Good Stress and Bad Stress
Distinguish between eustress (the productive, motivating kind of stress) and distress (harmful, overwhelming stress); explain the physiological stress response (fight-flight-freeze, HPA axis) and how chronic stress affects the body and mind; identify common adolescent stressors (academic pressure, social comparison, physical change, uncertainty about the future); evaluate evidence-based coping strategies (exercise, sleep, mindfulness, social support, expressive writing); recognise warning signs that stress has crossed into anxiety or depression and know where to get help
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“When your child is under pressure from exams or social situations, can they name two or three strategies that genuinely help them manage the stress — and explain why each one actually works, not just that it 'makes them feel better'?”
Full guide and materials
- Activity. Distinguish between eustress (the productive, motivating kind of stress) and distress (harmful, overwhelming stress); explain the physiological stress response (fight-flight-freeze, HPA axis) and how chronic stress affects the body and mind; identify common adolescent stressors (academic pressure, social comparison, physical change, uncertainty about the future); evaluate evidence-based coping strategies (exercise, sleep, mindfulness, social support, expressive writing); recognise warning signs that stress has crossed into anxiety or depression and know where to get help
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When your child is under pressure from exams or social situations, can they name two or three strategies that genuinely help them manage the stress — and explain why each one actually works, not just that it 'makes them feel better'?
Distinguish between eustress (the productive, motivating kind of stress) and distress (harmful, overwhelming stress); explain the physiological stress response (fight-flight-freeze, HPA axis) and how chronic stress affects the body and mind; identify common adolescent stressors (academic pressure, social comparison, physical change, uncertainty about the future); evaluate evidence-based coping strategies (exercise, sleep, mindfulness, social support, expressive writing); recognise warning signs that stress has crossed into anxiety or depression and know where to get help
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“When your child is under pressure from exams or social situations, can they name two or three strategies that genuinely help them manage the stress — and explain why each one actually works, not just that it 'makes them feel better'?”
Curriculum record
- Type
- Conceptual
- Subject
- Personal & Social Development
- Domain
- Self-Regulation & Resilience
- Age range
- Ages 11–12