What did students learn as a result of their participation in the Managing Stress Project? What did teachers learn, and how was their practice affected? We offer both quantitative and qualitative data to share.
The page is only a selection from the full findings. For more detailed information, please read the Full Student Findings (pdf) and the Full Teacher Survey Results (pdf).
The Teacher Reflections (pdf) offer first hand narratives of teachers' experiences in the project.
How much do you know about stress and how it affects your body?
How much do you know about stress and how it affects your brain, learning, and memory?
How much do you know about ways to control your stress?
How much do you know about community resources such as clinics and other supports that can help you with stress?
Students in the project identified learning about the following areas for managing stress:
Walking, deep breathing, yoga stretches, taking "time outs" prioritizing time and tasks, "don’t take too much in," write, draw, take a bath, meditation, time alone, talking out problems, exercise, journaling, breathing deeply, writing down worries and marking the ones you can do something about, listening to music, using the letting go bowl, planning ahead, close my eyes, sit back, say NO, brain gym exercises, sleeping well, drinking water, stretching, pray, come to class - it makes me feel much better; breathe from belly, dance, write in journal, coloring mandalas, creative art, art classes, drawing.
Je chant, je boire de l’ eau, Je pale avec me amie; je suis chanter, faire l’exercise; priere
We used the same format as the student survey to assess changes in participants' knowledge and practice, substituting different questions relevant to their roles.
The charts below illustrate a significant change in every area.
The written responses to the open-ended questions reveal a rich, multi-layered set of responses impossible to get from the numbers alone.
We have included the written responses in the Full Teacher Survey Results (pdf).
In addition to this quantitative data, please also take the time to read the Teacher Reflections who particpated in the project.
Before/after participating in Managing Stress to Improve Learning, how much did/do you know about the role of chronic stress, trauma, and negative life events on learning, memory, and classroom participation? (n=10)
Before/after participating in Managing Stress to Improve Learning, how much did/do you know about using a repertoire of classroom activities, strategies, and resources for promoting mental health of adult learns? (n=10)