DIorio | Penn State University April 13, 2017

HOW TO ADDRESS OUR

STRESS
An Issue Brief Addressing the Eects of Academic Demands on ones Stress
and Anxiety

Picture Source: Image Citation A

Anxiety is one of the most common psychological disorders in school-aged children

and adolescents worldwide. 1

In the middle of class, a high school student thinks about all the work they have to do: how many tests they
have to study for, how many papers they have to write, how much homework and projects they have to
complete each night, and, therefore, all of the stress and anxiety they feel from this endless pile of academic
demands. Nearly half of all students report feeling a great deal of stress on a daily basis and 31 percent
report feeling somewhat stressed. Females reported significantly higher levels of stress than males (60% vs.
41%). Grades, homework, and preparing for college were the greatest sources of stress for both
genders.2 These findings are also displayed in graph 1.

Melissa Holland, a researcher and professor of psychology from Sacramento State University, states that
Reducing academic pressures can actually increase students' academic success and cognitive abilities. Very

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little of this research, however, currently impacts policy change to help reduce academic demands made on
children, and, consequently, their mental and
physical well-being continues to be
compromised. 3 Therefore, these eects are
unfortunately not being recognized as causing
a major hindrance to the well-being of a
person, both during ones school years and
beyond. Many times, people think that stress
and anxiety, especially in regard to
schoolwork, is no big deal. They think that it
is a minor issue that will eventually pass. As
the leaders of our school community,
recognizing the existence of excessive
academic demands that cause students to
undergo excessive amounts of stress and
anxiety that lead to major physical, emotional,
Graph 1 (Appendix A) and social problems is an absolute must.
Recognizing that these factors are minimally
being addressed by various institutions is necessary. Recognizing that some small-scale existing programs
have proven to be successful in reducing students anxiety, including the implementation of relaxation
techniques and other activities into a students daily schedule, is also very important (as shown a few
paragraphs later).

The purpose of this brief is to inform you of the issues that led us to this state of extreme stress felt by
students in the first place, as well as to encourage you to take the first steps to alleviate some of the stress
and anxiety that students feel in regard to schoolwork. This should be done through the learning of relaxation
techniques and stress-relieving behaviors during a required
weekly gym or health class.
So, what is NCLB?

The Cause: What are students feeling
right now?:
On the National Level:
In 2002, President Bush passed the No Child Left Behind
Act (NCLB). Melissa Holland recognizes the eects of
NCLB and other educational policies both prior and post
2002 in her article Academic Demands, Homework, and
Social-Emotional Health, which describes the increased
demands on teens since the 1980s in regard to
academics. These demands, she states, go beyond the
change in educational policies and academic demands-
they negatively aect a students social-life, their ability
to take part in extracurricular activities, and their
NCLB holds schools responsible for the academic
success and progress of all of their students. It
implemented high stakes testing, meaning that
states must test all students in reading and math
from grades 3 through 12. Schools then have to
report their test scores and ensure that all of their
students meet the level of proficiency that the
act was asking for. Schools would have to meet a
state standard called Annual Yearly Progress, or
AYP, which would keep schools on track. If the
standard was not made for two consecutive
years, schools could face serious consequences,
such as firings and even closure. As a result,
academic demands placed on students drastically
increased--school curriculums became more
loaded with material and so the amount of
homework given each night. 5

emotional and physical well-being. Several hours of

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DIorio | Penn State University April 13, 2017

homework a night, increased focus on grades, emphasis on standardized test scores, as well as the
implantation of No Child Left Behind and Common Core, has put extra

When schools push teens pressure on students to perform perfectly. This may cause negative
impacts on a student's well being by inducing things such as sleep
too far, beyond what they deprivation, increased levels of stress and drug use, compromised mental
are physically able to do, health, loss of downtime, and interference in social events and
they are developmentally relationships with friends and family. 4

unable to cope. They

Hollands research therefore answers the question about the degree of
become anxious, burn out, stress and anxiety amongst students: it does not aect them in small,
and eventually come to minute manners, such as only being worried about a single test. Rather, it
hate school. can cause long-term problems for a student not only during their schooling
years, but for years in the future. For example, as stated by Holland, a
-Nancy Kalish: CQ Researcher 6 being stressed and anxious in regard to school can cause drug use
amongst students. Drug dependence can cause future problems for an
adolescent long after they finish school, such as a weakened immune system and other health issues, mental
problems, and destruction of relationships. The question of how involved institutions are in taking action to
change their policies to better a students educational experience and therefore happiness is also answered in
Hollands research. Since little is being done to alter their practices, it can be said that stress and anxiety
caused by the pressures and demands of a school setting are being brushed aside, therefore allowing these
levels of stress and anxiety to rise and to continue to cause harm to students.

