MVP 2.0 - Lessons in SEL - Stress Management

-Stress Management-

HOW TO USE THIS LESSON: The webpage below is intended to be projected for students to follow along. It includes basic instructions, definitions, etc. to guide students. Depending on your technology, you can have a student in charge of scrolling through the site, on your cues. Just have them try not to scroll past the thin purple dividers or thick colored banners until you are ready to start that next section!

You will also need to download and/or print this facilitator's guide. This document contains extra instructions, facilitator's notes, and other behind-the-scenes content necessary for the lesson.

Grade 12 - Stress Management (25-30 minutes)

Objective: You will learn about building stress resilience in yourselves and others by understanding how to identify sources of stress, warning signs, and healthy coping skills. You will build comfortability with a few ways to voice your concern and/or support of their peers.

Introduction

Stress Review!

Read the following sentences about stress in a "popcorn" style, with someone new reading each sentence.

Stress is the body's automatic response to a challenge, pressure, or threat.

Stress can trigger changes in the body that can be uncomfortable, like faster heartbeat or breathing, feeling shaky, upset stomach, or sweating.

This bodily response is also called the fight, flight, or freeze response.

When under stress, you might notice the desire to fight back against a threat (often experienced like agitation or irritability), run away or escape the situation, or to freeze up.

Typically, the stress response is temporary and subsides when the threat or stressful situation resolves.

Stress can become chronic, depending on the situation. Severe or chronic stress can have negative effects on us.

Milling Activity

Spend some time getting to know one another a little better through an icebreaker called "Milling". In a moment, your instructor will have everyone leave their desks and move slowly and carefully throughout the classroom.

When you hear your teacher's signal, move quickly so you're back-to-back with another person who is close by.

You'll get a prompt to briefly discuss with this partner (You'll have about one minute with each partner). Then, you'll find a new partner and get a new prompt!

Suggested prompts:

Share your name and two sources of stress in your life

Share your name and one healthy or helpful way you cope with stress

Share your name and one unhealthy or unhelpful (but classroom appropriate) way you cope with stress

Share your name and one person you trust who you could go to for support

Main Activity

Exploring Stress

Work together as a class to brainstorm responses to the following questions about stress and coping.

Think about what you've experienced, witnessed in others, and heard from your classmates.

Your teacher will help guide and facilitate discussion.

Go ahead and write down the ideas you come up with on the board or a poster!

What are common sources of stress for students in your school?

What are unhealthy or unhelpful ways people might deal with stress?

What are healthy and helpful ways people might deal with stress?

How do we know when stress is becoming too much for us?

What are the warning signs that a friend or peer is struggling and might need support?

Student Guide to Mental Health

Open and explore this infographic from the National Alliance on Mental Illness, with a new volunteer reading each section.

Pay particular attention to the examples of how to start a conversation about stress or mental health with a friend, and how to verbalize your support.

If time allows, brainstorm more ways someone could verbalize their concern and/or support to a friend.

NAMI-Want-to-know-how-to-help-a-friend.pdf

Closing

Today you explored stress from a lot of perspectives, and brainstormed ways to identify, cope with, and offer support for significant stress.

Spend a few minutes quietly reflecting on the examples you heard and learned.

Then, create your own plan for identifying and coping with stress, and a plan for how to support someone else.

Keep these plans in your locker, room, or anywhere you'll see them. It's harder to remember what to look for or what to do when we're in the midst of stress - now you have a clear plan!

Self

4 signs that I'm carrying a lot of stress

Ex: headache, upset stomach, difficulty focusing, feeling worried/scared

3 healthy and helpful ways that I can cope with stress

Ex: journaling, going for a walk, spending time on a hobby

2 people (peers or adults) I can reach out to when I'm struggling

Ex: my friend Sam, the teacher of this class

1 sentence I can use to ask for help

Ex: "I've been feeling really off/stressed/worried lately, and I'm not sure how to feel better. Do you think you could listen for a little bit?"

Someone Else

3 warning signs that someone is carrying a lot of stress

Ex: they're "snappy", quieter than usual, or engaging in more risky behavior

2 resources I can connect them with for support

Ex: Offer to listen to what's going on, offer to go with them to the school counselor's office

1 sentence I can use to express my concern for them

Ex: "It seems like you're carrying a lot lately. Do you want to talk?"

1 sentence I can use to express my support for them

Ex: "You're my friend, and I want to help if I can!"

Looking for a little more content?

Extension Activity

Check out the resource list linked below, and select on article or video to explore. Then, create a social media post you could use to spread awareness about stress and mental health. This could be in the form of a photo, video, graphic, and/or text.

Possible topics might include: defining stress, healthy vs. unhealthy ways to cope, community or school events related to healthy stress management, self-criticism vs. self-compassion, mindfulness or relaxation strategies, signs you need to ask for help, etc.

Continuing Learning on Stress

Remediation Activity

Read this article about perfectionist traits. Then, briefly write about the following: