center for Divorce Education

3. The Divided Heart

4. Faith Journeys Foundation

5. Kids in the Middle

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Almost 50% of all divorces involve children. The surprising fact here is that children can cope successfully and adjust with divorce within a reasonable period of time. But this adjustment doesn't come easy. It takes at least a year or two for children to finally settle down with the new family system.

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Response Strategies for Children and Divorce

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Response Strategies for Children and Divorce

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As a constant in the lives of students, teachers can play an important role in helping students going through divorce to make feel connected, safe and supported.  Teachers can let students know that they can come to you if they have any problems.

Create a safe environment, use cozy corners, create routines and have a listening ear and eyes for cues. A routine helps kids feel secure. Predictability creates a soothing feeling and helps them with ownership of their environment.

Teach Coping Skills: Kids with active coping strategies, like problem solving skills adapt better to divorce. Teachers can help  children learn how to manage his thoughts, feelings, and behaviors in a healthy way.

Build Independence, a clingy child benefits from an obvious, outward recognition of their self help skills. Give learners age-appropriate tasks to complete on their own, such as picking up toys or setting the table.

Communicate with both parents: keep both parents in the loop on the student's emotional and educational progress.

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Symptoms of Traumatic Response During Divorce

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Symptoms of Traumatic Response During Divorce

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Many children who reside in a home where parents are getting a divorce or have divorced might experience one or more of following symptoms that could create PTSD:

Recurrent and persistent memories of their parents leaving, one or both parents crying, the fear of loss of money, verbal and physical fighting, and the criticizing and humiliation of the other parent.

Fear of abandonment. Recurrent dreams of fighting in the home, fear of loss of one or both parents, the thought that if one parent does not want the other, then perhaps that parent would not want them either.

Bad cycles- Acting or feeling as if the fighting, yelling, crying, and even worse the non-communication, is happening over and over again.

Intense distress related to the distress- this distress could be seen in physical symptoms, for example stomachaches, headaches, and possibly hindrence to the immune system.

A decrease in interest or activities that were once enjoyed. A feeling of sadness so pervasive that there is nothing that brings a feeling of joy.

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The effects of divorce on children include emotional trauma. ... A child may begin questioning if he is to blame for the parent leaving. This kind of loss can cause a child to question his own self-worth, and worry that the remaining parent will also leave. This is one of the many different effects of divorce on children

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Resources & Support to Promote Food Security

National School Lunch Program

How Your School Can Help Reduce Student Food  Insecurity

Have a board with community resources including food  pantries

Snacks (Teachers can ask families to send snacks for their child and for any child in need or for a child who "forgets"  their snack

create awareness of the issue and generate ideas about how to help by reading books like The Lunch Thief by Anne Bromley and Maddi’s Fridge

Create a school garden

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Students with food insecurity may display these symptoms:

never seems to feel well and asks to go to the nurse

complains of a stomachache or a headache, more often  than any of your other students

frequently restless

easily agitated by the smallest things

cries more often than other students his/her age

becomes combative quickly

fatigues easily

Food Insecurity Screening Questionnaire

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What is Food Insecurity - Video

food in·se·cu·ri·ty

noun

the state of being without reliable access to a sufficient quantity of affordable, nutritious food:

"more than 800 million people live every day with hunger or food insecurity as their constant companion"

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·      Timely interventions in conflicts and hurtful exchanges

·      Explore stress-management strategies to diffuse tense situations and help students process feelings in the moment

https://sportsclinictampico.com/self-organization/how-to-handle-high-tension-situations/

https://positivepsychology.com/stress-management-techniques-tips-burn-out/

·      Make sure that traumatized children have a variety of methods to express themselves. Drawing, painting, and writing are all great ways for children to express their ideas and feelings about what occurred to them.

·      Kindness, respect, and empathy must be shown to all children. This will assist you in developing healthy relationships with children while also demonstrating to abused children that they do not need to use violence or humiliation in their interactions with others.

·      Physical space that is positive. Positive emotions may be generated by the physical structure and appearance of your classroom. Positive pictures and words can stimulate your students' creative thinking and collaboration.
·     Involve the parents. Communicate with the parents to keep them up to speed with the child's life at school.

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We have all felt stress and its effects. After all, the experience of feeling threatened and unable to manage stress can significantly impact how we think, feel, and behave.

Short-term, manageable stress levels can help us grow our resilience to future challenges and motivate and energize us to act. And yet, chronic, ongoing stress can harm us physically and mentally, impacting our relationships with ourselves and those around us (Boniwell & Tunariu, 2019).

This article explores stress, its impact, and the risk of burnout. We then explore techniques, exercises, and tips to help us reduce its harmful effects and reframe how we see pressure while regaining our sense of control.

Before you continue, we thought you might like to download our three Stress & Burnout Prevention Exercises (PDF) for free. These science-based exercises will equip you and those you work with, with tools to manage stress better and find a healthier balance in your life.

Understanding Stress Levels

While stress in small, infrequent doses may not be harmful, "prolonged stressful living can cause havoc on our physical, emotional, and psychological wellbeing" (Boniwell & Tunariu, 2019, p. 132).

Indeed, some day-to-day stress is normal, but it is essential to spot when stress levels are too high, too often. Better awareness can be helpful, including watching out for the following physical indicators (WebMD, 2020):

Tense or painful muscles
Possibly experienced in the shoulders, back, chest, stomach, or head.

Digestive issues
Including nausea, vomiting, diarrhea, and constipation.

Sexual health and wellbeing
Lowered sex drive, impotence in men, and irregular periods in women.

Heart and blood pressure
Increased release of stress hormones (cortisol and adrenaline) putting us infight-or-flight mode can impact heart rate and blood pressure.

Each physical indicator can become part of our self-awareness and may suggest when stress is getting out of hand.

Some stress counselors use biofeedback technology to assess stress levels, potentially using (modified from Blackett, n.d.):

Resting heart rate
Heart rate taken at rest is often used to indicate overall fitness, but can suggest a change in stress levels.

Heart Rate Variability (HRV)
HRV is the shift in time between heartbeats. Changes in pattern may indicate the impact of stress levels on our underlying autonomic nervous system.

EEG or brainwaves
Electroencephalograms (EEG) record brain activity. Specific markers can indicate stress.

Breathing assessment
Feeling stressed can be associated with overbreathing (breathing more than is needed to meet the body's needs) or faster, chest-based breathing.

Adrenal assessment
Blood and urine samples can be taken to measure stress hormone levels, such as cortisol and adrenaline.

Skin conductance and skin temperature
Changes to the sympathetic nervous system can be measured in the skin.

Sleep tracking
Quality and quantity of sleep are often impacted by increased stress and are easily monitored through trackers.

Whatever form self-monitoring takes, noticing the early warning signs of burnout and stress can prove helpful in managing our self-care and wellbeing (Bush, 2015).

What is Stress and What is Burnout?

Small experiences of stressors can result in temporary stress, while helping us face future frustrations, challenges, disappointments, and angst.

And yet, while such 'stress inoculation' is associated with resilience, in excess or too frequent, stress can be damaging to both mind and body (Boniwell & Tunariu, 2019).

Indeed, whether a single event or ongoing, stress can result in several 'thinking traps,' including (Boniwell & Tunariu, 2019):

Jumping to conclusions
These are often unhelpful or unfounded.

Tunnel vision
Limiting our ability to problem solve and move forward.

Catastrophizing
Maximizing the negatives and minimizing the positives.

Casting blame
External or internal assignment of blame.

Overgeneralizing
Minor setbacks specific to one event are applied more widely.

Unhelpful emotional reasoning
We may become more upset than the situation suggests or demands, leaving us anxious and overwhelmed.

Research shows that work can be an extreme source of stress, particularly in high-pressure environments such as healthcare. A 2016 study exploring stress and coping in oncology, suggested that stress levels could be reduced in response to more support from management and better staffing levels (Ko & Kiser-Larson, 2016).

Preventing burnout within the workplace has received much more attention in recent years. And while a unified definition has proven challenging, in 2019, the World Health Organization categorized it as an occupational phenomenon that results from unsuccessfully managed chronic workplace stress (HBR guide to beating burnout, 2021).

Most importantly, they recognized the organization's role in causing it and their subsequent duty to protect their employees (HBR guide to beating burnout, 2021).

