Social Emotional Wellness

Stress Management

Stress is a normal reaction that happens to everyone. In fact, the body is designed to experience stress and to react to it. When an individual experiences changes or challenges (stressors), their body produces physical and mental responses. 

Stress responses help people adjust to new situations. Stress can be positive, keeping individuals alert, motivated and ready to avoid danger. For example, if a student has an important test coming up, a stress response might help them work harder and stay awake longer. Stress becomes a problem when stressors continue without relief or periods of relaxation (Source: Cleveland Clinic).

Common stressors for students might include (but are not limited to): academic performance; post-high school plans (for older students); family dynamics or expectations; overscheduling (academics, athletics, work, friendships, etc.); lack of sleep; friendship problems; lower self-esteem/feeling badly about performance in a life area; a major life change.

Stress responses can include physical symptoms (such as headaches, stomach aches or fatigue), as well as changes in behavior (such as irritability or showing signs of nervousness). If you recognize signs of stress in yourself or your student, take time (or encourage your student) to engage in an activity to help reset. Below are some strategies that can help students achieve balance:

• Be physically active

• Get the appropriate amount of sleep

• Eat a balanced diet

• Practice relaxation exercises including muscle relaxation techniques, breathing, meditation, and yoga

• Take a break - read a book, listen to music, draw a picture, dance, etc.

• Spend time with friends and family

• Turn off screens 1-2 hours before bed (computer, phone, iPad)

• Review your calendar or to-do list to see if there are areas to pull back

District 95 has compiled resources accessible to students at any time. Below are links for Virtual Calming Rooms that can be accessed during times of stress.

     Elementary Virtual Calming Room

     Secondary Virtual Calming Room

Mental Health 

• Being unable to take care of daily business/functions 
• Symptoms impact key areas of functioning (school, relationships, work)
• Not wanting to engage (or being afraid to engage) in activities that were previously enjoyable
• Significant disruptions in sleep or eating patterns
• Significant challenges with focus
• More serious symptoms that last for 2 consecutive weeks (or more)

• Exposure to cyberbullying 
• Exposure to online arguments with peers
• Isolation from family or friends
• Exposure to inappropriate content
• Exposure to older adults/other persons who may be inappropriate for a peer or romantic relationship

• Knowing where students are looking for information
• Becoming familiar with student social media outlets and connections
• Knowing what kinds of games or apps students are using
• Monitoring overall screen time
• Clearly communicating potential negative consequences of certain online behaviors such as sexting (for example, clearly telling students that it is illegal to send illicit content to someone else)

Supporting Regular School Attendance 

• Avoiding certain aspects of school (e.g., gym class, certain teachers), or refusing to go to school completely
• Increased physical symptoms present on school days
• Certain behavior patterns that only happen on school days, or symptoms that disappear immediately after returning home
• Frequently asking to visit the nurse during school
• Cutting class or leaving school without permission
• Difficulty completing academic tasks and being easily overwhelmed by assignments
• Increased negative feelings/attitudes toward school 
• Separation anxiety and/or tantrums
• Being upset about school more than other children of the same age

1. Create an environment at home that fosters structure and consistency, and include expectations that are clear regarding school attendance and homework.
2. Determine privileges and consequences for when expectations around school attendance are or are not met. 
3. Establish set morning/night routines and a daily schedule that is followed consistently both when the child is in school and out of school.
4. Establish and maintain open communication with school personnel regarding your child’s feelings about school, difficulties with school, etc.
5. If your child refuses to attend school, contact school personnel and report your child’s refusal to attend, even if it results in an unexcused absence. Allow your child to have consequences from school for unexpected absence. 
6. Make school attendance mandatory unless your child has a fever or contagious illness. Avoid calling your child out of school unless absolutely necessary (avoiding school further actually increases anxiety/supports any irrational fears students may have about school!).
7. Encourage children to enroll in extracurricular activities to feel more connected to school.
8. Provide positive feedback for successes made at school.
9. Negative peer relations may result in school avoidance/anxiety issues; contact your child’s counselor, social worker or dean if your child is struggling with peer relations i.e. bullying, difficulty getting along with peers, etc.  

• Counselor or social work support
• Mentor opportunities 
• Home visits conducted with School Resource Officer (SRO) support
• Access to deans or assistant principals for additional attendance problem-solving

• Lying about what they are doing or where they are going
• Stealing money or prescriptions
• Asking for money
• Mood changes or emotional instability
• Sullen, withdrawn, or less communicative 
• Shows loss of inhibitions
• Less motivated
• Limited focus or follow-through
• Hyperactivity
• Unusually elated/happy
• Increased irritability