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Students growing up in a digital age need to feel confident about making positive choices online, which will benefit their ongoing wellbeing. Schools and the classroom provide safe spaces for students to explore their ideas around social media, and to learn that there are both positive and negative aspects of using platforms. Ultimately, however, each individual needs to decide for themselves how to engage with the online world.

Social media platforms are developed and updated regularly; accordingly, the way students engage with each platform will also evolve. These platforms differ in functionality which can include sharing messages, ideas, photos, stories and other content. Some platforms were popular for only a short time (e.g. Kik, Yik Yak, Vines, Myspace), while others have evolved with the audience to become part of everyday life (e.g. Facebook, Instagram, Twitter).

It's important that teachers and parents stay up to date with each platform's functionality and terms of service, so they can have informed, engaging and factually accurate conversations with young people. The eSafety Commissioner provides updates on popular social media platforms through the eSafety Guide.

Regardless of the platform, it is imperative that we teach students respectful behaviours, responsible use of technology and the importance of resilience and reasoning.

By teaching students about concepts such as boundary setting, privacy, trolling, cyberbullying and overuse, they'll feel confident to make these choices. Helping students to see how social media can be used to promote positive upstander behaviour and to do good for others in our society will support them to make positive online choices. By using these classroom resources and Wellbeing Fives, students will be confident as they navigate the ever-changing social media world.

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Students growing up in a digital age need to feel confident about making positive choices online, which will benefit their ongoing wellbeing. Schools and the classroom provide safe spaces for students to explore their ideas around social media, and to learn that there are both positive and negative aspects of using platforms. Ultimately, however, each individual needs to decide for themselves how to engage with the online world.

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Teaching kids about the skills of consent can help reduce sexual coercion, harassment, and even assault.

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Consent Is… a toolkit — Eau Claire Health Alliance

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Link takes you to a PDF The Consent Is… toolkit brings together many resources on consent. This toolkit is appropriate for all ages and provides a menu of options for starting or deepening a conversation about consent, including videos, lesson plans, graphics, web pages, and more. How to Use: Che

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Healthy relationships for young adults can be confusing. Love is more than just the way you feel, and we’re here to help.

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Sex, Etc. | Sex education by teens, for teens

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Sex, Etc. Sex education by teens, for teens. Info on birth control, condoms, HIV/AIDS & STDs, pregnancy and more. Sex, Etc. is published by Answer.

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Advice & resources about teen sleep health

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Advice & resources about teen sleep health

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Our aim?

It's quite simple really. We want you to get the support you need to achieve a good night's sleep.

Sometimes you may feel you have little or no control over your sleep but we're here to make sure you get access to accurate, relevant information so you can
make informed choices about your sleep, but also the tools to help you put it into practice.

Together we will empower you to make changes to your own sleep patterns, putting you at the centre of discussions around your sleep needs.

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Advice and information for teens and young people, with top tips to help you if you are struggling with your sleep.

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Sleep Problems | Signs of Sleep Problems

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We all have problems with sleeping, waking, or having bad dreams sometimes. If sleep issues are affecting you, we can help you tackle them. Guide Menu for Sleep problems Guide contents (jump to section) Anxiety and worries Whether you're at primary school, a teenager or beyond, you may find yourself waking up in the night, or having difficulty getting to sleep in the first place.

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Dealing with something like insomnia is hands down one of the most frustrating things in the world and lack of sleep can impact your physical and mental health.

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Every teenager is different, though, and some teens need more than the recommended amount of sleep per night while others may require less.

Sleep is vital for people of any age. But especially in teens, profound mental, physical, social, and emotional development requires quality sleep.

Thinking and Academic Achievement

Given the importance of sleep for brain function, it is easy to see why teens who do not get enough sleep tend to suffer from excessive drowsiness and that can harm their academic performance.

Emotional Health

Most people have experienced how lack of sleep can affect mood, causing irritability and exaggerated emotional reactions. Over time, the consequences can be even greater for teens who are adapting to more independence, responsibility, and new social relationships.

Prolonged sleep loss may negatively affect , increasing risks for interpersonal conflict as well as more serious mental health problems.

Sleep-deprived teens are anxiety, depression, and suicidal thoughts and behaviors. Improving sleep in adolescents may play a role in preventing and managing these mental health conditions.

Physical Health and Development

Sleep contributes to the effective function of virtually every system of the body. It empowers the immune system, helps regulate hormones, and enables muscle and tissue recovery.

Substantial physical development happens during adolescence, which can be negatively affected by a lack of sleep. For example, researchers have found that adolescents who fail to get enough sleep have a troubling , evaluated through blood pressure, cholesterol levels, and other factors. These findings may put them at higher risk of diabetes and long-term cardiovascular problems.

Decision-Making and Risky Behavior

Sleep deprivation can affect the development of the frontal lobe, a part of the brain that is critical to control impulsive behavior. Not surprisingly, numerous studies have found that teens who do not get enough sleep are more likely to engage in like drunk driving, texting while driving, riding a bicycle without a helmet, and failing to use a seatbelt. Drug and alcohol use, smoking, risky sexual behavior, fighting, and carrying a weapon are also in teens who get too little sleep.

Behavioral problems can have widespread effects on a teenager's life, putting their safety in jeopardy, harming their academic performance, and sometimes damaging their relationships with family and friends.

Accidents and Injuries

Insufficient sleep in teens can make them prone to accidental injury and even death. Of particular concern is an elevated risk of accidents as a result of drowsy driving. Studies have found that sleep deprivation can reduce reaction times with an effect similar to that of significant alcohol consumption. In teens, the impact of drowsy driving can be amplified by a lack of driving experience and a higher rate of distracted driving.

By almost all accounts, many teenagers in America are not getting the recommended 8 to 10 hours of sleep per night. Around 6 out of 10 middle schoolers and 7 out of 10 high schoolers on school nights.

Insufficient sleep has been found to be higher among girls and people assigned female at birth. Older teens report getting less sleep than younger adolescents. Surveys have also found that teens who identify as Black, Asian, or multiracial have the highest rates of sleeping less than eight hours per night.

There is not one specific reason for sleep insufficiency among teens. Instead, several factors contribute to this problem, and these factors may vary from teenager to teenager.

Delayed Sleep Schedule and School Start Times

Adolescents develop a strong tendency toward being a "night owl," staying up later at night and sleeping longer into the morning. Experts believe this is a two-fold biological impulse affecting the circadian rhythm and sleep-wake cycle of teens.

First, teens have a sleep drive that builds more slowly, which means they do not start to feel tired until later in the evening. Second, the body starts producing melatonin later in the day, which is the hormone that helps promote sleep.

If allowed to sleep on their own schedule, many teens would get eight hours or more per night, sleeping from 11 p.m. or midnight until 8 a.m. or 9 a.m., but school start times in most school districts force teens to wake up much earlier in the morning. Because of the biological delay in their sleep-wake cycle, many teens simply are not able to fall asleep early enough to get eight or more hours of sleep and still arrive at school on time.

With reduced sleep on weekdays, teens may try to catch up by sleeping in on the weekend, but this can exacerbate their delayed sleep schedule and inconsistent nightly rest.

Time Demands

Many teenagers have a jam-packed weekly schedule. School assignments, work obligations, household chores, social life, community activities, and sports are just some of the things that can require their time and attention.

With so much to try to fit into each day, many teens do not allocate sufficient time for sleep. They may stay up late during the week to finish homework or during the weekend when hanging out with friends, both of which can reinforce their night owl schedule.

Additionally, pressure to succeed while managing these extensive commitments can be stressful, and stress has been known to contribute to sleeping problems and insomnia.

Use of Electronic Devices

Screen time late into the evening can contribute to sleeping problems. Using these devices can be stimulating, and incoming notifications can disrupt sleep. Evidence also points to suppressed melatonin production from exposure to the light from smartphones.

Sleep Disorders

Some teens have poor sleep because of an underlying sleep disorder. Adolescents can be affected by obstructive sleep apnea (OSA), which causes repeated pauses in breathing during sleep. OSA frequently causes fragmented sleep and excessive daytime sleepiness.

Though less common, teens can have sleep disorders like restless legs syndrome, which involves a strong urge to move the limbs when lying down, or narcolepsy, which is a disorder affecting the sleep-wake cycle.

Mental Health Conditions

Mental health conditions like anxiety and depression can be a challenge to quality sleep in teens as well as adults. Insufficient sleep can contribute to these conditions as well, creating a bidirectional relationship that can worsen both sleep and emotional wellness.

Neurodevelopmental Disorders

Teens who are having sleep problems should start by talking with their doctor about how much sleep they are getting and how it impacts their daily life. Their pediatrician can work to identify any underlying causes and craft the most appropriate and tailored treatment.

Depending on the cause of sleep problems, medications may be considered; however, in most cases, treatment with medications isn't necessary for teens to get better sleep.

A beneficial step is for teens to review and improve their sleep hygiene, which includes their sleep environment and habits. Some healthy sleep tips that can help in this process include:

Budgeting eight hours of sleep into your daily schedule and keeping that same schedule on both weekdays and weekends.

Creating a consistent pre-bed routine to help with relaxation and falling asleep fast.

Avoiding caffeine and energy drinks, especially in the afternoon and evening.

Putting away electronic devices for at least a half-hour before bed and keeping them on silent mode to avoid checking them during the night.

Setting up your bed with a supportive mattress that's the best mattress for you. And don't forget to bring your best pillow.

Keeping your bedroom cool, dark, and quiet.

Sleep hygiene modifications may be included in cognitive behavioral therapy for insomnia (CBT-I), a form of talk therapy for sleeping problems that has demonstrated effectiveness in adults and may be helpful to teens. CBT-I works by reshaping negative ideas and thoughts about sleep and implementing practical steps for better sleep routines.

How Can Parents Help Teens Get Better Sleep?

For many parents and caregivers, a first step is asking their teenage children about their sleep. Encourage teens to see a doctor while also working with them to make gradual sleep hygiene improvements. Some research has found that teens whose parents set a firm bedtime get more sleep and have .

Parents and caregivers can also work with their teens to avoid overscheduling and balance commitments that can generate stress with maintaining adequate time for sleep.

Learn more about our Editorial Team

References

1. Paruthi, S., Brooks, L. J., D'Ambrosio, C., Hall, W. A., Kotagal, S., Lloyd, R. M., Malow, B. A., Maski, K., Nichols, C., Quan, S. F., Rosen, C. L., Troester, M. M., & Wise, M. S. (2016). Consensus statement of the American Academy of Sleep Medicine on the recommended amount of sleep for healthy children: Methodology and discussion. Journal of Clinical Sleep Medicine, 12(11), 1549-1561.
https://pubmed.ncbi.nlm.nih.gov/27707447/

2. Sio, U. N., Monaghan, P., & Ormerod, T. (2013). Sleep on it, but only if it is difficult: effects of sleep on problem solving. Memory & cognition, 41(2), 159-166.
http://link.springer.com/10.3758/s13421-012-0256-7

3. Perez-Lloret, S., Videla, A. J., Richaudeau, A., Vigo, D., Rossi, M., Cardinali, D. P., & Perez-Chada, D. (2013). A multi-step pathway connecting short sleep duration to daytime somnolence, reduced attention, and poor academic performance: An exploratory cross-sectional study in teenagers. Journal of Clinical Sleep Medicine, 9(5), 469-473.
https://pubmed.ncbi.nlm.nih.gov/23674938/

4. McMakin, D. L., Dahl, R. E., Buysse, D. J., Cousins, J. C., Forbes, E. E., Silk, J. S., Siegle, G. J., & Franzen, P. L. (2016). The impact of experimental sleep restriction on affective functioning in social and nonsocial contexts among adolescents. Journal of child psychology and psychiatry, and allied disciplines, 57(9), 1027-1037.
https://onlinelibrary.wiley.com/doi/10.1111/jcpp.12568

5. Roberts, R. E., & Duong, H. T. (2014). The prospective association between sleep deprivation and depression among adolescents. Sleep, 37(2), 239-244.
https://pubmed.ncbi.nlm.nih.gov/24497652/

6. Cespedes Feliciano, E. M., Quante, M., Rifas-Shiman, S. L., Redline, S., Oken, E., & Taveras, E. M. (2018). Objective Sleep Characteristics and Cardiometabolic Health in Young Adolescents. Pediatrics, 142(1), e20174085.
https://pubmed.ncbi.nlm.nih.gov/29907703/

7. Wheaton, A. G., Olsen, E. O., Miller, G. F., & Croft, J. B. (2016). Sleep duration and injury-related risk behaviors among high school students-United States, 2007-2013. Morbidity and Mortality Weekly Report, 65(13), 337-341.
https://www.cdc.gov/mmwr/volumes/65/wr/mm6513a1.htm

8. Meldrum, R. C., & Restivo, E. (2014). The behavioral and health consequences of sleep deprivation among U.S. high school students: relative deprivation matters. Preventive medicine, 63, 24-28.
https://linkinghub.elsevier.com/retrieve/pii/S0091743514000929

9. Division of Population Health, National Center for Chronic Disease Prevention and Health Promotion. (2020, September 10). Sleep in middle and high school students. Centers for Disease Control and Prevention., Retrieved February 13, 2023, from
https://www.cdc.gov/healthyschools/features/students-sleep.htm

10. Carter, B., Rees, P., Hale, L., Bhattacharjee, D., & Paradkar, M. S. (2016). Association Between Portable Screen-Based Media Device Access or Use and Sleep Outcomes: A Systematic Review and Meta-analysis. JAMA pediatrics, 170(12), 1202-1208.
https://pubmed.ncbi.nlm.nih.gov/27802500/

11. Devnani, P. A., & Hegde, A. U. (2015). Autism and sleep disorders. Journal of pediatric neurosciences, 10(4), 304-307.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4770638/

12. Short, M. A., Gradisar, M., Wright, H., Lack, L. C., Dohnt, H., & Carskadon, M. A. (2011). Time for bed: parent-set bedtimes associated with improved sleep and daytime functioning in adolescents. Sleep, 34(6), 797-800.
https://pubmed.ncbi.nlm.nih.gov/21629368/

13. The Children, Youth, & Families Office of the American Psychological Association (2014). Later school start times promote adolescent well-being., Retrieved February 13, 2023, from
https://www.apa.org/pi/families/resources/school-start-times.pdf

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Too many teens get insufficient sleep. Learn about the importance of sleep for teens, challenges to getting the sleep they need, and steps to sleep better.

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It might seem natural, but figuring out how to fall asleep can sound easier than it feels in practice, and young people especially can struggle with falling asleep, staying asleep, and getting enough sleep.

The National Sleep Foundation recommends teens get between 8 and 10 hours of slumber per night. However, sleep deprivation among teens is on the rise. A 2015 study examined teens' sleeping patterns over the course of two decades and found that marginalized teens, particularly girls, those from working-class and poor backgrounds, those living in urban areas, and people of color, experience less sleep.

But it doesn't just mean you'll feel tired. Sleep deprivation can have a significant impact on not only your schoolwork, but also your physical, mental, and emotional health.

Many have even advocated for school days to start later in the day so teenagers can sleep in. In the meantime, we have the power to create healthier habits to improve the quality of our sleep as well as better regulate our body's biological clock. To help you develop better sleep hygiene, Teen Vogue talked to two experts about smart bedtime routines.
Get in touch with your sense of smell
Experimenting with fresh scents can help you unwind. Essential oils may have the power to turn your bedroom into a relaxing, soothing space.

"Essential oils, particularly lavender, promote relaxation and sleep," Barbara Nosal, PhD, chief clinical officer at Newport Academy, tells Teen Vogue. "Put a few drops in a diffuser; rub a few drops on your hands, wrist, or temples; or place lavender sachets under your pillow."

There are also aromatic mists, like WelleCo's Calming Mist, that can be sprayed into the air. Essential-oil diffusers, particularly those with timers, can be useful to fall asleep to.

However, avoid candles and incense. A lit candle or incense stick can be a fire hazard if you fall asleep while it's still burning.
Reduce screen time
Blue light, or artificial blue wavelength lighting emitted by electronic devices, can keep you awake and therefore disrupt your sleep. To avoid exposure to blue light, Dr. Bobbi Hopkins, medical director of the Sleep Center at Johns Hopkins All Children's Hospital, recommends unplugging phones, tablets, and other screens altogether an hour or two before sleep.

"Multiple studies have shown difficulty going to sleep or reduced sleep duration if a person is using electronics," Hopkins says. "All phones, tablets, video games, and TVs should be eliminated at least one hour prior to bed."

Rather than looking at your phone or watching TV, Hopkins suggests replacing this time with preparing for the next day.

"I tell teens to use this time to prepare their breakfast, clothes, and homework for the next day so they can spend that time in the morning sleeping," she says.
Keep a strict schedule
Our bodies adapt to schedules. If we're up late one night, we're likely to stay up until that time the following night.

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It might seem natural, but figuring out how to fall asleep can sound easier than it feels in practice, and young people especially can struggle with falling asleep, staying asleep, and getting enough sleep. The National Sleep Foundation recommends teens get between 8 and 10 hours of slumber per night.

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Every parent should know the importance of their own and their child's sleep.

When well-timed and of sufficient duration, it sets the scene for more relaxed and successful family relationships.

A wealth of scientific study backs this up, citing how much, how well, and when you sleep as crucial to mental and physical health (O'Callaghan, 2016).

Poor sleep quality in children activates a hormonal response, increasing "appetite and food consumption leading to obesity" and reduces mental and physical wellbeing (Dube Khan, Loehr, Chu, & Veugelers, 2017, p. 2).

Sound strategies for healthy sleep, known as sleep hygiene, can reduce bedtime resistance and anxiety, and improve overall quantity and quality. We'll dive into these strategies and provide tips and suggested apps that can help get your children off to sleep quickly and easily.

Before you continue, we thought you might like to download our three Positive Psychology Exercises for free. These science-based exercises explore fundamental aspects of positive psychology, including strengths, values, and self-compassion, and will give you the tools to enhance the wellbeing of your clients, students, or employees.