On the Local Level:

Similar evidence was also found in a survey

conducted right here at St. Johns. 7
Questions were presented to the SJB
community to gather opinions on the
relationship between increased academic
demands due to various educational
policies, the degree to which these policies
have on ones stress and anxiety, and the
belief on how well institutions are taking
action to prevent this stress and anxiety. 101
responses were received from the students
of the St. Johns community. When asked,
Do you feel a sense of stress and anxiety
in regard to increased school-related
requirements and demands?, about 46%
said most of the time,

32% said all of the time, 20.8% said

Graph 2 8
some of the time. (refer to graph 2 for a
breakdown of stress). Additionally, in regard to students

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DIorio | Penn State University April 13, 2017

opinions about the school and governments role in the reduction of stress and anxiety aecting their
students, about 48% of students disagree with the statement that schools and/or the government are
taking adequate action to address the stress and anxiety present within students as a result of school
demands and pressure. As a result of this survey, it can be seen that the majority of students, even right
here, at St. Johns, feel that their stress levels and health are being negatively eected by increased academic
demands. Additionally, students have recognized that their dangerously high levels of stress and anxiety are
not adequately being recognized by school administration and the government, and therefore, something
needs to be done.

So, what is being done?

Fortunately, some schools throughout the nation have taken the first steps to reduce some of the stresses of
academic demands amongst their students. Many of the programs that were created incorporate stress
relieving activities and relaxation techniques into the everyday curriculum. Some examples of schools and
individuals that have taken these necessary steps include:

1- Visitacion Valley Middle School: The administrators of this school have recently implemented a
meditation program throughout their school community, where Quiet Time is taught and carried out during
class. This time gives students 15 minutes of quiet in the
morning and afternoon to relax and meditate though
learned relaxation techniques. 9

Common relaxation techniques that can

be taught in the classroom:*
1 Yoga
2 Deep Breathing
3 Mindfulness Meditation
4 Visualization
5 Rhythmic Exercise
6 Progress Muscle Relaxation
2- Chicago Public Schools: The executive board
determined that the curriculum of Calm Classroom
would be followed. The Calm Classroom curriculum and
schoolwide program was originally developed from a
Harvard Medical School study by Dr. Herbert Benson, who
claimed that by having teachers facilitate students in
specialized techniques that elicit the relaxation response,
positive student outcomes will occur. 10

And Much More! 3- Christopher Pepper (9th Grade Health Education

Teacher from San Francisco, CA): This teacher believes
*Descriptions of these activities can be found in that learning how to reduce stress is one of the most
Appendix B valuable skills you can ever teach, and that it is just as
important in any class curriculum as is learning about
danger of drug addiction and eating disorders. He
therefore teaches his students how to practice relaxation techniques such as deep breathing, visualization,
and progressive relaxation. 11

4- Smithtown High Schools: Just a few towns away from us, relaxation techniques, specifically yoga, are
being taught in the classroom as part of the physical education curriculum. Students have the opportunity to
take a yoga and personal fitness gym class to help fulfill healthy and stress free lifestyles. 12

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And the Results?

91 U.S. schools engaging in meditation have also seen improvement to their students well-
being, including increased scores on attention-skills tests and a reduction in aggressive
behavior. 13
As you can see, the outcomes from the execution of relaxation and stress-relieving behavior in school
curriculum are extremely astounding. In regard to more specific cases, Visitacion Valley Middle School, as a
result of Quiet Time and other relaxation techniques, saw students more relaxed and clear of mind, with
suspensions down by 50 percent and an overall increase in GPA. 14 In regard to Chicago public schools,
positive student outcomes did occur when teachers facilitated the relaxation response in classrooms: stress
amongst students were severely lowered, standardized test scores improved, and engagement in
learning improved. 15

