High School Student Stress and School Improvement

Autor/inn/en	Strom, Paris S.; Hendon, Kelli L.; Strom, Robert D.; Wang, Chih-hsuan
Titel	High School Student Stress and School Improvement
Quelle	In: School Community Journal, 32 (2022) 2, S.205-228 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	High School Students; Stress Variables; Mental Health; Scores; Time Management; Teacher Collaboration; Parent Influence; Expectation; Academic Achievement + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Psychohygiene; Zeitmanagement; Lehrerkooperation; Expectancy; Erwartung; Schulleistung
Abstract	Enabling students, teachers, and parents to become more informed about stress during adolescence can improve student emotional and social support. This article documents the growing problem of student stress and resulting effects on mental health. Students (Grades 9-12) at one public high school in the southern United States were invited by the principal to complete an anonymous online poll about sources of stress in their lives. The intent of the school principal was to use the findings to strengthen student support and contribute to the Continuous School Improvement Plan. Results of the 17-item Stress Poll are presented by frequency and percentages for the 349 students and compared by gender responses (females n = 172, males n = 177). Results indicated the most prominent student stresses at school involved worrying about getting good grades in required courses, not understanding some of their courses, being unable to concentrate, and having poor time management practices. Students felt that teachers should collaborate to reduce undue student stress by avoiding overloading and letting students make mistakes without affecting grades. Outside of school the main stress was getting along with relatives; in addition, parents should set more reasonable expectations for academic achievement. Students felt that workshops about stress could improve understanding and influence their parents and teachers. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01