How To Reduce Psychological Stress

While resilience is often described as the ability to bounce back from difficult times, research suggests there may be more to it than that. Successfully coping with stress typically involves one, or a combination, of the following (Boniwell & Tunariu, 2019):

Recovery
Our ability to return to and restore normal life at pre-stressor levels of functioning.

Resistance
When we show little or no impact in response to a stressor or stressful event.

Reconfiguration
A return to a new normal. A significant event may change who we are and how we live - positively or negatively.

Unlike recovery and resistance, reconfiguration suggests transformation; rather than returning to pre-stressor function, we travel beyond maintaining or sustaining our old lives.

Accepting a 'new normal' can help us reduce psychological stress and move forward.

Attempts to understand why we differ in our response to stress suggest that our sense of coherence (SOC) may also be important in lowering our suffering and experience of difficult emotions (Boniwell & Tunariu, 2019).

Indeed, research suggests that the "extent to which one is confident that internal and external environments are predictable and that there is a high probability that life situations will work out as well as can be expected" is influenced by our (Boniwell & Tunariu, 2019, p. 137):

Comprehensibility
Our degree of insight into our achievements and difficulties and our awareness of our resources.

Manageability
Our belief that things will work out as we expect and that our resources are adequate and appropriate.

Meaningfulness
Our motivation surrounding our wish to cope and move on.

Additionally, according to Martin Seligman, hope and optimism about future outcomes are vital factors in our overall wellbeing and ability to overcome life's difficulties. They belong to a "family of strengths that represent a positive stance toward the future." (Seligman, 2011, p. 260).

7 Effective Stress Management Techniques

Our ability to manage stress, and create more resilience in our lives, can be helped in several different ways, including:

Recognizing how we currently deal with stress and anxiety

Stress and anxiety are a part of life. The difference between those that handle such unpleasant feelings well and those that don't may depend on how they make sense of them (Forsyth & Eifert, 2016).

Understanding how we react and behave when confronted by stressful situations and anxiety can help us recognize how to better manage stress going forward.

Existing stress responses

Ask your client to consider which of the following applies to them (Forsyth & Eifert, 2016):

Do you run away from or avoid stressful and anxiety-inducing situations?

Do you suppress or push out feelings that are upsetting?

Do you distract yourself from stress (keeping busy, eating, drinking alcohol)?

Do you replace 'bad' thoughts with 'good' thoughts?

Do you talk yourself out of feeling anxious, stressed, or worried?

Do you seek help (therapy, stress-relief books, chatting with friends)?

This list is not exhaustive or judgmental. It is simply a list of some ‌responses-positive and negative-people have to stress and anxiety.

Ask the client to consider which one's offer short-term relief and which provides long-term support.

Now ask them to consider what they may be missing out on in life. The answers will either lead them to accept that they are successfully managing stress or provide valuable insights for the changes needed.

Changing how we see stressful situations

We may not be able to change our circumstances, but we can see them differently (Forsyth & Eifert, 2016).

Accept - Choose - Take action

Acceptance and Commitment Therapy (ACT) has proven valuable for clients learning to manage anxiety and stress; it encourages (Forsyth & Eifert, 2016):

Letting go of the struggles that keep them stuck

Cultivating peace of mind

Accepting what is, and doing what works

Rather than struggle to reduce stress and anxiety, the client accepts what they are already experiencing and then chooses the direction they would like their life to take. The third step is to take that action and realize their valued life goals (Forsyth & Eifert, 2016).

The following techniques should help the client see and make such changes:

Radical acceptance

Radical acceptance is often practiced within Dialectical Behavior Therapy (DBT). This worksheet teaches the client that they cannot control every aspect of their experience (Linehan, 2015).

Setting goals for radical acceptance helps the client understand how it will help them in their lives.

Challenging core beliefs

Our core beliefs can shape how we face up to the difficult times and how we react to stress (Beck, 2011).

The Core Beliefs Worksheet encourages the client to reflect on how they see themselves and what experiences shape the beliefs they hold. Interpreting stressful experiences through a new belief set can change how they impact the client.

Acceptance of our thoughts and feelings

The goal of ACT is to encourage clients to accept what lies beyond their control and commit to life-enhancing actions instead. The Thoughts and Feelings: Struggle or Acceptance? worksheet helps the client gain more insight into how much control they have over their feelings and thoughts (Harris, 2008).