But thats not just all. Studies have been conducted on students with anxiety as a result of their expectation to
achieve high academic standards. In one experiment, students were taught relaxation techniques such as
slow-deep breathing exercises, rhythmic breathing exercise, abdominal breathing, nasal breathing, and
meditation techniques, and as a result, their stress and anxiety was alleviated, facilitating academic
achievement. 16 Though little is being done on a large scale by the schools not mentioned above or even the
government to recognize the major stress and anxiety their policies are inflicting on their students, some
necessary advancements have occurred, such as the use of
relaxation techniques, that help students feel a sense of peace
Results show that stress
and relaxation in such stressful and worrisome times. If more
adversely aects psychological
students use these techniques to become relaxed and less
and physical health...students who
stressed, hopefully some of the long term eects of stress and
anxiety as a result of school can be prevented.
reported heightened levels of

stress had significantly more
Another study displays the results of additional relaxation physical health
techniques and de-stressing activities, such as expressive problems...increases in stress
writing and self-armations, as a way to reduce stress and during the first year predicted
anxiety amongst secondary school students. It is stated that decreased overall adjustment and
students transitioning to new life in school may undergo lower grade point average (GPA) at
increased psychological distress, decreased academic the end of the year.
performance, and even long term health issues (specifics
displayed in above quote.) But, expressive writing did help to - Cynthia Delores Jenkins: Researcher 18
reduce anxiety and psychological threats by increasing self-
confidence, self-control, and personal adjustment. 17 Once
again, although not being addressed on a large scale, it should
be addressed on a much larger scale, for it has been proven time and time again that various techniques can
help students relieve some stress due to increased academic demands. This is why we should teach students
how to practice these relaxation techniques in all schools across our nation.

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DIorio | Penn State University April 13, 2017

So, what do we need to do?

"Simply making a daily eort to cultivate mindfulness and a caring classroom can do wonders
for students' emotional well-being. 19

As a nation, we need to recognize the incredible amount of stress that students are put under, acknowledging
the fact that some simple things can be done to reduce this stress within our community. As the
administrators of St. Johns, the first steps you could take to reduce some of this stress can be made
now by implementing relaxation techniques in the curriculum. Only 10% of kids at SJB said they knew
how to use relaxation techniques to de-stress. 20 This needs to drastically increase. The learning of relaxation
techniques is a vital component to living a healthy life, and it needs to be introduced much earlier, for
example, in a high school phys-ed or health class, as compared to the first time a student is drowning in
stress and anxiety.

And, if youre still not convinced Drug addiction, pregnancy prevention, and eating

disorders are all part of the curriculum in the high
In addition to the various studies that prove just how school health education class I teach. As attention-
helpful relaxation techniques are for reducing stress getting as those topics may be, I like to start the
amongst students in the classroom, it has also been semester by focusing on a health issue that aects
proven in the medical realm as well.
almost all teens in high school today: stress. 22

The practice of relaxation techniques can seriously

help in the elimination of stress, which will therefore Teacher Christopher Peppers techniques have
lead to various health benefits: 21
proven to be eective in his classroom, and it
would be extremely eective if they were
1 Lowering of blood pressure and risk of heart implemented in SJB classrooms as well. Health
attacks class is a requirement for every sophomore at St.
2 Protecting your immune system Johns. Similarly to Peppers classroom, topics
3 Boosts Memory such as identifying various types of drugs,
4 Lowers risk of stroke preventing STDs, and eating healthy, are all
5 Protects against depression discussed. Basically, everything taught in the
6 Keeps you slim classroom is in an attempt to keep students as
7 Reduces acne healthy as possible. But what about teaching about
8 Slows the risk of cancer how to manage stress? Stress contributes 100% to
9 Reduces fatigue a students health, and, if not taught how to
manage it, can lead to serious problems that are
detrimental to ones well being. So, just like a unit on
STDs, or drug identification and addiction, or the dangers of alcohol, a unit should also be taught on what
exactly stress is and how to actively manage it through relaxation techniques.