What Is Sleep Hygiene?

"Sleep problems are prevalent in the global population" and can be acute or chronic (Irish, Kline, Gunn, Buysse, & Hall, 2015, p. 1). Roughly 56% of Americans experience issues regarding their sleep every year, with 31.6% of people, across 10 countries, clinically classified as having insomnia (Irish et al., 2015).

Adequate sleep is not simply something that makes us feel less tired the next day. It impacts our motivation, cognitive functioning, and even likelihood of serious medical conditions, including cancer, diabetes, and cardiovascular disease (Irish et al., 2015).

A lack of the right sort of sleep, in particular rapid eye movement (REM) sleep, has been found to impact creativity, emotional response, decision making, and incidence of depression across a range of ages (Hooper, 2018).

Despite the importance and obvious benefits of sleep, therapeutic interventions are often limited to those who either qualify as having a clinical problem or seek treatment themselves (Irish et al., 2015).

Fortunately, sleep self-help has proven successful.

Good sleep hygiene is considered the best and most reliable approach to getting high-quality sleep and is important for the REM phase, believed to be vital for consolidating memories about tasks learned that day (O'Callaghan, 2016).

"Sleep hygiene is defined as a set of behavioral and environmental recommendations intended to promote healthy sleep."

Irish et al., 2015, p. 1

What you don't do can be as important as what you do. For example, the following factors are all essential ingredients of a good night's sleep (Irish et al., 2015; O'Callaghan, 2016):

Avoid caffeine later in the day

Exercise regularly

Eliminate noise from the sleeping environment

Maintain a regular sleep schedule

Reduce blue light (emitted from phones and tablets) before bed

Ensure a comfortable room temperature

Sleep in familiar places

While much of the research on sleep hygiene is limited to clinical settings, it has considerable potential to improve sleep, with clear benefits to the wellbeing of the general population and, in particular, children.

Inadequate sleep in the young significantly affects their academic performance, capacity to pay attention, and ability to regulate their behavior (Golem et al., 2019).

Promoting Healthy Sleep in Children: 15 Tips

There is a wealth of advice available to encourage positive sleeping habits in children.

Much of it focuses on behaviors and situational factors that parents can promote and children can adopt with ease.

Tips to help children maintain good sleep hygiene include the following (Seattle Children's Hospital, 2020; Wiseman, 2020; Great Ormond Street Hospital for Children, 2020; Mindell, Li, Sadeh, Kwon, & Goh, 2015):

1. Consistency
Maintain consistency with both bedtimes and wake times throughout the week - even weekends. A regular sleep schedule should work with the child's natural biological clock to promote predictable dozing off.

2. Bedtime regularity
Putting in place a consistent and predictable bedtime routine (such as brushing teeth, warm bath, bedtime story, and then lights out) provides a sense of familiarity and comfort that is the opposite of being uncertain about getting to sleep.

3. Associate the bed with sleep
Avoid spending too much non-sleep time in bed, as this can stop children from associating it with sleep.

4. Relaxation techniques
Visualizing relaxing scenes, such as the beach or vacations, along with slow abdominal breathing, can help children become calm and ready for sleep.

5. Maintain the right sort of environment
A child's room should be a comfortable temperature, in relaxed surroundings, and quiet.

6. Clock visibility
Constantly watching the clock is detrimental to sleep. To avoid the anxiety it produces, either remove the clock, cover it, or turn it away.

7. Avoid highly stimulating activities before bed
Avoid video games and exercise immediately before sleep. Ideally, remove electronics and digital devices from the bedroom.

8. Security objects
Dolls, soft toys, and blankets can help children transition to a feeling of security and safety in bed when you leave them to fall asleep.

9. Exercise during the day
Physical activity during the day, while providing many other positives to physical and mental wellbeing, can promote sleep at night.

10. Bedtime delay
When children genuinely appear not to be tired, it may be necessary to hold off taking them to bed for 30 minutes so that they fall asleep more quickly. Over the following days, parents can bring the bedtime forward.

11. Maintain a sleep diary
Track your child's sleep times and activities before going to bed to identify what works well and what hinders a good night's sleep.

12. Tossing and turning
When a child is unsettled in bed, it can be better to take them out for 20 minutes to perform a low-stimulation activity such as reading them a book before putting them back in.

13. Schedule worry time
If children are bedtime worriers, it can be helpful and even fun to have a worry time earlier in the day to talk about and share fears and concerns, perhaps engaging toys in the conversation.

14. Avoid sleeping elsewhere
Falling asleep in other locations canbecome a habit. Encourage the child to go to bed drowsy.

15. Brief and boring checks
When checking on your child, try to make it low-key. Reassure them you are close by without too much stimulation.

10 Techniques and Activities for Teenagers

"Sleep is a core behavior in adolescents, consuming up to a third or more of the day" (Tarokh, Saletin, & Carskadon, 2016, p. 182). Quality sleep is crucial in this age group and beyond, supporting effective cognitive functioning and reducing psychiatric and developmental disorders.

During teenage development, with new and emerging social roles, increased autonomy, changes to circadian rhythms, and a greater tolerance for sleep pressure (literally resisting the urge to sleep), it is even more essential to put in place better sleep hygiene (Tarokh et al., 2016).

While many, if not all, the earlier approaches remain useful for teenagers, there are a few more relevant to this age group, including the following (Wiseman, 2020; Great Ormond Street Hospital for Children, 2020):

Screen curfew
The blue light emitted from TVs, tablets, and other mobile devices suppresses the hormone melatonin and stimulates the brain, making it harder to get ready for sleep. Keep such devices out of the bedroom and encourage downtime at least an hour before sleep.

Avoid caffeine
Avoid soda, tea, coffee, and chocolate within the six hours leading up to bedtime, as it makes getting to sleep difficult and can cause sleep disturbances. Even small amounts of caffeine can have a significant impact on sleep quantity and quality.

Avoid sleeping with a pet
While it can seem cozy to fall asleep with your pet, their movement can cause minor interruptions to sleep. Instead, leave them outside the bedroom and include them as part of the bedtime routine.

Bedroom environment
The sleeping environment is crucial at any age, yet during teenage years when interests and hobbies form, it is vital to ensure that the bedroom remains comfortable and appropriate for sleep. Fresh air, soothing smells, and dimmed lights can be helpful, along with a decluttered bedroom.

Activities that can be valuable in teenage years should promote a reduction in stress while encouraging healthy eating and physical activity. Changes to teens' body and brain, including melatonin production, can shift their natural circadian rhythm, making it more difficult to fall asleep at a reasonable time and harder to wake up (Teen Sleep Hub, 2021).

Positive habits may include the following (Wiseman, 2020; Mindell et al., 2015):

Writing in a journal
Capturing thoughts in a journal or diary can be a healthy way to maintain and reflect on the positives in a teenager's life and increase a sense of security.

Mindfulness exercises
Meditation and mindfulness techniques (including guided imagery, body awareness, and breathing techniques) reduce stress hormones and calm the nervous system before bedtime. They can be employed at any time of day but may be particularly helpful in the lead-up to sleep.

Healthy eating
Eating well has many physical andmental health benefits and is of particular value for a good night's sleep. Avoid going to bed hungry by eating a low-sugar snack earlier in the evening, but also try not to go to sleep too full.

Create a bedtime routine
While social habits are likely to change and restrictions lifted, creating a bedtime routine remains associated with "less sleep disruption and longer total sleep time" (Mindell et al., 2015, p. 717).

Avoid sleeping in
Staying in bed to make up for lost sleep will disrupt the internal body clock; instead, try to maintain or return to a regular bedtime and wake-up time.

Seek professional help
Seeking professional help for ongoing sleep problems or insomnia may be necessary. Keep a diary of sleeping habits to identify sleep patterns and problems that require help. Consider approaching asleep coach, trained in reestablishing good sleep for struggling people.

5 Handouts, Checklists, and Worksheets

The American Academy of Pediatrics has created a family media plan to help encourage digital switch-off sufficiently early to reduce sleep disruption.

Try it out and create a personalized approach for both parents and children working together to create a set of goals and rules appropriate to the family's values.

UK-based Great Ormond Street Hospital for Children provides some helpful guides for sleep hygiene, including the following:

This Sleep Hygiene in Children and Young People information sheet provides a valuable guide for putting in place a routine around a child's bedtime and details the recommended amount of sleep according to age.

This shortened Getting a Good Night's Sleep guide presents an easy-to-read checklist that can be printed and put somewhere visible to remind children and adults what to do and avoid before bedtime.

The U.S. Department of Health and Human Services offers guidance and a set of free publications that promote a good night's sleep at any age, including the following:

The National Sleep Foundation has a downloadable diary to record sleeping habits and sleep patterns. Try this simple-to-use tool to figure out what sleeping problems you have and when to seek professional help.

Top 4 Apps to Sleep Better at Night

While it is best to avoid technology before bed, we have included several of our favorite apps that help promote better sleep.

Sleep by Headspace

This valuable app by Headspace has a set of relaxing stories, music, and sounds to promote relaxation and a good night's sleep. It also has a dark-mode option that's more suited to tired eyes.

Find the app in the Google Play Store.
Find the app in the Apple App Store.

Breathe2Relax

This app helps you learn to manage your stress through guided breathing, reduce your symptoms of anxiety and fear, and encourage a state of mind that promotes sleep.

Find the app in the Google Play Store.
Find the app in the Apple App Store.

Calm

Aimed at improving your health and happiness through reducing stress and improving sleep quality, Calm creates a personalized experience to help you find the sleep you need.

Find the app in the Google Play Store.
Find the app in the Apple App Store.

Timeshifter

More useful for parents than children, this award-winning app from Timeshifter helps avoid and aids recovery from jet lag by providing tips and guidance to minimize disruption to circadian rhythms.

Find the app in the Google Play Store.
Find the app in the Apple App Store.

PositivePsychology.com's Helpful Resources

We have many tools and downloadable worksheets to help address common sleep challenges faced by children and teenagers.

To get you started, take a look at the following free assessments and interventions:

Sleep Restriction
This in-depth sleep intervention draws on principles from Cognitive Behavioral Therapy for Insomnia (CBT-I) to establish a sleep window, break bad sleep habits, and address anxieties around sleep.

Two-Week Sleep Diary
This diary template helps you systematically identify and track lifestyle factors that may be regularly interfering with sleep.

Are You Sleep Deprived?
With modification, parents can usethis checklist to help their children assess whether they are getting sufficient sleep.

Sleep Hygiene Checklist
This worksheet helps you consider and adjust features of a bedroom (and how it is used) that may affect a child's quality of sleep.

Sleep Quiz
This checklist helps you assess whether you are giving sleep sufficient priority in your life and identify what actions you may need to take to get optimal sleep.

17 Positive Psychology Exercises
If you're looking for more science-based ways to help others enhance their wellbeing, this signature collection contains17 validated positive psychology tools for practitioners. Use them to help others flourish and thrive.

A Take-Home Message

With good reason, children's sleep is one of the most common concerns of parents.

Inadequate sleep is associated with child obesity and emotional, cognitive, and behavioral issues (Mindell et al., 2015). Not only that, ongoing, high-quality sleep is vital to academic performance and building healthy, long-term relationships while avoiding antisocial behavior (Tarokh et al., 2016).

Promoting sleep hygiene and educating parents and children in such practices will likely benefit the child's mental and physical wellbeing and build confidence in their ability to sleep while reducing parents' cause for concern.

When combined, exercise, healthy eating, and positive bedroom environment changes can intervene and improve disrupted sleeping patterns.

Putting in place daily routines, especially around bedtime, typically results in lower bedtime anxiety, less sleep disruption, and increased sleep times (Mindell et al., 2015).

Reducing the use of TVs, computers, tablets, and phones at least an hour before bedtime has equally positive outcomes and should be a nighttime priority (Dube et al., 2017).

Other beneficial activities, such as relaxation and breathing techniques, are easily implemented and reduce stress and worry while encouraging a sense of calm and peace.

Why not try out some tips, approaches, and worksheets yourself or with your client to implement a comprehensive sleep hygiene strategy to tackle temporary and long-term sleep concerns?

We hope you enjoyed reading this article. Don't forget to download our three Positive Psychology Exercises for free.

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20 Sleep Hygiene Tips and Worksheets for Kids & Teenagers

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Well-timed and sufficient sleep improves family relationships. We look at the science that backs up sleep tips for children and teenagers.

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Sleep research suggests that teenagers need between eight and 10 hours of sleep every night.

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Sleep research suggests that teenagers need between eight and 10 hours of sleep every night.

# data[].attributes.headline
Guide to inclusive language, adolescent sexual & reproductive health

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Guide to inclusive language, adolescent sexual & reproductive health

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Words Matter: A Guide to Inclusive Language for Adolescent Sexual and Reproductive Health

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Explore why words matter in shaping experiences and fostering inclusion in education and health care. Discover practical strategies.

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Inclusive language puts our humanity at the center; it allows everyone to feel recognized, valued, invited and motivated to contribute at their highest level. To become an anti-racist institution, OHSU must take concrete action to change our culture and the experiences of OHSU members and stakeholders. If our words but not our deeds change, we have failed. Yet learning about and using respectful, identity-affirming language is key to creating a welcoming environment that is antiracist and embraces diversity as a whole.

The OHSU Inclusive Language Guide is intended as an evolving tool to help OHSU members learn about and use inclusive language in institutional communications, patient care (including chart notes), instruction and presentations around descriptors of:

Race and ethnicity

Immigration status

Gender and sexual orientation

Ability (including physical, mental and chronological attributes)

This guide is a direct response to requests from many OHSU members in the wake of President Danny Jacobs' June 2020 proclamation that OHSU will work to dismantle systemic racism. Campus leaders in diversity, equity and inclusion and in communications convened a six-person, diverse, cross-institutional Inclusive Language Project Team. (See appendix)

The team surveyed the employee resource groups and other campus affinity groups, including students and trainees, to make the case for and shape the guide's content. In all, 272 OHSU members responded to the survey. They expressed strong agreement that a guide is needed to better focus and achieve the aspirations of respect for all. Moreover, with their insights and feedback, the guide became a unique reflection of OHSU, its members and what it means to a diverse range of individuals to feel seen and respected.

"I love the idea of having an OHSU standard for how to identify race and ethnicity," said one survey respondent. "It will make me feel better about my employment at OHSU to have this attention on respect and diversity."

It will take time to update language across platforms and software applications such as Epic and Oracle. Often, change related to gender and race will require conversations with vendors and the evolution of government descriptors. In some instances, arriving at standard descriptors is not possible given the diversity of human identity and the imprecision and evolution of descriptors. But OHSU members have made clear that education and guidance where possible is needed.

Like the saying that history is written by the victors, discourse tends to be dominated by the majority point of view in any given situation. In general, discourse in American society has tended to center the experience of people who are white, heterosexual and cisgender (their gender identity matches their sex assigned at birth), setting this experience up at the norm and everything else as an exception or deviation. By contrast, acknowledging and affirming difference from the outset shifts to the premise of honoring and inviting multiple perspectives, and celebrating rather than suppressing diversity.

The intention of this guide is not to be prescriptive as much as instructive. The more we understand about language, descriptors and their meanings, the more we can be intentional about how we speak and the impact of our words. To develop this guide, we used insights from survey participants combined with scholarly and journalistic sources to offer the following principles to help you think about word choice:

Ask

When interacting with people for the first time, describe your intention to use respectful language and ask, "How do wish for me to refer to you?" One survey respondent suggested, "When caring for a patient who is from a culture or group you are unfamiliar with, you must ask them how you can make them feel safe and respected."

Sharing how you wish to be addressed is one way to establish a dialogue in a group setting: "Welcome to our class. I'm Dr. Neville. My pronouns are she/her/ hers. I identify as Jamaican; it's where my parents are from. I grew up in Seattle. I'd welcome knowing how each of you would like to be addressed or anything else you would like us to know so that we can honor our diversity and refer to each other respectfully. But what you choose to share now or in the future is up to you, and if you wish to share information privately with me, that's also OK. I just want everyone to feel invited to be who they are in this class."

Be specific

We often hide behind vague words or generalizations when we are uncomfortable, such as using the word "diverse" to refer to people who are not white and heterosexual. But this is incorrect. Diverse refers to two or more people who are different from one another. Diverse is not defined as a person or people who are different from you, as if you are the norm and they are diverse.

If referring to a wide spectrum of nonwhite people and specifying race is relevant, you might say, "people of color and/or individuals who identify with other underrepresented groups" (if, in fact, they are underrepresented, such as in medicine or science). Or if you know the specific makeup of a group, you could just be specific.

As one of the survey respondents said, "Since I have switched to saying what I mean rather than hiding behind vague terms, I have been much more effective in building relationships and making necessary points about how to move forward in issues that surround race." Another said, "Use clear, unambiguous language."

...acknowledging and affirming difference from the outset shifts to the premise of honoring and inviting multiple perspectives, and celebrating rather than suppressing diversity.

People-first language

We are all people with various attributes - a person who lives with mental illness, a person who is gay or heterosexual. It is generally advised not to lead with the attribute, as if that attribute defines the whole person - such as, a mentally ill person or an undocumented person. However, there are exceptions. Accepted terminology for individuals of transgender experience may include a transgender person, transgender woman or transgender man (the gender the person has transitioned to). "Identity-first" language leads with a defining attribute. In the Deaf community, for example, "Deaf person" is acceptable. People on the autism spectrum often call themselves autistic people. Always, when in doubt, ask how a person refers to themselves or, for general usage, use people-first language but be open to correction.

It is generally advised not to lead with the attribute, as if that attribute defines the whole person - such as, a mentally ill person or an undocumented person.

Use asset- not deficit-based language

The goal is to focus on strengths. Here are examples from the grant-writing world:

Asset based

Deficit based

Our mission is to amplify the voices in our community.

