Teacher Script: Stress Management

Introduction & Warm-Up (5 minutes)

Teacher: "Good morning/afternoon, everyone! Today, we're going to talk about something that affects all of us, no matter our age or where we come from: stress. But more importantly, we're going to learn how to deal with it so it doesn't get the best of us!"

(Transition to Stress Management Slide Deck - Slide 1)

Teacher: "To start, let's do a quick warm-up called Warm-Up: My Stress Thermometer. Take a moment to think about how you're feeling right now, on a scale of 1 to 10, where 1 is totally chill and 10 is super stressed. You don't have to share your number out loud, but just recognize it for yourself. This helps us check in with our bodies and minds."

(After warm-up, transition to Stress Management Slide Deck - Slide 2)

Teacher: "So, what is stress? When you hear the word 'stress,' what comes to mind? Shout out a few words or phrases!"


(Allow 2-3 student responses)

Teacher: "Great responses! Stress is a natural part of life. It's our body's way of reacting to pressure or demands. Sometimes, stress can actually be a good thing—it can motivate us to meet a deadline or perform well in a game. We call that 'eustress.' But other times, it can feel overwhelming, and that's what we call 'distress.'"

Understanding Stress (15 minutes)

(Transition to Stress Management Slide Deck - Slide 3)

Teacher: "How does stress actually feel in our bodies and minds? Take a look at these common signs. Have any of you ever felt a headache, tight muscles, or a stomach ache when you're stressed? What about feeling worried, irritable, or having trouble focusing?"


(Allow a few hands to go up or general agreement)

Teacher: "These are all completely normal reactions to stress. Now, let's dig a little deeper into what causes stress. I'm going to hand out a short reading called Reading: Understanding Stress that will give you a bit more background. Please take about 5 minutes to read through it quietly."

(Distribute Reading: Understanding Stress. After 5 minutes)

Teacher: "Okay, now that we've read a bit about stress, let's look at some common stressors that you, as secondary students, might experience."

(Transition to Stress Management Slide Deck - Slide 4)

Teacher: "As you can see, stress can come from many places: school, friends, family, and even our own personal worries. Think about what might be a common stressor for you. Now, I'm going to give you a Worksheet: Stress Detective. Please complete the first section, which asks you to identify your own personal stressors and how they make you feel. You'll have about 5 minutes for this."










(Circulate and assist students as needed during worksheet completion)

Coping Mechanisms & Activities (20 minutes)

(Transition to Stress Management Slide Deck - Slide 5)

Teacher: "So, we know what stress is and where it comes from. The big question now is: what do we do about it? When you feel stressed, what are some things you tend to do? Are they helpful, or do they sometimes make things worse?"


(Allow a few student responses. Gently guide them towards identifying both healthy and potentially unhealthy coping strategies without judgment.)

(Transition to Stress Management Slide Deck - Slide 6)

Teacher: "Today, we're going to focus on 'Healthy Stress Busters!' These are strategies that help us manage stress in a positive way. Look at this list. We have everything from physical activity to mindfulness to creative outlets. Why do you think these things help?"


(Discuss briefly: e.g., exercise releases energy, deep breathing calms the nervous system, talking helps you feel supported.)

Teacher: "Now, let's get active! We're going to play Activity: Stress-Buster Charades. I have slips of paper here with different healthy coping strategies on them. I'll split you into two teams. One person from a team will pick a slip and act out the strategy for their team to guess. The team that guesses correctly gets a point! Let's see who can be the best stress-buster!

(Facilitate Activity: Stress-Buster Charades for about 7-8 minutes)

Teacher: "Great job everyone! It's fun to see all the different ways we can manage stress. Now, let's reflect on that with a quick discussion. I have some prompts from Discussion: Talking About Stress to guide us. Remember, it's a safe space to share your thoughts."

(Facilitate Discussion: Talking About Stress for about 5 minutes)

Teacher: "Wonderful discussion! To keep the energy going, we'll now play a quick round of Game: The Calm Challenge. This game will test your quick thinking and knowledge of calming techniques!"

(Facilitate Game: The Calm Challenge for about 5 minutes)

Assessment & Wrap-Up (15 minutes)

(Transition to Stress Management Slide Deck - Slide 7 - conceptual video slide)

Teacher: "Sometimes, seeing these strategies in action can be really helpful. While I can't show you a video right now, imagine if we watched a short clip about deep breathing or a guided meditation. These types of resources are fantastic for learning and practicing mindfulness techniques. There are many great, free resources available online if you search for 'mindfulness for teens' or 'deep breathing exercises.'"

Teacher: "To see how much you've learned today, please take out your pens/pencils. I'm distributing the Quiz: Stress Savvy Check. Please do your best to answer all the questions. You'll have about 7 minutes to complete it."










(Collect quizzes. Briefly review answers using Answer Key: Stress Savvy Check if time permits or collect for grading.)

(Transition to Stress Management Slide Deck - Slide 8)

Teacher: "Knowing about stress is one thing, but having a plan is another! For a longer-term activity, I'm excited to introduce the Project: My Personal Stress Action Plan. This project will help you put everything we've learned into a personal strategy. We'll be using this Rubric: Stress Action Plan Rubric to guide your work and assess your awesome plans."

(Briefly explain the project and rubric, answering any initial questions.)

(Transition to Stress Management Slide Deck - Slide 9)

Teacher: "Remember, stress is a part of life, but it doesn't have to control you! You now have some amazing tools to manage it. Keep practicing your stress-busting skills."

Teacher: "To end our lesson today, let's practice one of those skills. We'll do a Cool Down: One Big Breath together. Everyone, sit up straight, put both feet on the floor, and close your eyes if you feel comfortable. We're going to take three slow, deep breaths together."

(Lead the cool-down activity.)

(Transition to Stress Management Slide Deck - Slide 10)

Teacher: "Fantastic work today, everyone! Remember, taking care of your mental well-being is just as important as physical health. You are resilient! Thank you for your participation."

My Stress Thermometer

Instructions: Think about how you are feeling right now. On a scale of 1 to 10, with 1 being completely calm and 10 being extremely stressed, what number best describes your current stress level?

Circle the number that matches your stress level:

1 (Totally Calm) - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 (Extremely Stressed)

Quick Reflection: Without sharing your number, briefly think about why you chose that number. What might be contributing to how you feel?

Understanding Stress: What It Is and How It Affects You

Stress is a normal part of life. It's your body's way of responding to any kind of demand or threat. When you feel threatened, your nervous system releases hormones that prepare your body for a "fight or flight" response. This is a natural, built-in protection system.

Good Stress vs. Bad Stress

Not all stress is bad. Think about the excitement you feel before a big game or a presentation—that's often called eustress. It can motivate you, sharpen your focus, and help you perform at your best.

However, when stress becomes too much, lasts too long, or happens too often, it becomes distress. This is the kind of stress that can wear you down and affect your health and well-being.

Common Causes of Stress for Teens

Many things can cause stress for middle and high school students. Some common stressors include:

• Schoolwork: Homework, exams, pressure to get good grades, challenging projects.
• Social Life: Peer pressure, conflicts with friends, bullying, fitting in, social media.
• Family Issues: Arguments at home, changes in family structure, financial worries, expectations from parents.
• Future Worries: Deciding on college or a career, concerns about global events.
• Personal Challenges: Self-esteem issues, health problems, managing extracurricular activities, feeling overwhelmed.

How Stress Affects Your Body and Mind

When you're under chronic (long-term) stress, it can show up in many ways:

Physical Symptoms:

• Headaches or migraines
• Muscle tension, especially in the neck and shoulders
• Stomach aches or digestive problems
• Trouble sleeping or feeling tired all the time
• Changes in appetite (eating more or less)

Emotional and Mental Symptoms:

• Feeling anxious, worried, or nervous
• Irritability or anger outbursts
• Feeling overwhelmed or easily frustrated
• Difficulty concentrating or remembering things
• Feeling sad or down, losing interest in activities you once enjoyed
• Increased anxiety or panic attacks

Recognizing these signs is the first step towards managing stress. The good news is, there are many healthy ways to cope, and you have the power to learn and use them to feel better.

Stress Detective: Identifying My Stressors and Reactions

Part 1: My Stress Triggers

Instructions: Think about your daily life. What situations, events, or thoughts tend to make you feel stressed or overwhelmed? List at least 3-5 common stressors below. Then, describe how each stressor typically makes you feel (e.g., anxious, angry, tired, stomach ache).

1. Stressor:
   
   
   How it makes me feel:
   
   
   
   
   
   

2. Stressor:
   
   
   How it makes me feel:
   
   
   
   
   
   

3. Stressor:
   
   
   How it makes me feel:
   
   
   
   
   
   

4. Stressor:
   
   
   How it makes me feel:
   
   
   
   
   
   

5. Stressor:
   
   
   How it makes me feel:
   
   
   
   
   
   

Part 2: My Current Coping Strategies

Instructions: What do you currently do when you feel stressed? List at least 3 things. Then, briefly explain if each strategy is helpful (makes you feel better) or unhelpful (makes things worse or doesn't solve the problem).

1. Coping Strategy:
   
   
   Helpful or Unhelpful?
   
   
   
   
   
   

2. Coping Strategy:
   
   
   Helpful or Unhelpful?
   
   
   
   
   
   

3. Coping Strategy:
   
   
   Helpful or Unhelpful?
   
   
   
   
   
   

Stress-Buster Charades

Objective: To actively demonstrate and recognize healthy coping mechanisms for stress in a fun, interactive way.

Materials:

• Small slips of paper with different coping strategies written on them (see examples below)
• Hat or bowl to draw slips from
• Timer (optional)

Instructions for the Teacher:

1. Preparation (Pre-Class): Write one coping strategy on each slip of paper. Fold them and place them in a hat or bowl.
   • Coping Strategy Examples: Taking a deep breath, going for a walk, listening to music, talking to a friend, drawing/doodling, reading a book, stretching, meditating, drinking water, writing in a journal, playing a sport, petting a pet, taking a warm bath, solving a puzzle, laughing, helping someone else.
2. Divide into Teams: Split the class into two or more teams.
3. Explain the Game: Explain that students will take turns acting out a stress-busting strategy for their team to guess, similar to traditional charades. No talking is allowed by the actor.
4. Gameplay:
   • One student from the first team comes to the front and draws a slip of paper.
   • They act out the coping strategy without speaking.
   • Their team has 60-90 seconds (adjust as needed) to guess the strategy.
   • If they guess correctly within the time limit, they earn a point.
   • If they cannot guess, the other team gets one chance to steal by guessing.
   • Continue rotating turns between teams.
5. Debrief: After a few rounds or when time is up, lead a brief discussion on how it felt to act out/guess the strategies, and which ones seemed most effective or recognizable. Emphasize that these are all real tools they can use.

Student Rules:

• No talking while you are acting.
• You can use gestures, facial expressions, and body language.
• Your team can shout out guesses.
• Have fun and be creative!

Talking About Stress: Class Discussion Prompts

Objective: To provide a safe space for students to reflect on stress and discuss healthy coping mechanisms.

Instructions for the Teacher: Use these prompts to facilitate a class discussion. Encourage students to listen respectfully to each other and share their thoughts. Remind them that it's okay if they don't have all the answers.

1. What was one new thing you learned about stress today that you didn't know before?
   
   
   
   
   
   
   

2. From the "Healthy Stress Busters!" we discussed (or during charades), which strategy do you think you could try this week? Why?
   
   
   
   
   
   
   

3. Is there a difference between feeling a little stressed before a test and feeling stressed for a long time about many things? How do these feel different?
   
