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Combating Toxic Stress

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As the school year progresses and we near winter break and the holidays, it is easy to get caught up in the chaos of the season. Between family visits, vacations, gift lists, and holiday parties, it is easy for educators to get wrapped up in all of the things going on outside of our classrooms.

 

In fact, we may forget that not everyone eagerly awaits these festive times—for some, the holidays are not full of happy traditions and fond memories. Even with the interventions, resources, and extra supports that schools often provide for students in need, winter break can be a lonely, uncomfortable, and emotionally trying time for students with major stressors at home. For this reason, a little extra TLC before and after the holidays may be necessary. Schools need to provide teachers with strategies for creating and maintaining a classroom environment that helps to combat toxic stress.

 

ACE’s

Adverse childhood experiences, or ACE’s, are shown to result in prolonged, unhealthy levels of stress, which doctors call toxic stress. ACE’s can include alcoholism or drug abuse in the home, homelessness, domestic violence, guardians with mental health issues, divorce, etc. These negative experiences cause stress that chemically changes the brain over time, resulting in learning difficulties, issues regulating one’s emotions, and difficulty making sound decisions.

 

In the classroom

Experts estimate that nearly 40 million American children are at risk of developing toxic stress because of ACE’s. That staggering number means that many of our classrooms include children who are struggling to learn because of circumstances at home that are completely out of their control. To reduce the negative impact of ACE’s, schools must foster a safe, nurturing environment, one that is especially acute to the needs of students battling toxic levels of stress.

 

  • By absorbing the mantra that teachers are educating “the whole child,” we can begin to develop an environment that seeks to help stabilize children’s lives beyond their grades and academics. Whether it be a teacher, coach, counselor, or administrator, students need to have a “safe adult” at school to talk to about their struggles. Showing an interest in that student’s life can be the first step to building that positive, safe relationship. By showing that we care about them, not just their grades, students begin to gain a sense of comfort, appreciation, and trust—which they may not be getting at home.
  • Allow students to take ownership over the classroom to help build a trusting, positive rapport. By providing student choice whenever possible, like choices for novel, projects, procedures, seating, etc., teachers demonstrate that the classroom is fully inclusive—everyone’s voice and opinion deserves to be heard. These inclusive practices help students see themselves as more than their stressors and unstable home life. Collaboration puts them in the driver’s seat by providing a sense of control where they might otherwise feel pushed around or victimized.
  • Set clear, predictable expectations for all children in the classroom. Students need structure, especially those whose home lives might lack structure and stability. Therefore, teachers must maintain consistency so that children know what to expect. For them, school is their safe space; it is where they know that the adults are caring, fair, trustworthy, and reliable. These are qualities that many children with toxic stress do not witness in the adults with whom they live. It’s our job to be that constant in their day-to-day lives.
  • Allow options for self-regulation by modeling appropriate responses to stress. Teachers should consider making a “calm corner” or quiet space in the room designated for cool down time so that students can have a private place to gather their thoughts when emotions run high. Teachers should also consider working out a system where students can use nonverbal cues to communicate their need for a breather. The point is to create classroom procedures that allow students to express their emotions in positive and productive ways. These strategies become habits that children can then employ outside of school when stressors run high.

Stress Awareness Month: How Parents Can Monitor and Manage a Child’s Stress Level

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Adults are all too familiar with the concept of stress—we live with it almost every day to some extent. Not so surprisingly, American children are sadly experiencing chronic stress as well. In fact, data indicates that pharmaceutical use for children with emotional disorders has risen to an alarming rate, as has the suicide rate for adolescents. We know from our own personal experiences that mounting stress has an enormous ripple effect on our day-to-day lives. Sleeping patterns, eating habits, productivity, social/emotional well-being—all of these factors are very much correlated to stress levels. If we adults sometimes find ourselves in the weeds when it comes to stress, how can we expect children to react to an increase in stress?

The solution to stress in children should not involve managing stressors once they have reached their peak, but rather helping children avoid getting to that point of eruption. Here are a few tips to help parents take a proactive approach to stress:

Pack the schedule with pockets of “downtime,” as opposed to more activities. Of course children yearn to participate, whether it be dance class, soccer practice, after-school camp, science club, etc. This enthusiasm should not be discouraged, but it is a parent’s job to manage a realistic schedule and to keep it manageable. Yes, things will pop up—parties or sleepovers or field trips will emerge from the woodwork. However, downtime is essential for children to maintain their mental health. Often times, a child or adolescent’s stress levels mount when they feel incapable of maintaining the balancing act. To avoid this, allow time in the family’s daily schedule to do absolutely nothing. These pockets of time can be used for anything—a school project, extra violin practice, reading, or simply relaxing. The key here is that the time is used to keep that overbooked sense of urgency at bay.

Explicitly discuss stress and where it comes from. The more your teen recognizes where and when his or her stress emerges, the better equipped he or she will be able to anticipate and circumvent the stressor. For instance, if procrastination or last-minute rushing is the catalyst, teach time management strategies and how to plan ahead.

Similarly, if you know your child’s stressors, help him or her to prepare for upcoming events that might cause anxiety or stress. If you know that your child despises the dentist, give him or her a heads-up about an upcoming appointment. Explain that nervous feelings are valid, but that the pros of going to the dentist far exceed the temporary uneasiness.

Think of outlets for stress. In the same way that we hit the gym to expel the stress of the day, allow your child to explore options to clear his or her mind and body of any angst. If a walk around the block the morning before an important recital keeps the jitters at bay, make that a routine. Or, bring a stress ball to the dreaded dentist appointment. When said event is over, celebrate your child’s bravery, tenacity, and composure.