Our mission is to give voice to the voiceless.

The communities we partner with are strong and powerful.

The communities we serve are strong and powerful.

Youth in our community are our future. We must invest in them as leaders.

We provide youth with jobs in order to prevent them from committing crimes.

Capitalization

OHSU uses the Associated Press Style Guide on communications platforms. The AP's thoughtful attention to evolving language has inspired continued confidence in this tool.

Black

In summer 2020, the AP began capitalizing Black in a racial, ethnic or cultural sense, conveying an essential and shared sense of history, identity and community among people who identify as Black, including those in the African diaspora and within Africa. The lowercase black refers to the color, not a person.

Indigenous

Capitalized when referring to original inhabitants of a place. These two decisions align with long-standing capitalization of distinct racial and ethnic identifiers such as Latino, Asian American and Native American or American Indian.

brown

The AP does not capitalize "brown" as in "brown people," as it is a broad and imprecise term unless capitalized in a direct quote. Interpretations of what the term includes vary widely and many people find "brown people" offensive or demeaning.

white

The AP continues to lowercase the term white in racial, ethnic and cultural senses. The AP reasons that white people generally do not share the same history and culture, or the experience of being discriminated against because of skin color. The AP agrees that white people's skin color plays into systemic injustices. But capitalizing the term, as is done by white supremacists, risks subtly conveying legitimacy to such beliefs. The AP acknowledges that some view this decision as inconsistent or discriminatory. Others say capitalizing the term could pull white people more fully into discussions of race and equality. The AP plans to track how thought evolves and periodically review the decision.

Broad terms referencing individuals/groups

BIPOC

Stands for Black, Indigenous and People of Color. Some individuals and groups have embraced this descriptor, while others feel alienated or unacknowledged by it. "People of color" is also widely used, but some point out that white is also a color, don't wish to be defined by their skin color or find the phrase othering. Others note that BIPOC centers race/ethnicity, not gender or other forms of diversity. In general, when desiring to refer broadly to racial or ethnic groups other than white, non-Hispanic, this guide recommends "Black, Indigenous, Hispanic, Asian and other people of color" as a broad term and the use of more specific descriptors when those are known or relevant.

This guide recommends "Black, Indigenous, Hispanic, Asian and other people of color" as a broad term and the use of more specific descriptors when those are known or relevant.

Underrepresented

The general phrase "underrepresented" or "members of underrepresented groups" is appropriate and is especially preferred when you can be specific and accurate. For example: Black students and/or transgender students are "underrepresented in medicine" or "underrepresented in dentistry." An appropriate reference would be, "A goal of the scholarships is to provide financial support to students identifying with under-represented groups." Note:

Not all individuals of color are under-represented in the health professions. Individuals who identify as Asian (a large, diverse category) are not underrepresented in medicine, for example. This does not mean that they don't experience racism or discrimination. And, several Asian subgroups, such as Pacific Islander, are underrepresented in medicine.

The term "minority" (or "underrepresented minority") centers people in the majority, usually white people, and doesn't account for the fact that in some groupings, "minorities" are in fact in the majority. (Some prefer the term "minoritized," to reflect the active subordination of a group of people; yet others feel that the term is insulting, implying a lack of agency among individuals to which it is applied.)

Underrepresented: The general phrase "underrepresented" or "members of underrepresented groups" is appropriate and is especially preferred when you can be specific and accurate.

Hispanic or Latino/Latina/Latinx

Hispanic, which includes descendants of all Spanish-speaking countries, or Latino/Latina/Latinx or Latino/Latinx referring to people of Latin American heritage, are acceptable broad descriptors. The latter represents masculine (Latino), feminine (Latina) and nonbinary (Latinx). Learn more:

Definition

A term used to describe individuals who are of/or relate to Latin American origin or descent. This term is a gender-neutral or nonbinary alternative to Latino or Latina. Listen to pronunciation.

(Latine is also an emerging gender-neutral descriptor.)

Mexican American, Chicana, Cubano/a, Guatemalteca/o, Puerto Rican, Dominican, Dominicano, Dominicana, Puertorriqueño, etc.

*The Spanish language also uses pronouns el, ella, ellos, nosotros and formal and informal language-tú y usted.

Immigration status

Rather than referring to residents who are not citizens with such dehumanizing terms as alien or illegal alien or simply illegal, the word "undocumented" is advised, ideally:

* The person or family is undocumented, not they are an undocumented family.
* Or, the person or family lacks documentation; or lacks a path to citizenship.

Language proficiency

She speaks English as a second language is viewed as inadequate in that people may speak more than two languages.

Emerging bilingual is equally limiting and English language learner is paternalistic.

Preferred: She speaks English in addition to other languages, or she speaks Spanish and is learning English, or Spanish or Japanese or Russian, etc. is her first language.

U.S. citizens

People who were born in the U.S. or who have become "naturalized" after being permanent residents. Entitled to receive every benefit as other every U.S. citizen.

Permanent or conditional residents

Legal permanent residents (LPRs) are those who have a "green card." A green card holder, or lawful permanent resident, has authorization to permanently live and work in the United States. Green card holders have all the benefits of U.S. citizenship except voting.

Non-immigrants

People in this category are in the country legally but only on a temporary basis. Examples:

Students (F-1 visa)

Business visitors or tourists (B1/B2 visas)

Fiancées (K-1 visa)

Individuals granted temporary protected status

Undocumented

People who are in the U.S. without permission are undocumented either because they overstayed a legal temporary visa or they entered the U.S. without going through a port of entry. They are not authorized to work or access public benefits. People who are undocumented risk being deported. This creates a highly stressful and unstable living situation.

Gender is a social and legal status and a set of expectations from society about behaviors, characteristics and thoughts. Each culture has standards about the way that people should behave based on their gender, also generally masculine and feminine.

Gender identity is how you feel inside and how you express your gender through your clothing, behavior and personal appearance. It's a feeling that begins very early in life.

Sexual orientation is an inherent or immutable enduring emotional, romantic or sexual attraction to other people. Sexual orientation is not the same as, and is independent of, gender identity.

Broad references

The most inclusive general reference is LGBTQIA+ (lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other sexual and gender minorities). LGBTQ is also widely used.

Asexual

A person who does not experience sexual attraction.

Bisexual

A person emotionally, romantically or sexually attracted to more than one sex, gender or gender identity though not necessarily simultaneously, in the same way or to the same degree. Sometimes used interchangeably with pansexual.

Gay

A person who is emotionally, romantically or sexually attracted to members of the same gender. Men, women and non-binary people may use this term to describe themselves.

Lesbian

A woman who is emotionally, romantically or sexually attracted to other women. Women and non-binary people may use this term to describe themselves.

Best practices

If you're unsure what name or pronoun someone uses, politely ask. It's usually OK to ask: "What pronouns do you use?" Remember, it's not what pronouns they "prefer."

Do your best to use someone's name and pronouns consistently, even if you knew the person by another name.

Acknowledge any language mistakes you make and how it may make the person feel.

Talking about a transgender person's previous identity is called deadnaming. It's disrespectful. If you don't know how to refer to someone in the past, ask. If the person doesn't want to discuss it, respect that.

Best practices

Do not try to diagnose or define a person in casual conversation. Examples: That person is on the spectrum. That person is bipolar.

When first meeting a person with a visible disability, don't lead with, What happened to you? Why do you walk like that? Why are you in a wheelchair? Get to know a person before, if ever, asking about their disability. If a person shares their experience, it is OK to draw them out if they seem to want to talk about it or to just say, Thank you for sharing that with me.

Avoid trying to relate to a person with a disability by referring to people you know. Examples: Hey, (my sister) (my friend) is (in a wheelchair) (blind) (deaf), etc.; There was a kid at my daughter's school who ... Such statements are natural associations occurring in your head but can come across as presumptuous, as if you know what it's like to be them. If a person with a disability brings up their disability, it is fine to talk about it, but stay within scope. Example, if a person shares that they have a spinal cord injury, you should not jump to a deeply personal question such as how do they get dressed or use the restroom. Stay within the scope that the person introduces.

Don't start conversations with false flattery. Examples: I couldn't do what do. You are an inspiration. Start conversations like you would with a person who does not have a visible disability; talk about the weather, parking, coffee or simply, "How's it going?

Abelist language

​​​​​​Amp/amputee

Cripple, crippled

Diabetic

Gimp

Handicapped

Invalid

Lame

Spaz

The Spectrum/on the spectrum

Wheelchair-bound, or confined to a wheelchair (wheelchairs are mobility tools, and people are not stuck in them)

Hearing impaired is a less favored term in the deaf/hard-of-hearing community as the word impaired can have negative connotations and focuses on what a person can't do.

Sanist language

Addict, addicted

Bipolar

Crazy

Deranged

Drug addict

Drug baby

Handicapped

Idiot

Imbecile

Insane

Invalid

Lunatic

Manic

Maniac

Nuts

Opioid addict

Retarded and variants including words with prefixes attached to -tard.

Weird

Glossary of terms and definitions

Inclusive Language Project team members

The team was convened in late summer 2020 and completed this guide that December.

Co-Chair Erin Hoover Barnett, B.A., Director of Communications, OHSU School of Medicine

Co-Chair Leslie Garcia, M.P.A., Assistant Chief Diversity Officer , OHSU School of Medicine

Rosemarie Hemmings, Ph.D., LCSW, Director of Social Work, Assistant Professor of Community Dentistry, OHSU School of Dentistry

Ian Jaquiss, J.D., Interim Coordinator, Americans with Disabilities Act, OHSU Department of Affirmative Action and Equal Opportunity (AAEO)

Octaviano Merecias, M.A., MBT Lead Diversity Trainer, OHSU Center for Diversity and Inclusion

Amy Penkin, M.S.W., LCSW, Program Supervisor, OHSU Transgender Health Program

Survey

The Inclusive Language Project Team distributed a survey in September 2020 to stakeholder groups to help shape the guide. Stakeholders were defined as individuals active in campus affinity groups and/or who may have lived experience important to reflect in this guide as well as individuals and teams whose work includes purview over language used at OHSU, such as the OHSU Digital Engagement Team, which sets the tone for language on the OHSU website.

More than 270 people responded to the survey, from the following groups:

Ability Resource Group

Alliance for Visible Diversity in Science

Anti-Racism Task Force

Asian/Pacific Islander Resource Group

Black Employee Resource Group

Digital Engagement Team (Dig-E)

Diversity Action Council

Faculty Senate Leadership

GME Diversity Committee

Health Academic Advisory Council

International Resource Group

Information Technology Group (ITG)

Knight Cancer Institute Equity Committee

Latinos Unidos Employee Resource Group

Marketing/Communications/Government Relations teams

Middle Eastern Employee Resource Group

Native American Resource Group

Office of Educational Improvement and Innovation

Older Employee Resource Group

Physical Access Committee

Pride Employee Resource Group

School of Medicine Diversity Committee

School of Nursing Diversity Committee

Social Work Group (OHSU level and School of Dentistry)

Student Interest Group leaders

Student Queer Health Alliance

Transgender Health Program Community Advisory Board

Unconscious Bias Campus-wide Initiative (UBCI) staff and trainers

Veterans Employee Resource Group

Women's Employee Resource Group

Women in Academic Health and Medicine

Inclusive language puts our humanity at the center; it allows everyone to feel recognized, valued, invited and motivated to contribute at their highest level. To become an anti-racist institution, OHSU must take concrete action to change our culture and the experiences of OHSU members and stakeholders. If our words but not our deeds change, we have failed. Yet learning about and using respectful, identity-affirming language is key to creating a welcoming environment that is antiracist and embraces diversity as a whole.

The OHSU Inclusive Language Guide is intended as an evolving tool to help OHSU members learn about and use inclusive language in institutional communications, patient care (including chart notes), instruction and presentations around descriptors of:

Race and ethnicity

Immigration status

Gender and sexual orientation

Ability (including physical, mental and chronological attributes)

This guide is a direct response to requests from many OHSU members in the wake of President Danny Jacobs' June 2020 proclamation that OHSU will work to dismantle systemic racism. Campus leaders in diversity, equity and inclusion and in communications convened a six-person, diverse, cross-institutional Inclusive Language Project Team. (See appendix)

The team surveyed the employee resource groups and other campus affinity groups, including students and trainees, to make the case for and shape the guide's content. In all, 272 OHSU members responded to the survey. They expressed strong agreement that a guide is needed to better focus and achieve the aspirations of respect for all. Moreover, with their insights and feedback, the guide became a unique reflection of OHSU, its members and what it means to a diverse range of individuals to feel seen and respected.

"I love the idea of having an OHSU standard for how to identify race and ethnicity," said one survey respondent. "It will make me feel better about my employment at OHSU to have this attention on respect and diversity."

It will take time to update language across platforms and software applications such as Epic and Oracle. Often, change related to gender and race will require conversations with vendors and the evolution of government descriptors. In some instances, arriving at standard descriptors is not possible given the diversity of human identity and the imprecision and evolution of descriptors. But OHSU members have made clear that education and guidance where possible is needed.

Like the saying that history is written by the victors, discourse tends to be dominated by the majority point of view in any given situation. In general, discourse in American society has tended to center the experience of people who are white, heterosexual and cisgender (their gender identity matches their sex assigned at birth), setting this experience up at the norm and everything else as an exception or deviation. By contrast, acknowledging and affirming difference from the outset shifts to the premise of honoring and inviting multiple perspectives, and celebrating rather than suppressing diversity.

The intention of this guide is not to be prescriptive as much as instructive. The more we understand about language, descriptors and their meanings, the more we can be intentional about how we speak and the impact of our words. To develop this guide, we used insights from survey participants combined with scholarly and journalistic sources to offer the following principles to help you think about word choice:

Ask

When interacting with people for the first time, describe your intention to use respectful language and ask, "How do wish for me to refer to you?" One survey respondent suggested, "When caring for a patient who is from a culture or group you are unfamiliar with, you must ask them how you can make them feel safe and respected."

Sharing how you wish to be addressed is one way to establish a dialogue in a group setting: "Welcome to our class. I'm Dr. Neville. My pronouns are she/her/ hers. I identify as Jamaican; it's where my parents are from. I grew up in Seattle. I'd welcome knowing how each of you would like to be addressed or anything else you would like us to know so that we can honor our diversity and refer to each other respectfully. But what you choose to share now or in the future is up to you, and if you wish to share information privately with me, that's also OK. I just want everyone to feel invited to be who they are in this class."

Be specific

We often hide behind vague words or generalizations when we are uncomfortable, such as using the word "diverse" to refer to people who are not white and heterosexual. But this is incorrect. Diverse refers to two or more people who are different from one another. Diverse is not defined as a person or people who are different from you, as if you are the norm and they are diverse.

If referring to a wide spectrum of nonwhite people and specifying race is relevant, you might say, "people of color and/or individuals who identify with other underrepresented groups" (if, in fact, they are underrepresented, such as in medicine or science). Or if you know the specific makeup of a group, you could just be specific.

As one of the survey respondents said, "Since I have switched to saying what I mean rather than hiding behind vague terms, I have been much more effective in building relationships and making necessary points about how to move forward in issues that surround race." Another said, "Use clear, unambiguous language."

...acknowledging and affirming difference from the outset shifts to the premise of honoring and inviting multiple perspectives, and celebrating rather than suppressing diversity.

People-first language

We are all people with various attributes - a person who lives with mental illness, a person who is gay or heterosexual. It is generally advised not to lead with the attribute, as if that attribute defines the whole person - such as, a mentally ill person or an undocumented person. However, there are exceptions. Accepted terminology for individuals of transgender experience may include a transgender person, transgender woman or transgender man (the gender the person has transitioned to). "Identity-first" language leads with a defining attribute. In the Deaf community, for example, "Deaf person" is acceptable. People on the autism spectrum often call themselves autistic people. Always, when in doubt, ask how a person refers to themselves or, for general usage, use people-first language but be open to correction.

It is generally advised not to lead with the attribute, as if that attribute defines the whole person - such as, a mentally ill person or an undocumented person.

Use asset- not deficit-based language

The goal is to focus on strengths. Here are examples from the grant-writing world:

Asset based

Deficit based

Our mission is to amplify the voices in our community.

Our mission is to give voice to the voiceless.

The communities we partner with are strong and powerful.

The communities we serve are strong and powerful.

Youth in our community are our future. We must invest in them as leaders.

We provide youth with jobs in order to prevent them from committing crimes.

Capitalization

OHSU uses the Associated Press Style Guide on communications platforms. The AP's thoughtful attention to evolving language has inspired continued confidence in this tool.

Black

In summer 2020, the AP began capitalizing Black in a racial, ethnic or cultural sense, conveying an essential and shared sense of history, identity and community among people who identify as Black, including those in the African diaspora and within Africa. The lowercase black refers to the color, not a person.

Indigenous

Capitalized when referring to original inhabitants of a place. These two decisions align with long-standing capitalization of distinct racial and ethnic identifiers such as Latino, Asian American and Native American or American Indian.

brown

The AP does not capitalize "brown" as in "brown people," as it is a broad and imprecise term unless capitalized in a direct quote. Interpretations of what the term includes vary widely and many people find "brown people" offensive or demeaning.

white

The AP continues to lowercase the term white in racial, ethnic and cultural senses. The AP reasons that white people generally do not share the same history and culture, or the experience of being discriminated against because of skin color. The AP agrees that white people's skin color plays into systemic injustices. But capitalizing the term, as is done by white supremacists, risks subtly conveying legitimacy to such beliefs. The AP acknowledges that some view this decision as inconsistent or discriminatory. Others say capitalizing the term could pull white people more fully into discussions of race and equality. The AP plans to track how thought evolves and periodically review the decision.