Health class is not the only option for incorporation of stress management techniques in the curriculum. This
can also be taught and practiced during SJB physical education classes. Since phys ed is a requirement for
students every semester at SJB, learning how to manage stress and anxiety should be taught during the first
few weeks of ones high school career at St. Johns. For example, students could be taught about the dangers
of stress when not managed correctly, as well as techniques and exercises needed in order to release and

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DIorio | Penn State University April 13, 2017

relieve stress. The first day of every month could be designated as a yoga class, while two weeks later a class
dedicated simply to deep breathing, meditation, and relaxation could be scheduled. Just as weekly units are
spent on sports including basketball and badminton, a unit should be created on the practice of relaxation
techniques and de-stressing.

The Opposition:

Now, some people may oppose the implementation of teaching relaxation techniques in schools, believing
that it will require extra funding and resources in order to be put into eect. But this is not the case. Since it is
being taught and practiced right in class, by the same health and phys ed teachers, in the same facilities,
there will be no additional costs or resources for teaching relaxation techniques. The only cost would come
from not implementing the teaching and fulfillment of these relaxation techniques, for this would in turn put a
price on our students health, and this is something that would be inconceivable to do.

So where do we start regarding the curriculum?

Well, that part is rather simple. There are various relaxation techniques that can be taught by any teacher that
require little to no additional training. Instructors can easily go home and practice the relaxation techniques for
themselves so they can eectively convey to students how to do the techniques properly to actively relieve
stress. There are so many activities to chose from, including deep breathing exercises, visual imagery, and
simple meditation, along with various lesson plans to carry out the relaxation activity (see Appendix C), that a
teacher would have no diculty finding an activity they like to teach. Also, they would have little to no
diculty, or extra work to do, in regard to developing a lesson plan, for everything they need could be found in
Appendix C!

In Summary:

It can be said that little is being done to address this problem for our students and therefore society as a
whole. Students are overworked and overstressed, and this is largely because of the increase in academic
demands from prior years until now. Unfortunately, this is taking a serious toll on the health and well-being of
so many of our students. So, what can we do? What must we do? Well, the first simple step would be to
teach students in a gym or health class how to execute relaxation techniques and de-stressing exercises in
order to promote happy and healthier lives. Students mental, emotional, social, and physical well-being are
jeopardized due to this extreme stress, but the first thing we can do to combat this is one of the things SJB
does best: teaching. Address the stress that students are feeling in this way, and the results will be
incomparable.

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DIorio | Penn State University April 13, 2017

Endnotes:
1 Sellakumar, G. K. (2015). EFFECT OF SLOW-DEEP BREATHING EXERCISE TO REDUCE ANXIETY AMONG ADOLESCENT SCHOOL STUDENTS IN A

SELECTED HIGHER SECONDARY SCHOOL IN COIMBATORE, INDIA. Journal of Psychological and Educational Research, 23(1), 54-72. Retrieved from
http://search.proquest.com/docview/1689878021?accountid=699

2NYU Study Examines Top High School Students' Stress and Coping Mechanisms. Retrieved April 16, 2017, from http://www.nyu.edu/about/news-
publications/news/2015/august/nyu-study-examines-top-high-school-students-stress-and-coping-mechanisms.html

3 Holland, M., Sisson, H. F., & Abeles, V. (2015). Academic demands, homework, and social-emotional health. Bethesda: Retrieved from http://

search.proquest.com/docview/1675652302?accountid=699

4 Holland, M., Sisson, H. F., & Abeles, V. (2015). Academic demands, homework, and social-emotional health. Bethesda: Retrieved from http://

search.proquest.com/docview/1675652302?accountid=699

5 Students Under Stress. (n.d.). Retrieved April 16, 2017, from http://library.cqpress.com/cqresearcher/document.php?
id=cqresrre2007071300&type=hitlist&num=0

6 Students Under Stress. (n.d.). Retrieved April 16, 2017, from http://library.cqpress.com/cqresearcher/document.php?
id=cqresrre2007071300&type=hitlist&num=0

7 Survey conducted for SJU Sociology by Jennifer DIorio: April 2016, St. John the Baptist High School

8 Graphical representation of a Survey conducted for SJU Sociology by Jennifer DIorio: April 2016, St. John the Baptist High School

9 An Eective Approach to Reduce Students Stress. (n.d.). Retrieved April 16, 2017, from http://www.edudemic.com/daily-meditation-to-reduce-
students-stress/?utm_content=buer7f19b&utm_medium=social&utm_source=twitter.com&utm_campaign=buer