   
   
   
   
   
   

4. Why do you think it's important to talk about stress with trusted adults (like teachers, parents, or counselors) or friends?
   
   
   
   
   
   
   

5. What's one small step you could take to reduce stress in your life, starting today?
   
   
   
   
   
   
   

6. How can we support our friends or classmates who might be feeling stressed?
   
   
   
   
   
   
   

The Calm Challenge: A Quick Review Game

Objective: To quickly reinforce knowledge of stressors and coping strategies in an engaging game format.

Materials:

• Two small whiteboards or large pieces of paper
• Markers
• Timer (optional)

Instructions for the Teacher:

1. Divide into Teams: Split the class into two teams.
2. Explain the Game: Each team will send one representative to the front of the class. You will call out a category (either "Stressor" or "Coping Strategy"). The students must quickly write down an example that fits the category on their whiteboard/paper. The first student to correctly write down a relevant example earns a point for their team.
3. Gameplay:
   • Call out a category: "Name a Stressor!"
   • Students quickly write an example (e.g., "Homework," "Fighting with friends").
   • The first student to show a correct answer gets a point.
   • Call out another category: "Name a Coping Strategy!"
   • Students quickly write an example (e.g., "Deep breathing," "Listening to music").
   • The first student to show a correct answer gets a point.
   • Rotate students from each team to keep everyone engaged.
4. Variations (if time allows):
   • Instead of writing, students can shout out answers, but only one person at a time from each team.
   • Have students hold up thumbs up/down for

Answer Key: Stress Savvy Check

1. Which of the following is an example of a physical sign of stress?

• Correct Answer: Stomach ache
• Reasoning: Headaches, muscle tension, and stomach aches are common ways our body physically reacts to stress. Feeling irritable, difficulty concentrating, and feeling overwhelmed are emotional or mental signs.

2. Which of these is considered a healthy coping mechanism for stress?

• Correct Answer: Getting enough sleep
• Reasoning: Getting enough sleep is crucial for physical and mental well-being and helps your body recover from stress. Yelling, ignoring problems, and excessive gaming are generally unhelpful or unhealthy coping strategies.

3. Name two common stressors that secondary students might experience.

• Acceptable Answers (any two of the following): Schoolwork (homework, tests, grades), peer pressure, conflicts with friends, family issues (arguments, changes), future worries (college, career), personal challenges (self-esteem, health).
• Reasoning: These are frequently cited sources of stress for students in this age group, impacting their daily lives.

4. Explain the difference between 'eustress' and 'distress'.

• Acceptable Answer: Eustress is a positive or beneficial form of stress that can motivate and improve performance (e.g., excitement before a challenge). Distress is negative stress that is overwhelming or prolonged, leading to negative impacts on physical and mental health.
• Reasoning: Understanding that stress isn't always bad and can even be helpful helps students differentiate between beneficial pressure and harmful overload.

5. What does 'mindfulness' mean in the context of stress management?

• Correct Answer: Paying attention to the present moment without judgment
• Reasoning: Mindfulness involves focusing on the here and now, observing thoughts and feelings without getting caught up in them, which can reduce anxiety and promote calm. The other options describe actions or states that are opposite to mindfulness or exacerbate stress.

Project Guide: My Personal Stress Action Plan

Objective: To create a personalized plan for identifying and managing stress using healthy coping mechanisms.

Due Date: [Teacher to insert date]

Project Description:
In this project, you will become the expert on your own stress! You will design a comprehensive personal stress action plan that will help you identify your unique stressors, understand how they affect you, and outline specific, healthy strategies you can use to cope.

This project will help you build self-awareness and practical skills for managing your mental well-being, both now and in the future.

Project Components:

Part 1: My Stress Profile (20 points)

1. Identify Your Top 3 Stressors: Based on what we discussed and your Worksheet: Stress Detective, list your top three most frequent or impactful stressors. For each one, provide a brief explanation.
   