Broad terms referencing individuals/groups

BIPOC

Stands for Black, Indigenous and People of Color. Some individuals and groups have embraced this descriptor, while others feel alienated or unacknowledged by it. "People of color" is also widely used, but some point out that white is also a color, don't wish to be defined by their skin color or find the phrase othering. Others note that BIPOC centers race/ethnicity, not gender or other forms of diversity. In general, when desiring to refer broadly to racial or ethnic groups other than white, non-Hispanic, this guide recommends "Black, Indigenous, Hispanic, Asian and other people of color" as a broad term and the use of more specific descriptors when those are known or relevant.

This guide recommends "Black, Indigenous, Hispanic, Asian and other people of color" as a broad term and the use of more specific descriptors when those are known or relevant.

Underrepresented

The general phrase "underrepresented" or "members of underrepresented groups" is appropriate and is especially preferred when you can be specific and accurate. For example: Black students and/or transgender students are "underrepresented in medicine" or "underrepresented in dentistry." An appropriate reference would be, "A goal of the scholarships is to provide financial support to students identifying with under-represented groups." Note:

Not all individuals of color are under-represented in the health professions. Individuals who identify as Asian (a large, diverse category) are not underrepresented in medicine, for example. This does not mean that they don't experience racism or discrimination. And, several Asian subgroups, such as Pacific Islander, are underrepresented in medicine.

The term "minority" (or "underrepresented minority") centers people in the majority, usually white people, and doesn't account for the fact that in some groupings, "minorities" are in fact in the majority. (Some prefer the term "minoritized," to reflect the active subordination of a group of people; yet others feel that the term is insulting, implying a lack of agency among individuals to which it is applied.)

Underrepresented: The general phrase "underrepresented" or "members of underrepresented groups" is appropriate and is especially preferred when you can be specific and accurate.

Hispanic or Latino/Latina/Latinx

Hispanic, which includes descendants of all Spanish-speaking countries, or Latino/Latina/Latinx or Latino/Latinx referring to people of Latin American heritage, are acceptable broad descriptors. The latter represents masculine (Latino), feminine (Latina) and nonbinary (Latinx). Learn more:

Definition

A term used to describe individuals who are of/or relate to Latin American origin or descent. This term is a gender-neutral or nonbinary alternative to Latino or Latina. Listen to pronunciation.

(Latine is also an emerging gender-neutral descriptor.)

Mexican American, Chicana, Cubano/a, Guatemalteca/o, Puerto Rican, Dominican, Dominicano, Dominicana, Puertorriqueño, etc.

*The Spanish language also uses pronouns el, ella, ellos, nosotros and formal and informal language-tú y usted.

Immigration status

Rather than referring to residents who are not citizens with such dehumanizing terms as alien or illegal alien or simply illegal, the word "undocumented" is advised, ideally:

* The person or family is undocumented, not they are an undocumented family.
* Or, the person or family lacks documentation; or lacks a path to citizenship.

Language proficiency

She speaks English as a second language is viewed as inadequate in that people may speak more than two languages.

Emerging bilingual is equally limiting and English language learner is paternalistic.

Preferred: She speaks English in addition to other languages, or she speaks Spanish and is learning English, or Spanish or Japanese or Russian, etc. is her first language.

U.S. citizens

People who were born in the U.S. or who have become "naturalized" after being permanent residents. Entitled to receive every benefit as other every U.S. citizen.

Permanent or conditional residents

Legal permanent residents (LPRs) are those who have a "green card." A green card holder, or lawful permanent resident, has authorization to permanently live and work in the United States. Green card holders have all the benefits of U.S. citizenship except voting.

Non-immigrants

People in this category are in the country legally but only on a temporary basis. Examples:

Students (F-1 visa)

Business visitors or tourists (B1/B2 visas)

Fiancées (K-1 visa)

Individuals granted temporary protected status

Undocumented

People who are in the U.S. without permission are undocumented either because they overstayed a legal temporary visa or they entered the U.S. without going through a port of entry. They are not authorized to work or access public benefits. People who are undocumented risk being deported. This creates a highly stressful and unstable living situation.

Gender is a social and legal status and a set of expectations from society about behaviors, characteristics and thoughts. Each culture has standards about the way that people should behave based on their gender, also generally masculine and feminine.

Gender identity is how you feel inside and how you express your gender through your clothing, behavior and personal appearance. It's a feeling that begins very early in life.

Sexual orientation is an inherent or immutable enduring emotional, romantic or sexual attraction to other people. Sexual orientation is not the same as, and is independent of, gender identity.

Broad references

The most inclusive general reference is LGBTQIA+ (lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other sexual and gender minorities). LGBTQ is also widely used.

Asexual

A person who does not experience sexual attraction.

Bisexual

A person emotionally, romantically or sexually attracted to more than one sex, gender or gender identity though not necessarily simultaneously, in the same way or to the same degree. Sometimes used interchangeably with pansexual.

Gay

A person who is emotionally, romantically or sexually attracted to members of the same gender. Men, women and non-binary people may use this term to describe themselves.

Lesbian

A woman who is emotionally, romantically or sexually attracted to other women. Women and non-binary people may use this term to describe themselves.

Best practices

If you're unsure what name or pronoun someone uses, politely ask. It's usually OK to ask: "What pronouns do you use?" Remember, it's not what pronouns they "prefer."

Do your best to use someone's name and pronouns consistently, even if you knew the person by another name.

Acknowledge any language mistakes you make and how it may make the person feel.

Talking about a transgender person's previous identity is called deadnaming. It's disrespectful. If you don't know how to refer to someone in the past, ask. If the person doesn't want to discuss it, respect that.

Best practices

Do not try to diagnose or define a person in casual conversation. Examples: That person is on the spectrum. That person is bipolar.

When first meeting a person with a visible disability, don't lead with, What happened to you? Why do you walk like that? Why are you in a wheelchair? Get to know a person before, if ever, asking about their disability. If a person shares their experience, it is OK to draw them out if they seem to want to talk about it or to just say, Thank you for sharing that with me.

Avoid trying to relate to a person with a disability by referring to people you know. Examples: Hey, (my sister) (my friend) is (in a wheelchair) (blind) (deaf), etc.; There was a kid at my daughter's school who ... Such statements are natural associations occurring in your head but can come across as presumptuous, as if you know what it's like to be them. If a person with a disability brings up their disability, it is fine to talk about it, but stay within scope. Example, if a person shares that they have a spinal cord injury, you should not jump to a deeply personal question such as how do they get dressed or use the restroom. Stay within the scope that the person introduces.

Don't start conversations with false flattery. Examples: I couldn't do what do. You are an inspiration. Start conversations like you would with a person who does not have a visible disability; talk about the weather, parking, coffee or simply, "How's it going?

Abelist language

​​​​​​Amp/amputee

Cripple, crippled

Diabetic

Gimp

Handicapped

Invalid

Lame

Spaz

The Spectrum/on the spectrum

Wheelchair-bound, or confined to a wheelchair (wheelchairs are mobility tools, and people are not stuck in them)

Hearing impaired is a less favored term in the deaf/hard-of-hearing community as the word impaired can have negative connotations and focuses on what a person can't do.

Sanist language

Addict, addicted

Bipolar

Crazy

Deranged

Drug addict

Drug baby

Handicapped

Idiot

Imbecile

Insane

Invalid

Lunatic

Manic

Maniac

Nuts

Opioid addict

Retarded and variants including words with prefixes attached to -tard.

Weird

Glossary of terms and definitions

Inclusive Language Project team members

The team was convened in late summer 2020 and completed this guide that December.

Co-Chair Erin Hoover Barnett, B.A., Director of Communications, OHSU School of Medicine

Co-Chair Leslie Garcia, M.P.A., Assistant Chief Diversity Officer , OHSU School of Medicine

Rosemarie Hemmings, Ph.D., LCSW, Director of Social Work, Assistant Professor of Community Dentistry, OHSU School of Dentistry

Ian Jaquiss, J.D., Interim Coordinator, Americans with Disabilities Act, OHSU Department of Affirmative Action and Equal Opportunity (AAEO)

Octaviano Merecias, M.A., MBT Lead Diversity Trainer, OHSU Center for Diversity and Inclusion

Amy Penkin, M.S.W., LCSW, Program Supervisor, OHSU Transgender Health Program

Survey

The Inclusive Language Project Team distributed a survey in September 2020 to stakeholder groups to help shape the guide. Stakeholders were defined as individuals active in campus affinity groups and/or who may have lived experience important to reflect in this guide as well as individuals and teams whose work includes purview over language used at OHSU, such as the OHSU Digital Engagement Team, which sets the tone for language on the OHSU website.

More than 270 people responded to the survey, from the following groups:

Ability Resource Group

Alliance for Visible Diversity in Science

Anti-Racism Task Force

Asian/Pacific Islander Resource Group

Black Employee Resource Group

Digital Engagement Team (Dig-E)

Diversity Action Council

Faculty Senate Leadership

GME Diversity Committee

Health Academic Advisory Council

International Resource Group

Information Technology Group (ITG)

Knight Cancer Institute Equity Committee

Latinos Unidos Employee Resource Group

Marketing/Communications/Government Relations teams

Middle Eastern Employee Resource Group

Native American Resource Group

Office of Educational Improvement and Innovation

Older Employee Resource Group

Physical Access Committee

Pride Employee Resource Group

School of Medicine Diversity Committee

School of Nursing Diversity Committee

Social Work Group (OHSU level and School of Dentistry)

Student Interest Group leaders

Student Queer Health Alliance

Transgender Health Program Community Advisory Board

Unconscious Bias Campus-wide Initiative (UBCI) staff and trainers

Veterans Employee Resource Group

Women's Employee Resource Group

Women in Academic Health and Medicine

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Inclusive language is respectful, identity-affirming language, which is key to creating a welcoming environment that is antiracist and embraces diversity as a whole. This guide is an evolving tool to help OHSU members and others learn about and use inclusive language.

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Pronouns.org Resources on Personal Pronouns

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"Some people may argue that such concerns are unimportant, but if you consider that language is the primary filter through which we perceive the world, it's obvious that it affects how we relate to and make judgments about one another," Dowd tells Teen Vogue. "Until now, history has been written and told by men, to the detriment of others. Part of any attempt to create a society in which all people - regardless of gender, sexuality or race - have equal opportunities and freedoms is to use language that no longer excludes certain groups or creates unconscious bias."

Just because a nonbinary person isn't present doesn't make it OK to use binary language.

Many nonbinary people aren't as vocal about their identity and pronouns as others, and you can't know someone's gender by looking at them, Hoffman-Fox stresses. Nonbinary people reflect a wide variety of gender expressions and are sometimes still identified as male or female because they don't present as androgynous.

"It's fairly common for people to assume that a nonbinary person isn't in the room," Hoffman-Fox said. "The truth is, there is no way someone could know that, unless they have had conversations with every person in the vicinity and have asked them if they use binary terms to describe themselves."

Hold those around you accountable.

Don't be afraid to correct those around you, such as your classmates and even teachers, about using exclusive, gendered language, but do understand not everyone receives criticism in the same way.

"Some people will be comfortable with being very direct, like: 'Excuse me, but when you used ladies to describe our friend group, it leaves out those who are uncomfortable with being gendered as female,'" Hoffman-Fox tells Teen Vogue. "Some may want to take a more subtle approach, such as repeatedly using a gender-neutral term within earshot of the person using binary language."

Pay attention to which responses work better for certain people.

"Depending on the situation, you can address the situation with the person publicly or privately, in person or through a message," Hoffman-Fox adds. "Try to keep it as simple as possible, explaining briefly what binary language is and how it can often result in people feeling invisible."

Remember that binary language also harms cisgender and binary transgender people.

Nonbinary people aren't the only ones hurt by binary language. Binary transgender people (or trans people who aren't nonbinary) and cisgender people are also affected - and often harmed - by the gender binary and how ingrained it can be in our language. For instance, many women prefer not to be lumped into a group of "ladies" because of society's expectations of how a lady should act.

"There are people who aren't nonbinary who are uncomfortable with binary gendered terms, thanks to these terms also being experienced as stereotypical," Hoffman-Fox says. "Shifting to gender-neutral language is of benefit not only to those who are nonbinary but to many others in society who feel that binary terms are inaccurate ways of describing them."

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The Gender-Neutral Words You Need to Know for Back to School

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"Some people may argue that such concerns are unimportant, but if you consider that language is the primary filter through which we perceive the world, it's obvious that it affects how we relate to and make judgments about one another," Dowd tells Teen Vogue.

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Words matter. Consider the way you are speaking to and about students regarding all aspects of their identities. Identity traits can be visible or nonvisible. Insensitive or outdated word choices can reinforce stereotypes; stereotypes can perpetuate oppressive systems, negative connotations and create barriers. The goal of this guide is to provide you with tools to be inclusive and respectful in your language by putting the whole person at the center of your word choice.

Quick Takeaways

Learn

Language is subjective, constantly changing, and can be non-verbal. When interacting with an individual who has a disability, always default to what that individual prefers, even if that conflicts with what you think to be the "correct" language and note how your tone or inflection might be perceived.

Try

To feature art by artists of all abilities as masterworks in your residencies. You can find a variety of artists below or in the Inclusive Curriculum Guide.

Remember

Avoid language that assumes an individual with a disability is having a negative experience (i.e. victim, challenged, problem, suffers, etc.). Avoid language that sensationalizes an individual with a disability (i.e. superhuman, courageous, brave, inspiration, etc.).

Promising Practices for Inclusive Language

It can be challenging to talk about language as it is very subjective, dynamic, and ever-evolving. This guide may conflict with terminology used by individuals, schools, organizations, and institutions with which you work. Often structural institutions and systems struggle to shift their language to keep up to speed with how language is changing. The guide below was made in a moment in time, and the most promising practice is to keep current with language as it changes.

Work to Counter Stigma, Assumptions & Bias

This unwavering desire to ensure the best for children is precisely why educators should become aware of the concept of implicit bias: the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner. Operating outside of our conscious awareness, implicit biases are pervasive, and they can challenge even the most well-intentioned and egalitarian-minded individuals, resulting in actions and outcomes that do not necessarily align with explicit intentions." Cheryl Staats

Ableist language is common. When you are planning or reflecting on a lesson, consider what language might be shifted to make your teaching more inclusive.

Not all disabilities are visible, so lead with sensitive language.

Language is also non-verbal. Body language and paralanguage often communicate more than what we are saying verbally. You may pair certain words with a change in your tone of voice or a shift in body language, which can lead to stigmas or biases developing or being passed onto others.
For example, you may whisper the words, "depression" and "bipolar". People unwittingly pick up on this cue, which can communicate that depression is something to be hidden, or is shameful.

Avoid language that assumes an individual with a disability is having a negative experience (i.e. victim, challenged, problem, suffers). This assumption is ableist.

Avoid language that sensationalizes an individual with a disability (i.e. special, superhuman, courageous, brave, etc.).

Do not refer to individuals as, "crazy" or "insane". Additionally, do not use, "crazy or insane" to describe students or classes who are energetic, silly, or chaotic. Instead use, "energetic, silly or talkative".

Focus on the social model of disability rather than the medical model of disability. In the social model of disability, disability exists in the interaction between the individual and society, and societal barriers are what disable individuals. In the medical model of disability, disability is a personal issue, and the barriers are within the person.

In a nutshell, the social model says that though our impairments (our diagnostic, medical conditions) may limit us in some ways, it is the inaccessibility of society that actually disables us and renders us unable to function. The most basic example is wheelchair accessibility. If I am using my wheelchair and I can't go to a restaurant because it doesn't have a ramp, am I disabled by my cerebral palsy or am I disabled by the inaccessibility of the restaurant?" Cara Liebowitz.

Language is Not Monolithic

Using person-first language is a good place to begin when referring to individuals or groups of individuals with disabilities. Instead of "disabled student", say "student with a disability". This puts the focus on the individual over their diagnosis.

Start by using person-first language, then check in with individuals about how they would like to be identified.

Self-advocates and individuals with disabilities may disagree or have different preferences than what is listed here.

...Neither identity-first nor people-first language approaches should be applied broadly. There are some communities that strongly prefer people-first language. Those with intellectual disabilities usually prefer people-first language, and there are advocacy groups mainly run by and for people with intellectual disabilities around the globe called People First that date back to the 1970s. Conversely, the Autistic and Deaf communities both strongly prefer identity-first language for reasons that I've outlined above, as well as from a sense of disability pride." Cara Liebowitz

There is no one correct way to name or describe another person's experience of living with a disability. An individual's identity preferences should be prioritized over generic terms. We encourage you to have conversations with your students to learn and then use their preferred identifier(s) when appropriate.

No individual is only their diagnosis. So, unless there is a specific need for someone's disability to be mentioned, focus on the student as an individual.

We are all on a learning journey! It can take time to adjust your language and thinking in a way that feels authentic to you. If you make a mistake and an individual corrects you, apologize, adjust and move on. Don't fixate as that can draw more attention and make things worse.

Preferred Language Dos & Don'ts

Phrases to Consider for Instruction

Consider how subtle shifts in language can make your instruction more inclusive. While we have specified some phrases for specific groups, use with all audiences will make your instruction generally more inclusive.

When introducing a modification for an activity, consider...

"Another option is ___" instead of "If you can't do ___"

For individuals who have experienced/are experiencing trauma or anxiety, consider...

instead of "Keep your eyes open, closed, or whatever is most comfortable""close your eyes for the meditation"

For individuals who are non-verbal, consider...

instead of "Share""talk, discuss, explain"

For individuals who use a wheelchair, consider...

instead of "Rise""stand"

"Move" instead of "walk"

For individuals who are d/Deaf or hard of hearing, consider...

instead of "Experience""listen or hear"

For individuals who are blind or individuals with low vision, consider...

instead of "Experience""watch or see"

External Resources

Social Model of Disability:

Person-first versus identity-first language:

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Words matter. Consider the way you are speaking to and about students regarding all aspects of their identities. Identity traits can be visible or nonvisible. Insensitive or outdated word choices can reinforce stereotypes; stereotypes can perpetuate oppressive systems, negative connotations and create barriers.

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Inclusive Writing Guide - Walla Walla Community College

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One way that we can make everyone feel welcome and safe is to use inclusive language. Inclusive language is about more than just being politically correct — it’s about showing respect for individual differences, culture, and experiences. It honors the humanity of each person that interacts with our institution, and recognizes that no one race, ethnicity, sexual orientation, gender, or heritage is more worthy than another. It opens a dialogue and supports our institutional identity and goals of cultivating a valued and diverse community.

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Adolescence can be exciting and challenging at the same time. It's when teens undergo many changes in their bodies and try to establish their independence and identity. This life stage makes them prone to experiencing strong and negative feelings[*].

During difficult situations, coping skills for teens will minimize their stress. Coping healthily helps them feel better, function well at home and in school, and transition successfully into adulthood.

101 Best Coping Skills for Teens

Our coping strategies for teens include physical exercises, games, positive affirmations, and relaxation techniques. Instruct a teen to spend time each day practicing these skills and use them more often.

1. Bake - Baking is a mindfulness activity. It allows teens to express themselves.

2. Blow bubbles - This is a breathing exercise that brings them to a state of calmness[*].

3. Brainstorm solutions - Encourage them to think of 3-5 ideas to tackle their own problem. You can also brainstorm together.

4. Build something - Cool DIY ideas include a ship in a bottle and a catapult!

5. Call a friend - Good friends serve as stress buffers.

6. Clean or organize your bedroom - It's no secret that the appearance of a messy bedroom creates more mental stress.

7. Close your eyes and relax - Think of peaceful images, such as a waterfall or a sunset.

8. Color - Coloring books aren't just for kids!

9. Compliment someone - Here's a nice thing to say to a friend: "You are always so helpful!"

10. Cook dinner for your family - Explore quick and easy dinners. For example, chicken and veggies stir-fry or chicken tenders.

11. Count to 100 or 1000 - Teens can use this especially when they feel very overwhelmed and panicky.

12. Cry it out - Crying in upsetting situations helps reduce the intensity of one's emotions. A study also showed that crying makes a person feel better when they have a close friend nearby[*].

13. Dance - Dance off stress with your favorite happy song in the background.

14. Daydream - Imagine your dreams coming true. Think about a vacation spot on your wishlist!

15. Do a puzzle - You'll be able to find lots of stress relief puzzles online, from 300-piece to 1,000-piece puzzles. Puzzles are one of the best brain exercises.

16. Do a word search puzzle - Word search puzzles won't only improve your teen's vocabulary, but they also improve their problem-solving skills.

17. Don't be so hard on yourself - Instead, practice self-compassion. Give yourself a gentle hug!

18. Draw - Teens who are stuck in repetitive thoughts can sketch or doodle to relax their minds.

19. Drink hot tea - Teas that help with anxiety include peppermint and chamomile.

20. Eat healthy foods - Avoid highly processed foods, especially those that are full of sugar.

21. Engage in a hobby - Is your teen passionate about playing a musical instrument? Photography? Collecting coins? Encourage these fun hobbies.

22. Exercise - Any form of exercise, such as biking, running, or swimming benefits their mental health.

23. Feel your pulse - This brings awareness to their heart rate, especially when they're feeling on edge.

24. Forgive someone - Forgiveness is positively associated with reduced anxiety and depression[*].

25. Garden - Encourage your teen to help a senior manage their gardens or help your community garden!

26. Get a drink of water - Or try lemon water for a boost of vitamin C!

27. Get a good night's sleep - Helpful sleep tips for teens include spending 1 hour before bedtime listening to calming music.

28. Get a hug - Interpersonal touch reduces feelings of loneliness.

29. Get out in the sun - Exposing themselves to natural sunlight boosts vitamin D, which is essential for mental health[*].

30. Get up and move around - Run, dance, or do a household chore.

31. Go fishing - Take your teen fishing as a way to detox digitally and appreciate nature.

32. Go for a brisk walk - All they need is a pair of sneakers!

33. Go for a hike - Make hiking even more fun with trail games.

34. Go for a jog - Parents can turn jogging with their teens into a regular form of exercise for mental and physical health.

35. Go swimming - Play some swimming games too, such as scavenger hunt.

36. Go to a movie - Or make it a family movie night at home with some healthy snacks.

37. Go to a park - This is a great alternative to video games.

38. Go to the library - Teens who love reading as a hobby can exercise their brains by exploring books in the library while also reducing their stress.

39. Laugh - Send your teen a funny quote to make them laugh.

40. Learn something new - This allows teens to advance their skills, which increases their self-confidence.

41. Limit caffeine - Caffeine can be found not just in coffee, but also energy drinks.

42. Listen to birds - Or play a "3-hour relaxing music with birds singing in the background" if your teen is at home.

43. Listen to music - The best music for lowering stress is one that has no lyrics.

44. List your positive qualities - Positive traits include humble, respectful, and proactive.

45. Make a collage - This activity is a creative way to express their thoughts, feelings, and goals in life.

46. Massage your neck and shoulders - Massage is a natural stress-reliever.

47. Meditate - This controls racing thoughts. Explore some meditation apps to download.

48. Paint outside - Let them paint rocks and vases!

49. Pet an animal - Pets, such as dogs and cats, provide social interaction and emotional support.

50. Play a card game - This gives them a good mental challenge and distracts them from anxious thoughts.

51. Play a sport - The best sports for teens include basketball, swimming, golf, and football.

52. Play music on an instrument - Guitar is the most popular instrument, but they can also learn to play the violin, piano, and drums.

53. Practice mindfulness - Mindfulness techniques, such as journaling and writing a gratitude list, bring them back to the present moment.

54. Practice tai chi or qi gong - These are mind-body practices that do not only improve mood, but also strength and flexibility.

55. Practice yoga - Calming yoga poses include the Cat-Cow Pose and the Reclining Bound Angle Pose.

56. Read inspirational quotes - For example, "Make happiness a priority and be gentle with yourself in the process."

57. Replace negative thoughts with positive thoughts - To do this, teens can ask themselves, "What would I say to my best friend in this situation?"

58. Ride a bike - Take them to a bike park.

59. Rip up newspaper - Any sheet of paper also works.

60. Say YES to social opportunities - Encouraging your teen to volunteer together with their friends is one way they can solve problems and make a positive difference in the world.

61. Sing a song - Choose songs that soothe the soul.

62. Spend time in nature - Visit a local nature site. Eat a healthy meal in the garden. Do yoga in the park.

63. Squeeze ice - Here's one of the coping skills for teenagers that prevent panic attacks.

64. Stargaze - Also, they can take a picture of the night sky and paint it.

65. Stretch - Stretching relieves muscle tension caused by stress and anger.

66. Take a break - There are many ways for teens to take a break from stressful thoughts, such as turning off their phones, drinking a glass of water, and playing solitaire.

67. Take a cold shower - Cold showers have an anti-depressive effect[*].

68. Take a nap - Limit their nap to 20 minutes to avoid interrupted sleep at night.

69. Take a warm bath - Help your teen out by adding epsom salts and essential oils into their bath.

70. Take pictures - Fun and interesting photoshoot ideas include rain portraits and cityscapes.

71. Take three deep belly breaths - It's a simple way for teens to relax no matter the time and place.

72. Talk to someone you trust - Qualities of a trustworthy friend include honesty, attentiveness, and dependability.

73. Tell yourself, "I can be patient in this moment." - You can also talk about the benefits of patience and how it helps them become a successful adult.

74. Tell yourself, "I can find the humor here." - One way that parents can encourage humor is by practicing it at home.

75. Tell yourself, "I can handle this." - Parents can also remind their teens of their strengths, such as resourcefulness and resilience.

76. Tell yourself, "I got this." - Believing in themselves will motivate them to take positive action.

77. Tell yourself, "I have faith this will work out." - Do this instead of dwelling on the reasons why something won't work out.

78. Tell yourself, "I'm in control of myself." - In addition, they can engage in simple self-care strategies, such as going out for a walk, taking a 20-minute nap, and eating a healthy snack.

79. Tell yourself, "I'm letting this one go." - This gives teens a feeling of personal freedom. In contrast, holding on to pain has negative consequences.

80. Tell yourself, "I'm not going to let this get to me." - This doesn't mean ignoring problems, but rather to accept, stop complaining about them, and focusing on the present.

81. Tell yourself, "Relax, it's okay." - They can also practice relaxation strategies like deep breathing and visualization.

82. Tell yourself, "Something good will come from this" - This encourages teens to remain hopeful. It reduces their fears.

83. Tell yourself, "What can I learn from this situation?" - This encourages teenagers to grow from challenges.

84. Tense and relax your muscles - This is a progressive muscle relaxation (PMR) technique to reduce feelings of tension. It also helps with sleep.

85. Think of a peaceful place - Or they could create their own peaceful place at home!

86. Think of three things you are grateful for - Gratitude makes life so much better.

87. Unplug from electronics - A review paper found that the excessive use of digital technology decreases a teenager's well-being[*].

88. Use a relaxation app - Try downloading popular apps like Calm and Headspace.

89. Use a stress ball - Some stress balls have positive quotes written on them!

90. Use essential oils - Lavender and jasmine are popular essential oils.

91. Visualize yourself calming down - Be as specific as possible. They can also imagine themselves calming down in a quiet and peaceful environment.

92. Volunteer - Volunteer ideas for teens include helping younger students with their homework and donating their time at an animal shelter.

93. Watch an inspirational movie - Has your teen watched "The Pursuit of Happyness?" Try it.

94. Watch funny YouTube videos - Try searching for "funny animals" or "cute babies."

95. Watch the sunset - Pack a picnic, too!

96. Write a letter - This lets teens put their experience into perspective.

97. Write a list of your top ten coping skills - This can include talking with a trusted friend and taking their dog out for a walk.

98. Write a poem - This can be an opportunity to discuss their thoughts and feelings on a topic that concerns them the most.

99. Write down current and future goals - Also, explain the difference between short-term and long-term goals.

100. Write in a journal - They can write about their most recent challenge and brainstorm healthy ways to overcome it.

101. Yell into a pillow - Screaming into a pillow helps a teen let their anger out without harming others.

Download our 101 Coping Skills for Teens

Did you enjoy this list? Get our coping mechanisms for teens in a PDF format. You can print it and hang it on your teen's wall as a reminder to practice these skills. Download it now!

1. American Psychological Association. Teens

2. Janz P, Dawe S, Wyllie M. Mindfulness-Based Program Embedded Within the Existing Curriculum Improves Executive Functioning and Behavior in Young Children: A Waitlist Controlled Trial. 2019 September 10

3. American Psychological Association. Why we cry. 2014 February

4. American Psychological Association. Forgiveness can improve mental and physical health. 2017 January

5. Penckofer S, Kouba J, Byrn M et al. Vitamin D and Depression: Where is all the Sunshine? 2011 June 01

6. Shevchuk N. Adapted cold shower as a potential treatment for depression. 2007 November 13

7. Dienlin T, Johannes N. The impact of digital technology use on adolescent well-being . 2022 June

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Discover these coping skills for teens who may be dealing with stress and anxiety related to school demands, problems with friends, and other triggers. We also provide a printable version of these skills that you can download right away.

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The teenage years are when many people report dealing with various types of mental turmoil and distress. Learning teenage coping skills for stress can help to lighten the load, making it easier to deal with the types of things that most teenagers have to deal with.

What Are Coping Skills for Teens?

In fact, it's not only negative things that need to be coped with. Think about someone who wins the lottery and kind of loses their mind, they aren't coping very well with something that happened to them, even thought it was a positive thing that happened.

Here are just some of the things that can cause teenagers to feel stressed out, drained, anxious, and down.

There are a number of ways to cope with these, which is the next thing we'll be going over in just a moment.
The following list has been adapted based on research by the AACAP (The American Academy of Child & Adolescent Psychiatry):

Stress from the obligations of school, being overworked

Feeling down about themselves, negative self-image

Changes to the body

Problems at school involving peers

Living in an unsafe environment

Parents fighting, divorce

Health issues for themselves or family members, friends

The loss of a loved one or a family pet

Moving to a new neighborhood

Changing to a new school

Biting off more than they can chew

Money struggles in the family

What Happens When Teens Are Stressed and Overwhelmed?

A lot of different things can happen to a teenager when they feel stressed out and overwhelmed with their lives. It also varies from person to person, these feelings can manifest themselves physically in different ways for different people.

Some of the reactions to stress among teens who are having a hard time coping include...

Feeling anxious: Anxiety and stress are often closely related, and can manifest themselves in a variety of ways. Anxiety is also often tied to various signs of depression in teens.

Becoming withdrawn: It's not uncommon for teenagers to become a bit withdrawn, this introspection can be a part of self-discovery, but when it's lead-on by immense stress, then it's good to try to utilize teenage coping skills to resolve it.

Being aggressive: Sometimes, with a lack of coping skills in teens, stress is handled by being aggressive, either physically aggressive or speaking and acting in an aggressive way.

Feeling physically unwell: A lack of ability to cope can lead a teenager to feeling unwell physically including an increase in their rate and breathing. Hands can be sweaty or clammy, along with an increase in blood flow.

Fight, flight, or freeze: Stress can trigger someone's fight or flight reaction, or it can just cause them to freeze up in a form of parallels.

Substance issues: When someone lacks the ability to cope with things, they may turn to alcohol or other substances. This is not a way to actually deal with the issue, and often leads to even greater problems. Learning skills to cope for teens is much more productive, so let's go over some of those right now.

Try These 13 Coping Skills for Teens to Deal With Stress, Anxiety, and More...

Please note that even though these coping skills for teens are sorted into different categories, you can use any of these coping techniques for any issue that you're struggling with.

Coping Skills for Depression in Teenagers

Create something: If you feel like you're having a hard time coping with anything when you're depressed, and the idea of doing homework or even tidying up feels insurmountable, see if you can bring yourself to simply create something.
Whether it's a quick doodle, coloring in a book, thinking of a melody or a song, writing a story, or whatever else, this can be a really useful first step to open up the door. Whether you make art, or build something, or whatever - it feels good to see the end result.

Keep a journal: I recommend keeping a journal next to your bed, but don't set the expectation that you're going to write in it every single day.
It can become more of a chore if you try to write it in everyday, you could get burnt out, and so on. Unless there's something specific that you want to journal and keep track of each day, just write in your journal when you feel like it. If it's been a while, push yourself a bit to open it, grab a pen, and see what happens. This is another great way to start to pull yourself back up.

Coping Skills for Teenage Anxiety

Exposure therapy for anxiety: More than one quarter of Americans will experience an anxiety disorder during their lifetime.
Exposure therapy can be an incredibly effective way to overcome certain types of anxiety, by training your mind to realize that whatever you're anxious about will not come to fruition most of the time.
By experiencing what you're anxious about, you'll learn that it's not too bad, and your anxiety is much worse than the thing you were feeling anxious about. (Read more at the Psychiatric Times.)

Listening to music to cope with anxiety: I think we all know that music can make us feel things, right?
Some songs can make you feel sad, some songs can make you feel hyped up, some songs can just connect to you and relate to your life on a deep level. Whatever the case may be, it can be a good idea to create playlists that you can get lost in when you're feeling anxious.
This is like a form of meditation. Whether frantic and wild jazz is what you like when you feel anxious, or calm and chilled out lofi hiphop is what you're in the mood for, try things out - learn which songs can make you feel calmed, relaxed, and comfortable when you're anxious.

Coping Skills for Anger in Teens

Take a few moments: When you're in the middle of an angry moment, it's almost impossible to take yourself out of the moment and calm yourself down. But if you're able to seize the brief moment right before it's too late, by learning to recognize when you're getting angry and taking yourself out of the situation, this is a brilliant way to cope with these feelings. You'll stop your anger from getting worse, and give yourself an opportunity to calm down before anything worse happens. Anger management for teenagers isn't easy, but learning these coping skills will help you immensely.

Identify solutions: Before just getting angry at something, or even during or after you've started to feel angry, start thinking about a solution to whatever is making you angry. The sooner you find a solution, the sooner you'll be past it and the sooner you're past it, the sooner there won't be anything to feel angry about. This depends on what's bothering you, of course, but it's a good idea to be a solution-oriented instead of stewing on something that's already happened or is inevitable. Fix it, so that you can get on with things and not feel angry.

Use humor: Sometimes, finding humor in a situation can be a great way to diffuse things, depending on your sense of humor and who you're dealing with. In some conflicts, it can just set both people off and make things a lot worse, but among good friends, sometimes a good and risky joke is enough to settle the rising-tensions of anger between multiple parties. Humor can be a good coping mechanism for teens dealing with anger issues, but it can also be taken the wrong way, so be mindful and play this card carefully.

Healthy Coping Mechanisms for Teens

Any coping mechanism that makes you feel better without having to resort to bad or harmful coping mechanisms could be considered a healthy coping mechanism but here are some that are directly related to better health.

Going for a peaceful walk: Throw on some headphones or just enjoy the sounds of your surroundings, either way, taking a walk is a very healthy coping mechanism because it gives you a chance to disconnect from things, take some time to yourself, and it's good for your mind and your body.

Spending time at the park: Is there a park near you, or even an area with a few trees and a table or bench? Some time in nature, whether you're on a woodsy trail, sitting near a body of water, or anywhere else that feels calming,

Intense exercise: A walk or a stroll in the park is always nice, but many people feel great after an intense workout. Exercise can be a good way to get your mind off things, especially when you're in the middle of an intense workout where all you can really think about is finding the willpower to keep going. You can forget about life's problems, forget about the things that are stressing you, forget about whatever makes you feel angry or anxious, and just dedicate yourself to the exercise.