How we manage our sense of calm

Grounding, meditation, and breathing exercises help manage our general anxiety and stress levels and prepare us for difficult situations (Williams & Penman, 2016; Forsyth & Eifert, 2016).

Meditation for acceptance

Meditation is a powerful tool for accepting stressful situations and difficult emotions. Leaves on a Stream uses a simple mental image to let go of such feelings, our need for control, and difficult issues from the past (Williams & Penman, 2016).

Grounding and centering

This grounding and centering technique helps regulate the body's responses and avert overriding the nervous system. Purposefully concentrating on self-soothing behaviors can induce comfort during stress and anxiety (Levine, 2008).

13 Skills & Tips to Manage Stress Better

It is essential to consider what skills and tips we can use to manage stress and ultimately improve our wellbeing inside and outside work:

Self-care tips

Life, and particularly work, can be stressful. Self-care is not a nice-to-have but essential to keep us functioning well and improving our overall wellbeing (Bush, 2015).

The following aspects of our health are vital to our wellbeing and crucial for managing stress better. Encourage clients to consider the following questions (Bush, 2015):

1. Without sleep, we cannot think clearly - are you getting sufficient sleep?

2. Exercise is one of the best cures for stress - are you prioritizing physical activity?

3. Our brain is maintained by the food we eat - are you eating a balanced and varied diet?

4. Healthy relationships are vital for our wellbeing - are you making time for the people you care about?

5. Self-expression enriches who we are and how we live - are you giving the focus you would like to the things you are passionate about?

6. Community and spirituality ground who we are and how we live - how can you make yourself more open to both?

Ask the client to consider their answers and reflect on whether their lives are in balance. Doing so will help them react and rebound from stress more positively (Boniwell & Tunariu, 2019).

Managing stress in the workplace

Stress is a significant factor in many workplaces, resulting in countless hours lost due to time off or non-productive hours. The onus must be on workplaces to create environments that reduce stress and help their staff manage it better (HBR guide to beating burnout, 2021).

Putting in place each of the following will help (modified from HBR guide to beating burnout, 2021):

1. Increase psychological safety
Trust and collaboration will reduce the perception that the workplace is a threat.

2. Build regular break times
We cannot focus for beyond 120 minutes without appropriate rest breaks. Build them into the day and encourage people to use them.

3. Encourage the use of private workspaces
Open offices often have many distractions that can frustrate staff when unable to concentrate. Supply private workplaces where staff can focus without interruption.

4. Set boundaries around time outside of work
The borders between work and personal life are often blurred, especially if working remotely. Set clear expectations and stick to them.

5. Create flexible work policies
Juggling work and family life is not easy. Flexibility can remove or reduce that stress without feelings of guilt.

6. Make sure people are in the right roles
When staff are doing jobs they enjoy and are well supported they thrive and take challenges in their stride.

7. Encourage autonomy
Micromanaging is stressful for everyone. Give teams the autonomy to manage their own projects and staff their individual tasks.

3 Further Stress Relief Activities

Positive emotions such as joy, awe, hope, and optimism are essential to living the good life and are known stress-relief techniques.

And not only that, according to the broaden and build theory, they strengthen our psychological resources for overcoming tough, stressful times (Seligman, 2011).

Boosting positive emotions

Ask the client to Build An Emotions Portfolio to encourage positive emotions such as gratitude, joy, interest, and inspiration (Fredrickson, 2010).

Building hope

Hope is a positive, optimistic frame of mind in which we expect good events and scenarios to occur. The ability to remain hopeful can help you bounce back more effectively from life's difficulties when they crop up (Seligman, 2011).

Completing the What is Hope? worksheet will offer the client further insight into their relationship with hope and hopelessness (Fredrickson, 2010; Seligman, 2011).

Improving self-awareness

Mindful reflection can leave us grounded and better aware of ourselves and our situation. The Who Am I Beyond My Anxiety? activity helps clients focus on what is right with them rather than wrong.

Once centered by their breathing, ask them to consider (Forsyth & Eifert, 2016):

Mindful awareness will help those that struggle with their fears and are having a difficult time with stress.

