Times of rapid technological changes and politically charged debates often generate stress. Although children may not experience this stress directly, they pick up on the tension in adult bodies and voices and may respond with anxiety. If the stressed adult is a teacher, they may find themselves trying to work with a roomful of children struggling to manage their own big emotions.
This ‘stress connection’ between adults and kids is just one of many reasons for teachers and other caregivers to practice resilience. The American Psychological Association encourages adults to build seven skills that will help manage stress and model resilience. The program is called BE GREAT.
The first component (B) is boundary-setting. Sometimes stress is caused by the many demands others place on us. Other times, things outside of our control means we have limited resources for new responsibilities. Thinking carefully about where we want to put our limited time and energy can help manage stress and prevent anxiety spillovers when we are teaching.
Expectations are the second component. What are our goals for ourselves and for the children we are teaching? Being clear about what we are doing and why we are doing us can help ‘right-size’ our expectations for ourselves and the children.
The third component is paying attention to growth. When we’re stressed, it can be easy to focus only on what’s going wrong and not see the ways we are succeeding. Pausing to look for positives in our life and work – and inviting children to do the same – reduces stress.
Showing yourself and the children you teach respect is the fourth component. Recognizing that everyone in the group brings strengths to the learning community creates an environment of appreciation and support. It reminds teachers and children that they are able to manage challenges and help others do the same.
The fifth component is a corollary of respect: empathy. Create space within your teaching plans for listening to and caring for one another. Develop shared practices of checking in with each other through circle times or emotion charts. Remember to include yourself in these check-ins, offering children appropriate insight into your own needs and feelings.
Assertiveness is the sixth component. Practice communicating your needs and desires directly with children and other adults, rather than hoping they will figure out what you want on their own. This may be one skill that children model for us, given that they seem more adept at saying what they want and need.
Lastly, trust yourself and your process. Periodically scan your body for signs of stress and then employ whatever stress reduction techniques you find helpful (e.g. deep breaths, stroking a soothing texture, taking a walk). Take the measure of the group’s stress levels as well and then practice your group emotional regulation techniques as needed. When you and the children you teach know that you collectively have healthy practices for managing anxiety, challenging events feel less threatening for all.
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