Examples of Coping Skills That Aren't Productive

Catastrophic thinking: Preparing for the worst case scenario is a good idea if you're going mountain climbing, but in your day to day life, if you spend too much time catastrophizing about all of the bad outcomes, you'll forget to realize that most of the time, things turn out just fine.
Some people try to put themself, mentally, into the worse possible outcomes. They feel like this is a way to prepare themselves in case things really get that bad, it's almost a way of building false-confidence in a toxic way, because you're guaranteeing yourself to feel terrible as a defense mechanism against possibly feeling bad.
What you're really doing by using these types of coping techniques, is to guarantee that you experience the negative outcome at least once in your mind, and potentially again in actuality.

Becoming isolated: Becoming isolated into your own little shell, like a turtle, can be comforting at times and everyone needs some alone time but it can quickly get out of hand if you're using solitude as a coping mechanism, rather than a way to avoid the world.
If you're feeling down, it's perfectly fine to take some time for yourself to just figure stuff out on your own, or just to unwind and do things you enjoy, maybe even check something off of your summer bucket list for teens. Either way, if you start to isolate yourself as a coping mechanism, then it's time to think about better ways to deal with whatever has been bringing you down.

Avoidance: This can be similar to isolating yourself, but they don't necessarily go hand in hand since you can try to avoid situations without isolating yourself. This is one of the coping skills examples that can be harmful in the long term and the short term. Sometimes, when people have a very difficult time coping with negative things happening in life, they'll try to avoid things altogether. The problem is that this isn't really living.
Bad things happen in life, good things happen in life, and most of the time it's somewhere in between, but avoiding situations that could potentially be bad also means that you're going to be missing out on so many good things and experiences.
Learning positive coping skills will prepare you for negative outcomes or other bad things that happen in life, and will enable you to have the confidence in your ability to cope that's needed in order to get out there and start living again.

You'll Use These Coping Strategies For The Rest of Your Life

Once you learn to use coping strategies for teens, you'll soon learn that these are strategies and techniques that you'll end up using for the rest of your life. Hopefully, you've found some helpful ideas on this coping skills list, and we also plan on expanding this list of coping skills for teens so please feel free to make any suggestions of anything that's worked for you!

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13 Coping Skills for Teens: Anxiety, Stress, Depression... - TeenWire.org

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The teenage years are when many people report dealing with various types of mental turmoil and distress. Learning teenage coping skills for stress can help to lighten the load, making it easier to deal with the types of things that most teenagers have to deal with.

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Whether you're casually having sex, just started dating, or are in a committed relationship, setting and respecting boundaries is essential to any and every relationship. It's important that partners feel comfortable expressing their wants, goals, fears, and limits, and everyone's boundaries are honored. That means everyone feels comfortable communicating their needs without fear of what another person will do in response.

If your partner tries to minimize your needs or violates the boundaries you established, then they aren't showing you the respect and trustworthiness you deserve.

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Whether you're casually having sex, just started dating, or are in a committed relationship, setting and respecting boundaries is essential to any and every relationship. It's important that partners feel comfortable expressing their wants, goals, fears, and limits, and everyone's boundaries are honored.

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All relationships exist on a spectrum from healthy to abusive, with unhealthy relationships somewhere in the middle. Explore our interactive Relationship Spectrum by rating different scenarios as healthy, unhealthy, or abusive and find out where your own relationship falls.

If you recognize any of the warning signs, it may be an indication that your relationship is abusive. Create a safety plan or text, call, or chat now to connect with an advocate to confidentially discuss your situation and explore available options.

The Relationship Spectrum

A three color graphic shows what the relationship spectrum looks like & explains the differences between healthy, unhealthy, and abusive relationships.

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The relationship spectrum goes from healthy, to abusive relationships, with unhealthy in the middle. Learn characteristics of each kind.

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In a healthy relationship, all partners are able to talk openly and agree upon what kind of activity they want to engage in. Whether it's holding hands, kissing, touching, intercourse, or anything else, it's important for all partners in a relationship to feel comfortable with what's happening, every time it happens.

A common misconception about consent is that talking about or getting consent will make a moment awkward or "ruin the mood."

If anything, the mood is more positive when both partners feel safe and can freely communicate about what they want.

Discuss what terms like "going all the way" mean to each partner ahead of time, and consider having these conversations outside of physically intimate moments so you both feel comfortable establishing your boundaries.

Remember to have such discussions regularly: consent in one moment is not consent in the future, and nobody is ever obligated to give consent even if they've done so in the past.

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In a healthy relationship, all partners are able to talk openly and agree upon what kind of activity they want to engage in. Whether it's holding hands, kissing, touching, intercourse, or anything else, it's important for all partners in a relationship to feel comfortable with what's happening, every time it happens.

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Help for teens, various issues & resources

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Help for teens, various issues & resources

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A safe place to chat anonymously, get support, and feel better.

Hi, what would you like to do today?

Helping others makes us feel good

It also makes other people feel pretty good too! Volunteer with ReachOut and make a difference.

40% of young people experience mental ill-health

Support ReachOut by donating to our critical services today.

Stay in touch

Sign up to our newsletter and get mental health and wellbeing info, tips and stories straight to your inbox.

Support that works for you

A safe, online place to get information and support to help you and your teen feel better.

Hi, what would you like to do today?

40% of young people experience mental ill-health

Support ReachOut by donating to our critical services today.

ReachOut makes things easier

A whole-school approach to student wellbeing that's credible, flexible and free.

Hi, what would you like to do today?

40% of young people experience mental ill-health

Support ReachOut by donating to our critical services today.

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A Safe Place to Chat Anonymously, Get Support & Feel Better | ReachOut Australia

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Connect with other young people and find support that works for you. ReachOut helps you deal with stress, anxiety, depression, and whenever life doesn't go as planned.

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Being a teen is stressful! Whether it's school, friends, or dating, the teen years are full of difficult changes-both mentally and physically. If you're like many teens, you may have difficulty dealing with stress in effective ways. You aren't alone, and there are things you can do to stay calm, no matter how stressful life becomes. All you need to do is stop, breathe, and be mindful and aware in the present moment.

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Being a teen is stressful! Whether it's school, friends, or dating, the teen years are full of difficult changes-both mentally and physically. If you're like many teens, you may have difficulty dealing with stress in effective ways. You aren't alone, and there are things you can do to stay calm, no matter how stressful life becomes.

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Self-care is taking the time to care for yourself in the ways that work best for you. There's no one way to practice it and we can't tell you what will work in your situation (though you can always contact us for some suggestions to get started).

Healthy relationships include time for yourself and your own interests, but even alone time can be limited by work, school, or other stressors in your life. Self-care means using the time that you have to take the best care of yourself possible, whatever that looks like. Have fun and relax in a way that lets you feel free and happy.

Self-care is extremely important for anyone, but especially for people who have experienced abuse or other forms of trauma.

Journaling, writing poetry, or making art can be therapeutic ways to express yourself and may not require expensive equipment or materials - just remember to store what you create away from your partner(s) if you want to keep those expressions private. No matter how you organize your thoughts, have fun with it and let yourself dream.

If you don't enjoy writing or art, you can find any number of activities to practice self-care. Consider volunteering somewhere in your community as a way to give back and meet new people with similar interests, or explore the outdoors, cooking, music, or a new language as ways to express yourself.

Regular physical activity like hiking, yoga, dancing, or walking your dog are all good ways to release energy that can also help you appreciate all the ways your body supports you.

Don't forget to eat and sleep regularly and drink plenty of water. When our minds are stressed we depend on our bodies to continue pushing us forward. If possible, eat a balanced mix of veggies, fruits, nuts, carbs, and protein, and avoid skipping meals because you're upset or too busy. Sugary or caffeinated drinks can also exacerbate stress, headaches, digestion problems, and difficult sleeping.

Be sure to establish your own boundaries when practicing self-care.

For some people, spending time with family is relaxing and makes them happy; for others, talking to a therapist about their problems is a better outlet for their emotional health. Don't feel pressured to depend on traditional systems of support if they don't serve your situation.

Finding ways to practice self-care can be really simple, and you shouldn't overthink it or get stressed trying to identify the right way to do it. Take a bubble bath, play a video game, paint your nails, watch a cat video, read a book, or just focus on your breathing for five minutes at a time. What's important is that you take the time to do it.

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Self-care is taking the time to care for yourself in the ways that work best for you. There's no one way to practice it and we can't tell you what will work in your situation (though you can always contact us for some suggestions to get started).

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Information for 11-18 year olds on confidence and self-esteem

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Are you struggling with how you feel about yourself? Our information will help you understand why and give you tips to build your confidence and self-esteem.

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Alcohol, drugs, leaving home, stress and loneliness - these are just a few of the issues most young Australians face every day. There may not be a how-to manual for every situation, but these topics offer useful information and practical suggestions to help you deal with the most common issues.

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Alcohol, drugs, leaving home, exams and study stress, getting enough sleep - these are just a few of the everyday issues most young Australians are guaranteed to face.

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Sexual assault is when you are forced, tricked or coerced into doing sexual things you don’t want to. It’s never your fault. Here are some things you can do to get support and move forward.

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There are a number of ways to look after yourself, from eating well to developing good habits. Check 'em out here and boost your mental fitness.

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Building up your confidence is possible, with some work. Learn how to be more assertive, face life’s challenges, and have a little more faith in yourself.

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Each of these collections have been mapped to the Education for a Connected World framework set out by the UK Council for Internet Safety. Pages contain downloadable teacher resource documents with lesson ideas, discussion points and potential homework activities.

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The Butterfly Foundation

The Butterfly Foundation represents all people affected by eating disorders and negative body image - a person with the illness, their family and their friends.

For all ages

1800 33 4673

Available Monday - Friday, 8am - 9pm AEST

Chat with us online

Available Monday - Friday, 8am - 9pm AEST

Visit thebutterflyfoundation.org.au

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The Butterfly Foundation represents all people affected by eating disorders and negative body image - a person with the illness, their family and their friends.

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Information and advice for young people aged 11 to 18 about sex, relationships and the internet from CEOP Education at the National Crime Agency.

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If you’re struggling with your feelings, we have tips and advice from other young people, and information on getting the support you need for your mental health.

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A safe place to chat anonymously, get support, and feel better.

Hi, what would you like to do today?

Helping others makes us feel good

It also makes other people feel pretty good too! Volunteer with ReachOut and make a difference.

40% of young people experience mental ill-health

Support ReachOut by donating to our critical services today.

Stay in touch

Sign up to our newsletter and get mental health and wellbeing info, tips and stories straight to your inbox.

Support that works for you

A safe, online place to get information and support to help you and your teen feel better.

Hi, what would you like to do today?

40% of young people experience mental ill-health

Support ReachOut by donating to our critical services today.

ReachOut makes things easier

A whole-school approach to student wellbeing that's credible, flexible and free.

Hi, what would you like to do today?

40% of young people experience mental ill-health

Support ReachOut by donating to our critical services today.

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A Safe Place to Chat Anonymously, Get Support & Feel Better | ReachOut Australia

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Connect with other young people and find support that works for you. ReachOut helps you deal with stress, anxiety, depression, and whenever life doesn't go as planned.

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Coping With Life | Mental Health Advice | YoungMinds

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There are many experiences we have in life that can make it feel difficult to cope. We have tips and advice on where you can get help if you're struggling.

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When we talk about self-esteem
we're often talking about lots of different things, such as:

confidence- if we are struggling with our self-esteem, we may not feel confident doing things, even if we have done them before and know we can do them

how much we recognise and value the skills we have, like if we are good at a subject at school, at making people laugh, or our hobbies

how able we feel to share our opinions and ideas, and whether we believe what we have to say matters and is worth other people hearing

how comfortable we are with getting things 'wrong' and our ability to brush things off and realise that our mistakes and 'failures' do not define us

how we treat ourselves, and if we are kind to ourselves and practise self-care

how we think and feel about ourselves physically, also known as our body image. Read our guide on body image for tips and advice on feeling comfortable with how you look

You are amazing, unique, and you have brilliant talents that no one else has.

When we believe in ourselves, feel comfortable in our bodies and have the confidence to share our thoughts with others, these can be signs of having good self-esteem.

But sometimes, feeling confident can be tough. We might have negative thoughts about ourselves, worrying that we aren't good enough or that we could've done things better. Often this is because we are comparing ourselves negatively to others, and feeling like we aren't as good as them or focussing on all the things we don't have that our friends seem to.

If you are having these negative thoughts with your confidence, that's okay. Lots of us struggle with these feelings too sometimes - you are not alone.

There are so many things you can do. Find hobbies and passions that you enjoy. Try hanging out with people who make you feel better about yourself.

Setting yourself small goals and achieving them can help you see how capable you are. This might be trying a new hobby, wearing a new outfit, or just getting dressed for the day. Whatever it is, it's important to celebrate your achievements and give yourself the credit you deserve.

Take time to do things you enjoy

Whether it is drawing, taking part in a sport or going for a walk, taking time to do things that make you feel good can help you switch off and relax. Find out the different ways you can take time out.

Finding the right people for you

Sometimes, low self-esteem can come from others who might make comments about you. You might not always realise how the people around you are making you feel. By reflecting on how people are treating you, you can start to see who makes you feel good and spend more time with them. Remember, people value you for many different reasons.

By focusing on the positives and taking note of the good things about yourself, you can celebrate what makes you, you.

If you're really struggling with low self-esteem and negative feelings about yourself, talk to someone you trust, like a family member, teacher or school nurse.

If you are struggling with low self-esteem and it's making you feel anxious, low in mood or is stopping you from doing everyday things, like eating, sleeping, or going to school or work, you could talk to your GP. They can tell you what support might be available to you in your area.

Our Activists share their tips on what helped them feel better about themselves:

More tips, advice and real stories if you're struggling with your self-esteem

Whether you love the page or think something is missing, we appreciate your feedback. It all helps us to support more young people with their mental health.

Please be aware that this form isn't a mental health support service. If you are in crisis right now and want to talk to someone urgently, find out who to contact on our urgent help page.

At YoungMinds we take your privacy seriously. If you'd like to read more about how we keep the information we collect safe, take a look at our privacy policy.

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Self-esteem and Believing in Yourself | Tips and Advice

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Self-esteem is how you think and feel about yourself. Find out how to believe in yourself and boost your self-esteem if you are struggling.

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Sexuality and mental health | Understanding Your Sexuality

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Sexuality and mental health – sexuality is the way you describe sexual, emotional and physical feelings or attractions you have towards another person.

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It's not always easy to tell why you're feeling down when you're online. Take some time to go through your social media feed to work out what's making you feel good, and what's not.

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At the top of the image, the text reads: Clean your feed. Underneath that there is smaller text which reads: How do the posts you see make you feel? The first post-it note is of a smiley face emoji with the text: Wahey! Keep it coming. The next post-it note is a sleeping emoji with the text: Bored? Worth your time? The third post-it is the angry emoji with the text: Angry, probably unfollow. The fourth is an emoji with no mouth, it reads: Speechless, good way or bad? The next is a smiley emoji with two hands that reads: Inspired, share the love. The final post-it has a sad face with the text: negative, nobody needs this.

Unfollow or mute accounts

Try unfollowing or muting accounts that annoy you, upset you, or take up too much of your time.

Delete social media apps

Remember you don't have to be on every social media channel. Try deleting one app from your phone for a week and see what happens.

Limit your time online

Try limiting your time on social media before you go to sleep and when you first wake up.

Think before you post

Before you post or comment ask yourself: am I doing something positive for myself and the people who'll see this?

Use the emoji scale

Use our emoji scale to work out how stuff in your social media feed is making you feel.

Whatever your passions are in life, you're not alone. There are accounts out there that will interest and excite you, and help you explore your passions.

Being part of a positive online community can give a boost to your mental health.

Explore and discover

See which accounts people you enjoy following follow themselves, and explore the hashtags they use to discover more stuff like it. Don't forget to shout out positive people by liking, commenting and sharing their posts.

Positive content

Follow accounts that make you feel good, keep you interested and share positive content (e.g. @youngmindsuk).

Build your feed

Build your own positive following, as well as following positive people. Did you know that you can select who follows you and what they see?

You are not alone

You are not alone. Whatever your passion is, there will be other people online who share it. Find like-minded online communities and use social media to fuel your passions.

Be aware

It's important to remember that while many online mental health communities are positive spaces, some can be negative for you and your recovery. Avoid any spaces that encourage you to do things which are harmful for your physical or mental health. If you're struggling with things you're experiencing online, talk to someone you trust.

You never know what someone else is going through and, whether you realise it or not, your support could make all the difference.

Social media is a great place to let your friends know you haven't forgotten them, that you care about them and that they matter - and getting involved in making the online world a more positive place to be could give you a boost too!

Support causes

What change would you like to see in the world? Use your feed to support the causes you care about and help make them happen.

Check in with yourself

Check your mood before using social media, and think about what you're going on there to do before you dive in. Ask yourself: is social media going to make me feel better or worse right now?

Positive communities

Remember: not all the advice you get online is from experts, even if it comes from people who know what you are going through. Positive communities will never advise you to do anything harmful, or anything which makes you feel worse.

Apps like Facebook, Instagram and YouTube make it easy to track your time online, whether you're on iOS or Android.
For Facebook, go to More > Settings and privacy > Your time on Facebook.
For Instagram, go to Your account > More > Settings and your activity.

You can set daily reminders telling you how long you've been using an app. On Facebook for example, go to Your time on Facebook > Set daily reminder. Then set your ideal daily usage.

Apps like Hold are handy, especially if you're trying to focus on studying. Hold rewards you for putting your phone down. You get 'pocket points' which can be exchanged for coffee vouchers and cinema tickets. There are many other apps out there that help you stay off your phone, but don't reward you, like Moment, Stay Focused and OFFTIME.

Meditation apps like Calm have stories that can help you get to sleep, as well as daily breathing exercises that help you relax. Calm even has masterclasses taught by world-renowned experts.

If you'd like to switch off the blue night your screen emits at night, some phones have night mode.
iOS
Go to Settings > Control Centre > Night Shift
Older iPhones have shortcuts to Night Shift if you swipe up from the bottom of the screen. The shortcut on newer iPhones appears if you drag down from the top right of the screen.
Android
Android devices often have an 'eye comfort' mode. This setting can be found by dragging your finger down from the top of the screen and tapping 'eye comfort'. If you press and hold this option, you'll also find a convenient schedule option to save you more work.