Stress Management Worksheets from PositivePsychology.com

We have many resources available for helping individuals better manage their stress levels, regain their lives following stressful events, and remain in control at times of pressure.

Why not download our free stress and burnout prevention exercises pack and try out the powerful tools contained within, including:

Strengthening The Work-Private Life Barrier
This exercise helps clients identify the behaviors, beliefs, and conditions that create 'holes' in the barrier between work and private life.

The Stress-Related Growth Scale
The questionnaire is designed to assess perceived positive outcomes of a stressful or traumatic event.

Other free resources include:

'STOP' - Distress Tolerance
Theacronym 'STOP' can help you develop the skills to handle strong emotions, tolerate painful events, and manage difficult situations.

Reactions to Stress
This table can be used as homework to capture stressful events, our reactions, and recognize repeating patterns of behavior.

Stress as a Stimulus for Change
Stress is often a good indication that something in our lives needs to change. We can usethis worksheet to begin the transformation process.

More extensive versions of the following tools are available with a subscription to the Positive Psychology Toolkit©, but they are described briefly below:

The 5-4-3-2-1 Stress Reduction Technique
The 5-4-3-2-1 grounding exercise is a simple yet powerful sensory awareness exercise. This method engages the five senses to help calm the person and orient their attention to the present space.

The premise of this method is simple. In stressful situations, look for five things you can see, four things you can hear, three things you can touch, two things you smell, and one thing you can taste.

Valued Living During Challenging Times
Living in line with one's values-also known as valued living-has been proposed by theorists in the positive psychology movement as the key to sustainable happiness.

This tool helps people learn to live in alignment with personal values during stressful life events.

Step one - describe the challenging life event

Step two - identify values with which you've lost touch

Step three - consider what actions you could take to reconnect with your lost values

Step four - take actions to reconnect

If you're looking for more science-based ways to help others manage stress without spending hours on research and session prep, this collection contains 17 validated stress management tools for practitioners. Use them to help others identify signs of burnout and create more balance in their lives.

A Take-Home Message

It's perhaps no surprise when we experience stress. It's a natural physical, cognitive, and emotional response to feeling threatened or under pressure and affects how we think, feel, and behave.

Stress can take many forms and occur in various situations. However, most of us have experienced it, or even burnout, in our professional lives (HBR guide to beating burnout, 2021).

And yet, while we may react by trying to ignore stress, distance ourselves from it, or even fight it, our best approach may be one of acceptance. In doing so, we remove the contributory stress related to unwanted feelings, freeing us to move forward toward our goals and meaningful living.

Changing how we relate to our feelings of stress can also save us from becoming trapped in unhealthy coping behaviors, such as an overreliance on alcohol or avoiding situations that temporarily worsen how we feel. In time, stress can help us build resilience and motivate and energize us to make decisions and stop repeating the same mistakes.

We hope you enjoyed reading this article. Don't forget to download our three Stress & Burnout Prevention Exercises (PDF) for free.

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10 Techniques to Manage Stress & 13 Quick Tips

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What is stress management? This article features top stress management techniques, tips to avoid burn out, and stress relief activities.

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·       withdrawing from friends and activities

·       appearing uncaring or indifferent

·       failure to thrive

·       hyperactivity

·       aggression

·       developmental delays

·       low self-esteem

·       sensitive to rejection

·       harder on himself or herself than would even be on a stranger, and lacks self-compassion and understanding.

·       difficulty identifying or expressing emotions

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- When a kid expresses their distress to a parent, emotionally negligent parents may reply with phrases such as "it's not that bad," "stop weeping," "you're OK," and "I don't have time to deal with this."

- Ones parents may have been emotionally neglected by their own parents, and because they didn’t have good role models for how to treat a child’s emotions, they didn’t know how to treat their own child.

- When parents dismiss their children's feelings as insignificant, invalid, excessive, or less essential than other concerns, they emotionally neglect the child.

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The lack of emotional support as a kid may be just as harmful and long-lasting as other traumas. However, because you can't pinpoint where and when the damage occurred, it might be difficult to identify and overcome it. Emotional neglect differs from child abuse because it is often unintentional.

Emotional neglect is a parent’s failure to respond enough to a child’s feelings and emotional needs.

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What Is Emotional Neglect? And How to Cope