10 Research. (n.d.). Retrieved April 16, 2017, from http://www.calmclassroom.com/research/

11 Pepper, C. (2012, December 11). Help Students De-Stress for Success. Retrieved April 16, 2017, from https://www.edutopia.org/blog/help-
students-de-stress-success

12 Gregoire, C. (2013, March 04). School Stress: 8 Awesome Ways High Schools Are Helping Students Unplug & Recharge. Retrieved April 16, 2017,
from http://www.hungtonpost.com/2013/03/04/school-stress-8-awesome-w_n_2806869.html?slideshow=true#gallery/284311/5

13 An Eective Approach to Reduce Students Stress. (n.d.). Retrieved April 16, 2017, from http://www.edudemic.com/daily-meditation-to-reduce-
students-stress/?utm_content=buer7f19b&utm_medium=social&utm_source=twitter.com&utm_campaign=bu

14 An Eective Approach to Reduce Students Stress. (n.d.). Retrieved April 16, 2017, from http://www.edudemic.com/daily-meditation-to-reduce-
students-stress/?utm_content=buer7f19b&utm_medium=social&utm_source=twitter.com&utm_campaign=bu

15 Research. (n.d.). Retrieved April 16, 2017, from http://www.calmclassroom.com/research/

16 Sellakumar, G. K. (2015). EFFECT OF SLOW-DEEP BREATHING EXERCISE TO REDUCE ANXIETY AMONG ADOLESCENT SCHOOL STUDENTS
IN A SELECTED HIGHER SECONDARY SCHOOL IN COIMBATORE, INDIA. Journal of Psychological and Educational Research, 23(1), 54-72.
Retrieved from http://search.proquest.com/docview/1689878021?accountid=699

17 Jenkins, C. D. (2009). A pilot study to explore the use of expressive writing to reduce anxiety and psychological threat in an academic setting.
Retrieved January 22, 2016, from http://search.proquest.xaaa.orc.scoolaid.net/docview/305068097/A732C62882D747BFPQ/3?accountid=699

18 Jenkins, C. D. (2009). A pilot study to explore the use of expressive writing to reduce anxiety and psychological threat in an academic setting.
Retrieved January 22, 2016, from http://search.proquest.xaaa.orc.scoolaid.net/docview/305068097/A732C62882D747BFPQ/3?accountid=699

19 9 An Eective Approach to Reduce Students Stress. (n.d.). Retrieved April 16, 2017, from http://www.edudemic.com/daily-meditation-to-reduce-
students-stress/?utm_content=buer7f19b&utm_medium=social&utm_source=twitter.com&utm_campaign=buer

20 Survey conducted for SJU Sociology by Jennifer DIorio: April 2016, St. John the Baptist High School

21 Klein, S. (2014, August 14). 10 Health Benefits Of Relaxation. Retrieved April 17, 2017, from http://www.hungtonpost.com/2014/08/14/stress-
awareness-day-relaxation-benefits_n_1424820.html

22 Pepper, C. (2012, December 11). Help Students De-Stress for Success. Retrieved April 16, 2017, from https://www.edutopia.org/blog/help-
students-de-stress-success

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Appendix:

A Statistics on Banning Homework. Retrieved from https://www.google.com/url?

sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=0ahUKEwjcpJq75arTAhWLx4MKHfcWDGIQjB0IBg&url=http%3A%2F%2Ftrantondiewe.freeiz.com%2Fk
%2F279.html&bvm=bv.152479541,d.amc&psig=AFQjCNGW91Bm19Q5m5UrjLE1jQ2urpC4JA&ust=1492494455272785&cad=rjt

B Relaxation Techniques for Stress Relief. (n.d.). Retrieved April 16, 2017, from https://www.helpguide.org/articles/stress/relaxation-techniques-for-stress-relief.htm

C Stress Reduction Activities for Students. Retried from https://www.edutopia.org/sites/default/files/resources/stw-glenview-stress-reduction-activities.pdf

Image Citations:
A Picture: Common App Problems. Retrieved from http://www.slate.com/articles/technology/bitwise/2013/11/
common_app_problems_a_meltdown_worthy_of_healthcare_gov.html

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