When you need to unwind, you may find that something simple like trying an audiobook rather than reading on your phone may help. Apps like Audible come with a 30-day free trial.

For free advice, pop into any O2 shop to speak to an O2 Guru. Whether you're an O2 customer or not, you can chat to a Guru about setting up your phone and choose apps to work for you.

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Graphic by @crazyheadcomics that shows a list of things it's okay to do on social media to look after your mental health.

If you are experiencing online bullying, you need to report it. You need to remember that the people who are hurting you might be hurt themselves. You are never alone and your problems are not insignificant.

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Social Media and Mental Health | Tips and Advice

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How you experience social media can affect your mental health. Find out what help is available if you ever feel overwhelmed by social media.

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Gaming can be a way to relax and stay connected with your friends. But sometimes, gaming might get in the way of things like studying or sleep. If you're feeling like this, here are things you can do to enjoying gaming in a positive way.

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Guide Menu for Gaming and mental health

Just like social media, there can be positives and negatives to gaming.

Gaming, when used positively, can be a really helpful way to look after your mental health. This is because it can give us a space to unwind, relax and take time out from the pressures of daily life - just like reading can, or going for a walk. It can give us a sense of achievement and help us learn new skills, like problem-solving. Gaming can also be a really sociable way to have fun and stay connected with friends and family.

But if gaming is starting to take over your life and get in the way of you doing other things you want to do, like study, work, exercise, eat or sleep then this can be a sign of a problem. You might start to feel out of control, unable to deal with real life, low mood or using drugs to game longer. If any of these are familiar to you, then you are not alone. There are things you can do to feel better and start enjoying gaming again in a healthy and positive way.

I love the fact that gaming takes you to a new reality and you can create your own worlds.

How can gaming affect my mental health?

Gaming can have a good impact on your mental health. You might find that gaming is making you feel good and connected with friends. It can help with things like:

Taking time out from our busy lives to switch off and relax by gaming. This helps us to give time to process your day, and take time to recharge after school, college, work, or university.

Connecting with friends. Keeping in touch with friends online can be a great way to socialise and can give us a low-pressure space to check in with each other, talk about what's going on in our lives and how we're really feeling. If you find talking about your thoughts and feelings difficult face to face, chatting with friends online might feel easier. It can be reassuring to know that your friends are there for you and that you're not alone.

Learning skills you can use in everyday life, like problem-solving or being a team player. Gaming can make you look at something from a different point of view or consider how you approach a problem. Learning to be a team player can be useful too. For example, if you are working on a group project at school, you can understand what roles everyone will play and how you can work on the project as a team.

But sometimes, gaming can become too much. You might find that you are often thinking about when you are next able to game, or you stop doing other hobbies to game. This might make you feel out of control and that gaming is taking over your life. If gaming is effecting everyday things like school, sleep or work, it can lead to feelings of:

If you are having any of these feelings, it's important that you reach out for help and get the support you need. There are people who will help you get through this.

How to have a more positive time online

If you find that gaming is having a negative impact on your mental health, here are some tips on how you can have a more positive time:

What to do if gaming becomes too much

If you feel like gaming is taking over your daily life and you're not sure what to do, here are some things that can help:

Gaming, money and mental health

Like with a lot of hobbies, we might spend money on gaming. That might be buying gaming equipment or accessories, new games, or in-game purchases like new skins. There's nothing wrong with spending money on our hobbies, as long as we can afford to do that.

Many games might encourage you to spend money, particularly at moments in a game where you are really invested and are enjoying playing. When you are absorbed in a game, it can be harder to keep track of how much you are spending or have the time to think through the decision. Sometimes you might not even realise you are purchasing something. It's important to check before you start playing a game whether there are in-game or in-app purchases, and consider how much you have to spend. It's important if you are spending someone else's money, like a parent's, that you check with them and have their permission first.

Sometimes, we may find it hard to control our spending. It may be that we feel we have to keep buying more items in-game to keep up with friends or to make sure we always have the latest gear. Or we may be struggling to stop spending money on loot boxes. Sometimes spending money on things like loot boxes can give us a good feeling, which we want to keep having. The feeling of taking a risk and winning may make you tempted to start gambling on other things, like sports.

If you are struggling with these things, it's important that you speak to someone you trust about what's going on so you don't start spending money you don't have. They can also help you set boundaries with how much you spend.

For more information on gambling and how to know if you have a problem, have a look at theBig Deal website.

The idea that someone can enjoy sitting around twiddling their thumbs for hours seems almost alien to a lot of people.

For me, gaming became a place where I could escape my degree, my life and my mental health conditions when things were tough. Gaming also allowed me to do all the things we are told to do to deal with depression and anxiety.

Wes' story: How gaming helped my mental health

Getting help

If gaming or social media are bringing you down or taking over your life, don't struggle alone. Here are some organisations and helpline services that can support you.

More on looking after yourself

More tips, advice and blogs to help you look after your mental health.

Help us improve our content

Whether you love the page or think something is missing, we appreciate your feedback. It all helps us to support more young people with their mental health.

Please be aware that this form isn't a mental health support service. If you are in crisis right now and want to talk to someone urgently, find out who to contact on our urgent help page.

At YoungMinds we take your privacy seriously. If you'd like to read more about how we keep the information we collect safe, take a look at our privacy policy.

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Gaming and Mental Health | Getting Mental Health Support

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Gaming can be a way to relax and stay connected with your friends, but if gaming is starting to take over your life it may affect your mental health.

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How do you feel about your body? If you don't immediately answer "Great!" with a smile-don't worry, you're not alone!

This is a very common problem for people today, especially women. With advertisements and images of a specific body type constantly bombarding us wherever we are or whatever we're doing-on television, on our phones, on social media, on our commutes and while we're out shopping-it's easy to see how we can begin to feel bad about our bodies.

Building a positive body image is a good way to counteract this negative stream of images we are encouraged to compare ourselves to.

If you're feeling unattractive and down about your body, read on to find out how you can improve how you feel about yourself. It doesn't matter what size you are-you are always deserving of love and respect, especially from yourself!

Before you read on, we thought you might like to download our 3 Self-Compassion Exercises for free. These detailed, science-based exercises will not only increase the compassion and kindness you show yourself and your body but will also give you the tools to help your clients, students or employees be more compassionate towards themselves.

What is a Positive Body Image? (Definition)

In simple terms, body image is:

"...the perception that a person has of their physical self and the thoughts and feelings that result from that perception." (National Eating Disorders Collaboration)

As this definition shows, body image isn't just one unidimensional construct. It's made up of four aspects:

1. Perceptual body image: how you see your body

2. Affective body image: how you feel about your body

3. Cognitive body image: how you think about your body

4. Behavioral body image: the way you behave as a result of your perceptual, affective, and cognitive body image (NEDC, 2017)

When your body image is positive, you are able to accept, appreciate, and respect your body (NEDC, n.d.). You won't necessarily avoid feeling any insecurities or think your body is perfect, but you will be able to acknowledge any insecurities for what they are and believe that your body is perfect for you.

According to clinical psychologist and faculty member Elizabeth Halsted, there are three components to having a positive body image, or PBI:

1. Self-esteem: valuing ourselves and believing that others appreciate us and enjoy our company.

2. A positive attitude: accepting our strengths and our weaknesses, and avoiding three negative attitudes:
a. Perfectionism: holding ideals or standards that are impossible (or next to impossible) to achieve.
b. Comparing: making social comparisons with others.
c. Being highly critical or judgmental: the more critical and judgmental we are of others, the more likely we are to be critical and judgmental of ourselves.

3. Emotional stability: maintaining a healthy connection to our thoughts and feelings while also being able to share our experiences with others (Halsted, 2016).

Improving your own body image can be hard, but it's certainly doable. We'll describe some exercises and activities you can do to boost your own positive body image, or PBI, but this list from the National Eating Disorder Collaboration (2017) is full of useful suggestions on how to be more body positive:

Focus on your positive qualities, skills, and talents.

Say positive things to yourself every day (practicing affirmations puts this suggestion to use)

Avoid negative or berating self-talk

Focus on appreciating and respecting what your body can do

Set positive, health-focused goals rather than weight loss-focused goals.

Admire the beauty of others, but avoid comparing yourself to anyone else.

Remind yourself that many media images are unrealistic and unattainable for the vast majority of people (and even for the subject of the image, thanks to Photoshop!).

Effects of the Media and Instagram on PBI

In a 2005 study of the effects of idealized media images on college women, researcher Renee Engeln-Maddox found that being presented with just three advertisements featuring highly attractive female models caused many of the women to compare themselves and their own bodies to the idealized images they viewed.

Even when participants used the critical processing technique of counterarguing, or generating counterarguments against unhealthy social comparison, they still experienced appearance-related dissatisfaction and internalization of the "thin ideal."

In 2008, a meta-analysis (an analysis of the results from many studies) confirmed the relationship between mass media images and the internalization of an unhealthy thin ideal in women, along with dissatisfaction with one's body (Grabe, Ward, & Hyde).

Further, not only do advertisements and targeted messages to consumers affect our body image, but the images we see of our friends, colleagues, and acquaintances on social media also make an impact. In 2013, researchers Marika Tiggemann and Amy Slater connected Facebook use to higher body image concerns in 13 to 15-year old girls.

The same study showed a significant relationship between internalization of the thin ideal and time spent on the internet. Later, researchers Fardouly, Diedrichs, Vartanian, and Halliwell (2015) found another link between social media use and both mood and body concerns in women; specifically, spending just 10 minutes browsing Facebook instead of a neutral control website resulted in a more negative food and more facial, hair, and skin-related concerns.

Although the most significant effects of media on body image and self-esteem have been observed in women, men are certainly not immune to the images of the "ideal" body. Men who viewed advertisements featuring male models or actors with the muscular ideal body type were more likely to feel negative about their own bodies, and more likely to feel dissatisfied with their own muscles (Hargreaves & Tiggemann, 2009).

Instagram, in particular, seems to have a huge impact on how we see ourselves and our bodies. Researchers Brown and Tiggemann (yes, the same Tiggemann from the earlier studies!) investigated the relationship between viewing Instagram pictures and mood and body dissatisfaction in young women (2016).

Participants were shown one of three sets of images: (1) images of celebrities on Instagram, (2) images of unknown, equally attractive peers on Instagram, or (3) a set of control travel images from Instagram. Unsurprisingly, those who viewed the celebrity and peer images experienced a more negative mood and greater dissatisfaction with their bodies than those who viewed the travel images. This effect was mediated, or explained by, appearance comparisons.

Don't feel the need to give up your Instagram account just yet, though-later research qualified this finding by exploring how the ways in which we use social networking sites affect our body satisfaction and body concerns.

Young women who engaged in greater appearance-focused activity on Facebook and Instagram reported greater dissatisfaction with their bodies and a more entrenched internalization of the thin ideal than those who engaged in mostly non-appearance-focused social networking activity (Cohen, Newton-John, & Slater, 2017).

This finding tells us that it is not simply the use of social media that leads to decreased satisfaction with our own bodies, but specifically appearance-related social media usage. When we compare ourselves to the "ideal" bodies we see on Instagram, we generally experience greater dissatisfaction with ourselves.

How to Feel Good About Your Body

Luckily, research has also found effective ways to negate or reduce the ill effects of media on body image.

The biggest thing you can do to feel better about your body is to work on stopping the social comparison process in its tracks. It can be frighteningly easy to compare ourselves to the bodies we see every day, in magazines, on billboards, on television, and now on social media. It's a small step from looking at and admiring images of "ideal" bodies and thinking, "Why don't I look like that?" or "That model is so much thinner than me."

Although easy to do, avoiding these social comparisons may be the best way to boost your own body satisfaction (Posavac, Posavac, & Weigel, 2001).

How to be Happy with Your Body When You're Overweight

Avoiding social comparisons is an especially good practice for those who are overweight since there is such a lack of representation of larger body types in the media.

If you're overweight, you're certainly not alone in your body concerns. In 2016, nearly 2 billion adults were overweight, or 39% of the world's adult population (World Health Organization, 2018)!

While there are certain health risks associated with being overweight, and even more risks that accompany obesity, that's no reason to avoid working towards a healthy self-esteem at any size. Besides, it's possible to work on becoming more physically and mentally healthy at the same time.

The biggest problem many overweight people face when trying to get healthier, physically and/or mentally, is the vicious cycle:

1. They gain weight.

2. They feel bad about gaining weight

3. They may initially try to get healthy, but eventually, have a setback and use food or inactivity as comfort.

4. They gain more weight.

5. They feel even worse about their weight.

6. They are even less motivated to get healthy and more prone to partaking in unhealthy comforts.

7. Repeat.

Similarly, when some people attempt to work on improving their mental health, they encounter a similar cycle:

1. They feel bad about themselves or experience negative symptoms.

2. They feel even worse since they feel like they don't have control over their own mind.

3. They have a setback or withdraw into even more negative feelings about themselves.

4. Repeat.

And so the cycle continues!

The only surefire way to start getting healthier, physically or mentally, is to break that cycle. And, although this might seem counterintuitive, it actually seems easier for people to first improve their body image, then move on to improving their physical health. This is because when we improve our own body image, we can stop the cycle before it even gets to step 2 (feeling bad about yourself).

Recently published research confirms that having a positive body image can help you to be healthier (or at least to gain less weight in the future); a long-term study found that on average those with the lowest body satisfaction gained over twice the number of Body Mass Index (or BMI) units as the girls with the highest body satisfaction (Loth, Watts, van den Berg, & Neumark-Sztainer, 2015).

When we have a negative body image and we gain weight, we might think, "I'm so fat. I'm lazy and useless and I don't deserve attention and happiness."

When we have a positive body image and we gain weight, we are more likely to think something like, "Oops! I've gained some weight. I better work on making healthier meals and getting out more."

It may be more difficult to cultivate self-love and acceptance when you are overweight, but you can do it if you put your mind to it! For some ideas on how to start getting more positive about your body image, try some of the worksheets, activities, and exercises listed below.

Worksheets and Activities for Improving Your Body Image

This list of activities and steps to achieving a positive body image comes from the National Eating Disorders Association (United States) provides several good suggestions to cultivating a positive relationship with your body, including:

Appreciate all that your body can do.

Keep a top-ten list of things you like about yourself.

Remind yourself that "true beauty" is not simply skin-deep.

Look at yourself as a whole person.

Surround yourself with positive people.

Shut down those voices in your head that tell you your body is not "right" or that you are a "bad" person.

Wear clothes that are comfortable and that make you feel good about your body.

Become a critical viewer of social and media messages.

Do something nice for yourself.

Use the time and energy that you might have spent worrying about food, calories, and your weight to do something to help others (NEDA, n.d.).

In addition to general suggestions and steps you can take, there are several worksheets, handouts, and other resources you can turn to when you need some help. A few of the most popular and effective ones are listed below.

Building Body Acceptance

This resource is designed for people struggling from Body Dysmorphic Disorder, or BDD. This is a disorder in which the sufferer has an extremely negatively, and often extremely skewed, perception of their own body. However, it can be a useful tool for anyone who is working to overcome a very negative body image, especially when a fixation on a specific body part is involved.

This PDF will first describe assumptions, differentiate helpful from unhelpful assumptions, and help you or your client to identify your own unhelpful appearance assumptions.

According to this resource, assumptions are basically guidelines for how we live our lives that we learn through observation of those around us. We might not even be aware of them, but they still play a big role in our thoughts and our behavior.

Helpful assumptions are those that are realistic and flexible, based on actual evidence but able to be modified or adapted as needed. Unhelpful assumptions are assumptions that are the opposite: unrealistic or unreasonable and inflexible. For people struggling with body image issues, these are some common unhelpful appearance-related assumptions:

If people see the real me, then they will be repulsed.

If I relax my standards, then I will let myself go.

If I can see the problem, then everyone else must be noticing it too.

If people notice how awful I look, then they will be disgusted.

If I ignore this one blemish, then I'll drop my standards completely.

If I look attractive, then people will value me.

If I don't look perfect, then others will reject me.

If I don't change my appearance, then I will never be happy.

If I don't look beautiful, then I look awful.

If I don't cover up, then people will see the real me and be horrified.

Once you have identified your own unhelpful appearance-related assumptions, the workbook moves on to adjusting these assumptions. It guides the reader through the following steps:

1. Identify the appearance assumption you would like to adjust.

2. Ask yourself "Where might this assumption have come from? Why is it still here?"

3. Ask yourself "What impact does this assumption have on my life?"

4. Ask yourself "In what ways is this assumption unreasonable, unrealistic or unhelpful?"

5. Now, think carefully about what might be a more balanced and flexible assumption.

6. Finally, ask yourself "What can I do to put this assumption into practice on a daily basis?"

To help you through this worksheet, there is an example completed worksheet you can reference. In the example, the assumption that the writer wants to adjust is "If I don't look perfect, I look awful."

To answer question 2 about the origins of the assumption, the writer notes "I was teased about my looks during high school. When I started wearing lots of make-up and spending more time on my appearance the teasing stopped. I guess that even now I am still worried that if I don't look perfect, I will look awful and feel like I did during high school."

If you're interested in following along with this example, you can find it on page 6 of the PDF.

Finally, the workbook ends with some instructions and advice on following through. The reader is advised to keep the new appearance assumption handy, since the old ones can pop up out of nowhere! It's also important to carry out any daily actions you planned and stick to it.

To see this resource for yourself or download it and apply it with your clients, click here.

Body Positive Image: A Weight Off My Mind

This info- and activity-packed 38-page workbook offers you or your client an excellent opportunity to work on your body image. It is offered in a journal format to help you personalize, customize, and fully commit to the exercises within.