   
   
   
   
   
   
   

2. Describe Your Stress Response: For each of your identified stressors, describe how it typically affects you, both physically and emotionally. (e.g., "When I have a big test, I get a headache and feel anxious.")
   
   
   
   
   
   
   
   

Part 2: My Stress-Buster Toolkit (30 points)

1. Choose 5 Healthy Coping Strategies: Select five different healthy coping strategies that you believe would be effective for you. Try to pick a variety (e.g., one physical, one mindful, one creative, one social, one organizational). These should be strategies you are willing to try or already use successfully.
   
   
   
   
   
   
   
   

2. Explain Each Strategy: For each of the five strategies, explain in 1-2 sentences how it helps you manage stress.
   
   
   
   
   
   
   
   

3. Specific Application: For each strategy, describe when and how you would specifically use it. Give a concrete example. (e.g., "Deep Breathing: I would use this before a presentation by taking 3 slow breaths to calm my nerves.")
   
   
   
   
   
   
   
   

Part 3: My Action Plan & Reflection (30 points)

1. Create a Schedule/Routine (Optional but Recommended): How can you incorporate these strategies into your daily or weekly routine? Think about regular check-ins or planned activities. (e.g., "I will listen to music for 10 minutes after school every day.")
   
   
   
   
   
   
   
   

2. Support System: Who are 2-3 trusted individuals (friends, family, teachers, counselors) you can talk to when you feel overwhelmed? How would you reach out to them?
   
   
   
   
   
   
   
   

3. Personal Goal: Set one realistic goal for yourself related to stress management. (e.g., "My goal is to use a coping strategy at least 3 times a week.")
   
   
   
   
   
   
   
   

4. Reflection: In a short paragraph (3-5 sentences), reflect on why having a personal stress action plan is important. How do you think this plan will help you in your life?
   
   
   
   
   
   
   
   
   
   
   
   
   

Presentation & Formatting (10 points)

Your project can be presented in various formats. Choose one that best expresses your creativity and organization:

• Digital Presentation: Google Slides, PowerPoint, Prezi (5-7 slides)
• Poster Board: Well-organized and visually appealing
• Written Report: 2-3 pages, double-spaced
• Brochure/Pamphlet: Creative and informative
• Other (with teacher approval): Feel free to propose an alternative format!

Ensure your project is neat, organized, and clearly communicates your plan.

Assessment:

Your project will be assessed using the Rubric: Stress Action Plan Rubric provided. Make sure to review the rubric carefully as you work on your plan.

Rubric: My Personal Stress Action Plan

Student Name: __________________________________

Total Score: _____ / 20

One Big Breath: Mindful Cool Down

Instructions: Let's end our session by taking a moment to calm our minds and bodies. Follow these steps:

1. Get Comfortable: Sit up straight in your chair, with both feet flat on the floor. If you feel comfortable, gently close your eyes, or just lower your gaze.

2. Hands at Rest: Place your hands gently on your lap or desk.

3. Notice Your Breath: Take a moment to simply notice your breath. Don't try to change it, just feel it. Notice the air coming in and going out.

4. Deep Breath In: Now, slowly take a deep breath in through your nose, counting to four in your mind. Feel your belly rise.
   
   
   
   

5. Hold (Optional): Gently hold your breath for a count of two.
   
   
   
   

6. Slow Breath Out: Slowly release the breath through your mouth, counting to six. Feel your belly fall. Imagine releasing any tension with that breath.
   
   
   
   

7. Repeat: Let's do that two more times. Deep breath in (1-2-3-4)... hold (1-2)... slow breath out (1-2-3-4-5-6). And again, deep breath in... hold... slow breath out.
   
   
   
   

8. Return: When you're ready, slowly open your eyes. Notice how you feel. Thank you for participating.

Teacher Note: Encourage a quiet, peaceful atmosphere for this cool-down. Model the breathing for students. You can gently remind students that this simple technique can be used anytime they feel stressed or overwhelmed.