Author Kristy Mudge consulted with multiple experts and organizations to put together this effective tool for increasing your body positivity, including the Women's and Children's Hospital Shops Auxiliary Health Promotion Grants Program, the YWCA, the Eating Disorder Association of South Australia, and the Headroom positive mental health program.

The workbook begins with a page you can use to identify the owner of the journal (yourself!), list the date you begin working on it, and note your reasons for embarking on this journey to body positivity.

Next, you will take a quiz to help you learn how you react to different situations. Your answers will be used to point you in the right direction as you start building up your positive body image.

Depending on where you begin in the workbook, you will then encounter several sections with advice, suggestions, exercises, and information to help you on your way.

For example, page 10 lists over three dozen activities that young people identified as activities that made them feel better about their bodies. The list includes:

Starting yoga lessons

Doing something childish (like making mud pies)

Getting a massage or a special beauty treatment

Singing along to music, even if you don't know the words

Spending time with your family

Thinking about all the things you are good at

Trying something new

You will also encounter lists of things your body can do (like healing, shutting down for sleep, dancing, walking, skipping, and running), information on the art of belly dancing, instructions on identifying things you like about yourself, an explanation of why humans have body hair, and a description of body painting and how it can be a healing and even cathartic experience.

The workbook also includes a set of mantras you can use to boost your body positivity, like:

I have a right to occupy space in this world.

Today is a good day to be alive.

I love my body.

My body deserves to be nourished.

I am a good person.

I am loved.

Food is not the enemy.

No food is naughty.

I'm beautiful inside and out.

Guilt is a waste of time.

I love and accept myself.

You can also develop some of your own mantras on the next page.

Another useful exercise comes from page 25, in which the reader is presented with a difficult, but potentially impactful and rewarding, one-week challenge:

1. Keep track of how many times you hear someone talk about dieting or weight.

2. If someone tries to draw you into a conversation about weight or dieting, change the topic or find an excuse to leave the conversation.

3. Think about what you are saying to other people and keep focused. If you find yourself talking about weight or dieting change the topic.

4. Tell other people about your personal challenge and encourage them to give it a go too.

5. At the end of the week, tally up how many times you heard someone talking negatively about their body and how many times (if at all) you talked negatively about your own body.

6. Consider whether you feel better about your body after a week without negative body talk. You may like to take the challenge for a second week to see if you can improve your focus.

Keep scrolling and you'll find quotes, personal stories, poems, and instructions on using yoga to improve your physical and mental health, as well as encourage a healthy body image.

To see Kristy Mudge's excellent tool for supporting a healthy sense of self-esteem and a positive relationship with your body, click here.

Body Worksheet for Kids and Adults

This worksheet is intended for children, but it can be just as useful for adults. Completing it should help you or your client to start or continue the journey to a healthy sense of self-esteem.

In the middle of the worksheet is an outline of a person with a big red heart on the chest. This image should help you keep the point of the exercise in mind-to love and appreciate your body instead of picking out flaws or focusing on things you don't like about it.

There are four sections to the worksheet with space to write down five things in each. The four sections are:

1. What my body does for me

2. What I love about my body

3. What's unique about me

4. What I can do to help it stay strong and healthy

Try to really give this exercise your full attention and engagement. The more heart you put into filling in the blanks, the greater impact it can have on your body image.

To download this worksheet and use it for yourself or with your clients, click here.

Positive Body Image & Affirmations: A Good Idea?

Many people have found affirmations to be effective for addressing or managing a wide variety of issues, and PBI is no different. Positive, healthy affirmations can help you build a better body image, enhance your self-esteem, and boost your love, compassion, and respect for yourself.

Click here to see a list of 101 affirmations to promote body positivity. The list is intended for those suffering from an eating disorder, but the affirmations are great for anyone who is struggling to feel good about their body. Some example affirmations from this list include:

My body deserves love.

I feed my body healthy nourishing food and give it healthy nourishing exercise because it deserves to be taken care of.

As long as I am good, kind, and hold myself with integrity, it doesn't matter what other people think of me.

When I compare myself to others, I destroy myself, I don't want to destroy myself so I'll just continue on my journey, not worrying about other people's journeys.

Just because someone looks perfect on the outside, doesn't mean they have a perfect life. No one has a perfect life, we all struggle. That's just what being human is.

I choose health and healing over diets and punishing myself.

Being skinny doesn't make me good. Being fat doesn't make me bad.

My body is a vessel for my awesomeness.

I deserve to be treated with love and respect and so do you. I choose to do and say kind things for and about myself and for and about others.

If none of these hit the spot for you, feel free to make up some of your own, personal affirmations. As long as they're positive and rooted in the present, they'll do!

Campaigns, Posters, & Advertisements on PBI

Luckily for us, organizations are starting to get in on the positive body image movement as well. Brands like Dove (with the "Dove Campaign for Real Beauty") and Aerie (with their #AerieREAL campaign) are jumping on the bandwagon and promoting body positivity instead of constricting the definition of beauty to a narrow standard (although with varying success).

You can read more about the social media campaigns for body positivity in this article by Bustle writer Erin McKelle.

If you're not much of a social media person but you're looking for an image that can remind you to be more accepting and loving of your body, this picture can be used as a screensaver, desktop background, or even printed out and hung up on the wall as a constant reminder to cultivate more positive feelings about your body.

It's titled "10 Steps to Positive Body Image" and includes the same 10 steps from NEDA that we listed earlier, namely:

Appreciate all that your body can do.

Keep a top-10 list of things you like about yourself-things that aren't related to how much you weigh or what you look like.

Remind yourself that "true beauty" is not simply skin-deep... Beauty is a state of mind, not a state of your body.

Look at yourself as a whole person... choose not to focus on specific body parts.

Surround yourself with positive people.

Shut down those voices in your head that tell you your body is not "right" or that you are a "bad" person.

Wear clothes that are comfortable and that make you feel good about your body.

Become a critical viewer of social and media messages.

Do something nice for yourself-something that lets your body know you appreciate it.

Use the time and energy that you might have spent worrying about food to help others.

To download this poster for your own use, click here.

For the minimalists out there, this simple "Love Your Body" poster may be all the reminder you need to encourage a healthy respect for your body. You can find it here.

This clever poster from the Now Foundation's Love Your Body Campaign plays on the images we usually see, and expect to see in the media, to give a more powerful message: that a woman's worth is far more than the numbers on a scale or on measuring tape. Click here to download this poster.

Finally, this image from Spark People's campaign has a simple but impactful quote: "There is no wrong way to have a body." - Glenn Marla

Click here to download this image.

10 Positive Body Image Quotes & Songs

Sometimes a well-placed quote or song lyric can make all the difference between giving in to our negative self-talk and challenging it. Use the quotes and song lyrics listed below to help you silence your inner critic.

Healthy body image is not something that you're going to learn from fashion magazines.

Erin Heatherton

I think there's so much emphasis on body image and results and outcome, but really what you should be after is to be healthy and to feel good about yourself.

Abby Wambach

We all have something about ourselves that we'd change if we could in a perfect world... nobody's exempted from the realities of life...

Keri Hilson

It's hard being a girl. There are a lot of body image issues that come up and I think the best thing we can do for our kids is lead by example.

Cheryl Hines

How to get a bikini body: put a bikini on your body.

Ellen Degeneres

To me, beauty is about being comfortable in your own skin. It's about knowing and accepting who you are.

Ellen Degeneres

Music is an incredibly subjective thing, and you may absolutely love or absolutely hate any of these songs; nonetheless, they all have a great message of loving yourself and your body, exactly as it is. If you simply can't stand hearing one of these songs, try printing out the lyrics and putting them to your own music or just reading them to yourself.

"Beautiful" by Christina Aguilera

Notable lyrics: "You are beautiful, no matter what they say. Words can't bring you down."

"Confident" by Demi Lovato

Notable lyrics: "What's wrong with being confident?"

"Beautiful" by Eminem (content warning: strong language!)

Notable lyrics: "Don't let 'em say you ain't beautiful."

"Scars to Your Beautiful" by Alessia Cara

Notable lyrics: "There's a hope that's waiting for you in the dark. You should know you're beautiful just the way you are."

Of course, there are just a few of the many examples of songs that can help you boost your PBI. There may be some songs that seem like they have hidden messages, just for you, on loving yourself exactly as you are. As long as it makes you feel positive about yourself-turn it up and put it on repeat!

Best Books on Positive Body Image

Unsurprisingly, this popular topic has attracted many authors and readers. There are tons of books out there on cultivating a positive body image from researchers, experts, and everyday people battling their own inner critic. A few of the most popular and highly-rated books on body image are listed here:

Embody: Learning to Love Your Unique Body (and Quiet that Critical Voice!) by Connie Sobczak and Elizabeth Scott (Amazon)

Mothers, Daughters, and Body Image: Learning to Love Ourselves as We Are by Hillary L. McBride (Amazon)

Positive Body Image for Kids: A Strengths-Based Curriculum for Children Aged 7-11 by Ruth Macconville (Amazon)

The Body is Not an Apology: The Power of Radical Self-Love by Sonya Renee Taylor (Amazon)

Body Kindness: Transform Your Health from the Inside Out-and Never Say Diet Again by Rebecca Scritchfield (Amazon)

Further Reading: Blogs and Articles

To learn more about positive body image, there are tons of resources you can check out, including:

The Body Positive organization website

The Body Image Movement website

"Body positivity is everywhere, but is it for everyone?" This USA Today article describes the movement up to 2017 and showcases some of the most influential body positive figures today.

"'But I Like My Body": Positive body image characteristics and a holistic model for young-adult women." This article from researchers Wood-Barcalow, Tylka, and Augustus-Horvath (2010) describes a model of body positivity that can help us stay be positive and healthy about our body image.

"A Healthy Body Image." This piece from PBS explains how you can encourage a more positive body image in yourself and provides good information for encouraging body positivity in your loved ones.

"11 Bloggers Inspiring the Body Positive Movement." This piece from bodypositivity.com lists 11 bloggers who are great to follow if you want to keep up with the body positive movement.

Relevant YouTube Videos

If you're more of an auditory learner than a reader, not to worry! There are several helpful YouTube videos on this topic that can help you learn more about cultivating a positive body image. Three of the most popular are described below.

This video from Bustle tackles some important questions about bodies, like:

Is it okay to call someone fat?

What is the opposite of plus size?

What is the point of the body positive movement?

In her TEDx Maastricht Salon talk, Ira Querelle gives a passionate speech on self-esteem, body image, and the body positivity movement. At only 16 years old, Ira makes a striking impression. In this video, you can see her discuss what body image really is, how it affects people, and how to help yourself and others feel better about their bodies.

In this TEDx Jersey City talk, actor and burlesque performer Lillian Bustle describes how the media's portrayal of women's bodies can have a profound impact on how women see themselves, talk about themselves, and think about themselves. Watch the video below to see her talk about how to keep your self-esteem up, take healthy risks, and appreciate diversity in the face of a doubtful and even hostile society.

A Take Home Message

I hope this piece has given you some valuable information and useful suggestions on how to improve your body image, but most of all I hope that this piece has reminded you that you can love yourself exactly as you are. Whether you want to change your body or not, you can always start from a place of self-love and compassion. In fact, you'll likely find that you're more successful if you embark on your journey towards a healthy and happy body with a healthy and happy body image already in place.

If you're in the middle of a downward spiral of body negativity, please know that you're not on your own, and your feelings are quite common! There are many people out there struggling with the same issues, and there are tons of places you can turn to for support and encouragement. I wish you all the best of luck in cultivating a positive body image-you can do it!

Do you have any tips or tricks for stopping negative self-talk in its tracks? What do you think of the body positive movement? Who do you turn to for support when you're feeling down about yourself? Let us know in the comments!

We hope you enjoyed reading this article. Don't forget to download our 3 Self Compassion Exercises for free.

If you wish to learn more, our Science of Self Acceptance Masterclass© is an innovative, comprehensive training template for practitioners that contains all the materials you'll need to help your clients accept themselves, treat themselves with more compassion and see themselves as worthy individuals.

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3 Positive Body Image Activities & Worksheets (2019 Update + PDF)

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How do you feel about your body? If you don't immediately answer "Great!" with a smile-don't worry, you're not alone! This is a very common problem for people today, especially women.

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What is body image?

Body image is how we think and feel about ourselves physically, and how we believe others see us.

When we talk about body image, there are lots of ways we can think about our body and the way we look. You might find that there are times when you like your body, or parts of your body, and times when you struggle with how you look.

Instagram artwork by @allbodiesart. On top of a light green square it reads in capitals: 'My body is good', with a list in lower case describing how your body is good regardless of your doubts.

Body image is not just about our weight, it can also be things like:

comparing how you look with friends or people you follow on social media

struggling to love and accept your body

feeling as though your body shape is not represented in the media

hiding your body because you feel ashamed by it

struggling to find clothes for your body, particularly if you have a physical disability

feeling misunderstood about your body when people make assumptions about things like why you might need a wheelchair

feeling like you are not attractive enough

birthmarks, surgery scars or acne affecting how you feel about how you look

feeling as though your body does not match your gender. For information on this, have a look at our page on gender and mental health

Artwork credit: @jen.s. The artwork depicts text in red, yellow, green and blue which reads: 'we are all born beautiful'. The word 'beautiful' has lines around it to emphasise the word.

These thoughts about how we look are often influenced by things going on around us. It can be what we see every day on social media, what the characters we see on TV look like, or seeing adverts about 'improving how you look'. All of this can contribute to how we feel about our body.

Other influences might be:

the media promoting one type of body as 'fit and healthy' with little to no representation of different bodies

comments from friends or family about your body

social media promoting what should be the 'perfect body' image

clothes limited to fit certain body types

adverts, health campaigns or lessons at school on what is a ' healthy body'

If you feel that you are comparing your body with things you see every day, you are not alone. Lots of us are influenced by the things around us, which can impact our mental health.

The world is full of a spectrum of shapes and sizes. And we should all be represented in the media because unless we see this, it's almost like it doesn't exist.

Jada Sezer, YoungMinds ambassador

How can body image affect my mental health?

Text on a yellow background with the words 'struggle' and 'body image' highlighted in blue, the whole text reads: 'Men struggle with body image too'.

If you are having these thoughts and feelings about how you look, you might be struggling with your body image. You may find everyday tasks like eating, getting dressed or going out with friends becoming more difficult.

This can be at any point in your life or continuously throughout your life, but it is common to have these thoughts when you are going through puberty. During puberty, your body releases hormones which makes you more aware of how you look, and more aware of other people's bodies. These changes happen to everyone, and can sometimes make you feel out of control or anxious.

It can lead to feelings of:

Body dysmorphic disorder is when you constantly worry about flaws in your appearance, focus on specific areas of your body and compare yourself a lot to others.

Sometimes when you're struggling with your body image, you might change your eating habits as this can make you feel like you are in more control of how you look. This can be things like changing what you eat, how much and how often you are eating. If you are finding that your eating habits or relationship with food is taking over your life, you might be struggling with an eating problem.

We all worry about how we look at times during our lives and that's completely normal. If you are experiencing any of the above, know that there are people who can help you get through this. Things can get better.

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Instagram artwork by @teabag.cartoon. There are cartoon people of all different shapes, sizes and colours holding hands and standing next to each other. Text above them reads, 'we need to learn to respect every body.'

It is completely normal to feel insecure about your body, and the majority of us will experience this at some point in our lives.

What to do if you're worried about how you look

It's important to remember that there isn't a single type of beauty - everyone sees it differently. And there simply isn't a right or a wrong way to look. But if you're struggling, here are some things you can do:

Our Activists share their experiences

If you feel unable to cope, or particularly worried about one part of your body, talk to your GP about how you're feeling. They can listen, tell you about local services and support groups, or they may suggest specific treatment for the way you're feeling.

Growing up, I was bullied a lot. I always stood out from the crowd and I hated that element about myself because I thought that if no one could accept and love me for who I am, then I couldn't either.

I hated the way I looked. I hated everything about myself, and because of this, I know exactly what it's like to hate the body you were born in. And this was the darkest time of my life.

Body positivity

Body positivity is a movement to accept all bodies no matter what type, shape or size. It promotes seeing different bodies on things like social media to encourage us to accept our body and the way we look. If you are struggling with your body image, body positivity can help you feel better about yourself. By thinking positively about how you look, you can feel more comfortable and confident.

Changing the way we think about our body and how we look can take time. It can feel difficult on some days more than others. That's okay. Accepting your body is a process. Our Activists share how a positive body image can help you feel better about yourself:

How you can support a friend struggling with body image

A hand-drawn person in a blue top and blue trousers stands in front of a mirror smiling. To the right of the person there are four speech bubbles. They read: 'thank you eyes for helping me see, thank you lips for helping me talk, thank you hips for helping me move, thank you legs for helping me walk.'

If you have a friend or family member who is struggling with their body image, here are some ways that your support can help.

Talk to them and encourage them to focus on what they like about themselves and what they can do - not just how they look. Help them to see all their good points and the things you like about them - these can be simple things, like being a good sport, a caring friend or making people laugh.

If you're finding it difficult to know what to say, writing their good points as a list together can be another way to help them. They can keep the list for the days they are struggling as a reminder of all the good things they like about themselves.

Sit with your friend in front of a mirror. Together, thank your body for all the positive things it does. You and your friend might find this strange at first, but by doing this together, you can encourage your friend and show them how to see positives in their body. It can help them to learn to love themselves.

Support your friend to have a positive online space. If you know that your friend is struggling, you could send them a message to let them know they matter and remind your friend how brilliant they are.

If you think they're feeling overwhelmed, encourage them to see their GP for professional help.

Your body is enough, and you are enough, always.

Get help now

If you're struggling with how you feel about the way you look, you're not alone. Here are some services that can really help.

You might also find this helpful

More tips, advice and real stories on what to do if you're struggling with your body image.

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Sometimes, we worry about how we look or what our friends think about our body. If you're struggling with body image, here's some advice that can help you.