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4FROM PRIMARY EDUCATION - CAUSES, CONSEQUENCES AND WAYS TO
MANAGE
MONIKA DOICHINOVA SIMEONOVA-INGILIZOVA
Technical University - Sofia, Department of Pedagogy and Management Faculty of Engineering and Pedagogy - Sliven
Abstract: This article presents an in-depth analysis of the issues related to stress in primary school students. The main causes of stress in this age group are examined, including learning loads, social expectations, and family dynamics. The short- and long-term effects of stress on children's physical, emotional, and intellectual development are highlighted.
An important focus of the article is on the role of teachers and parents in identifying and managing stress. Various methods and strategies that are applied in school and family settings to reduce stress are presented, as well as relaxation techniques, changes in the school curriculum, and approaches to support and communication.
In conclusion, the article highlights the need for a multidisciplinary approach to the challenges of stress in primary education and calls for collaborative efforts between teachers, parents, and educational institutions on creating a supportive and enabling learning environment.
Keywords: stress, primary education, teachers, parents, social expectations, coping strategies
INTRODUCTION
Nowadays, stress in the educational environment is emerging as an increasingly common phenomenon. The experience of stress during the different ages of the school period has a multilayered nature determined by the variety of causes specific to each age and its consequences.
Stress in primary school children is studied with particular attention because this age period is of utmost importance for the emotional, social, and intellectual development of children. The stress that students experience during these formative years has significant and long-lasting consequences for their general well-being and academic performance, and later for their functioning in adulthood. Understanding the roots of this stress, its multiple manifestations and impact, and developing effective strategies to reduce and manage it are essential to creating a supportive and enabling learning environment.
This article attempts to examine the various causes of stress in primary school students, including learning loads, social expectations, and family dynamics. The effects that stress has on children's physical, psycho-emotional and mental development are discussed. In addition, various strategies and approaches that teachers, parents, and educational institutions use to reduce stress and support students on their path to healthy and successful learning are presented.
The aim of the article is to provide a comprehensive view of the issue of stress in primary education and to highlight the importance of joint efforts of teachers, parents, and educational institutions in combating this challenging aspect of the educational process.
THEORETICAL JUSTIFICATION OF THE STUDY
In order to better understand the stress experienced by elementary school-aged students, it is necessary to examine the basic theoretical concepts that underlie contemporary psychological and educational approaches to childhood anxiety and stress management. Areas of psychological science that have contributed to the development and refinement of the concept of baseline anxiety and make it multidisciplinary and complex are:
> Psychoanalysis - Sigmund Freud, the father of psychoanalysis, was among the first to study anxiety as a psychological condition and viewed it as the result of inner conflicts and unconscious desires. The contribution of his research in this context is that Psychoanalysis provides a framework for understanding the internal psychological processes that influence the underlying level of anxiety [Freud, S.,1918], [Compton, A., 1972].
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> Behaviorism - Behaviorists John Broadus Watson and Bruce Frederick Skinner focus on the study of observed behavior and its relationship to the environment. Respectively, Behaviorism focuses on upbringing and environment as factors that can shape and modify anxiety responses [Watson, J. B., 1994], [Skinner, B., 2014].
> Cognitive psychology - psychologists from this school, Aaron Beck and Albert Ellis, study the relationship between thoughts, beliefs and emotions. Through their scientific contributions, Cognitive Psychology contributes to the understanding that cognitive processes (both rational and irrational thoughts) significantly influence anxiety levels [Clark, David & Beck, Aaron, 2010] [Ellis, Albert, 2003].
> Neuroscience and Biological Psychology - The development of these scientific subfields of psychology helps to further our understanding of brain structures and functions, as well as the neurotransmitters responsible for emotional states. They contribute to understanding how biological factors, such as genetics and biochemical processes in the brain, influence the underlying level of anxiety [Field, A.P., Lester, K.J., 2010].
> Social Psychology - Social psychology studies how social interactions and societal norms influence individual psychology. Understanding social factors such as family dynamics, social expectations and demands, and group dynamics increase or decrease anxiety in elementary school-aged students [Atilgan Erozkan, 2017].
Linking the above different psychological theories and approaches facilitates the formation of the overall picture related to the causes and manifestations of the underlying level of anxiety. This enables the development of more effective strategies to reduce anxiety and support psychological well-being, particularly in primary school students.
Good practices for stress prevention in primary school-age students
Addressing the stress experienced by primary school students is a global issue that is approached in individual ways in different parts of the world. Each country and education system is implementing its own approaches and strategies, often drawing inspiration and emulating successful practices from elsewhere in the world. Analyses in the academic literature suggest that different countries have dealt with this problem in the following ways:
In Finland and Sweden, the school system focuses on students' well-being, which is why they have a short school week, less homework, and tests. The focus in education is on playful interaction, especially in the primary grades, which helps reduce stress [Minkkinen, J., 2014], [Warghoff, Alexandra, Sara Persson, Pernilla Garmy, and Eva-Lena Einberg, 2020].
In Japan, there is an increased awareness of stress and mental health in schools. In response, some schools are introducing meditation activities and breathing exercises as well as mental health recovery programs [P. E. Jose & D. F. Kilburg Iii, 2007].
In the United States of America, there has been a growing attention to emotional and social learning, respectively the inclusion of such activities in school curricula. Teachers are being trained on how to identify and respond to stress and anxiety in students [Rice, M., Kang, D.-H., Weaver, M. and Howell, C.C., 2008].
In Canada, there is an emphasis on implementing mental health into the curriculum. Schools also work closely with institutions providing mental health services to those working in educational settings and to support students.
Australia has a variety of programs and initiatives aimed at improving well-being and stress management in schools. This is achieved through resilience training, anti-stress techniques and resources to support students and teachers [Stewart D, Sun J, 2004].
Each of these strategies reflects the cultural, social, and educational characteristics of the country concerned. It is important to note that there is no single approach that is universally effective in all countries and situations; rather, they need to be adaptable and take into account the specific needs and conditions of each school system and student population.
Definitional characteristic of stress
Stress in primary school children is a child's physiological and psychological response to external stresses, challenges, or changes that are perceived as threatening or straining [Valizadeh L, Farnam A, Rahkar Farshi M., 2012].
In this age group, stress often stems from experiences at school, such as learning difficulties, social problems with peers, changes in the school environment or expectations and demands from teachers and parents.
Primary school children continue to develop their skills in dealing with emotions and respond to stress in different ways. Some children experience physiological symptoms such as headaches or stomachaches, while others respond to these changes through their behaviour by becoming withdrawn, aggressive or having trouble concentrating. Emotionally, stress may manifest itself in the form of anxiety, fears, easy and frequent crying or irritability.
Understanding stress at this age is particularly important as children are still in the process of developing their coping skills. They need support and guidance from the adults around them to learn how to manage stress in a healthy way. This support needs to include training in relaxation techniques, building positive relationships, developing resilience, and promoting healthy habits [Eric F. Dubow, Deborah Schmidt, Joelle McBride, Stanley Edwards & F. Lynne Merk, 1993]
RESEARCH DESIGN
In order to provide a thorough and multifaceted understanding of the stress perceived and experienced among primary school students, the research design was structured to encompass a wide range of methodologies and approaches aimed at exploring the diverse factors influencing adolescents' psychoemotional state during this important educational phase.
Object of the study
The processes and dynamics of psychoemotional stress and its impact on the development and behavior of primary school students.
Subject of the research
The psychological and behavioral manifestations of students caused by stress, its causes, the consequences affecting them, as well as strategies and methods for its management and reduction.
Objective of the research
To investigate and analyse the main characteristics, causes and consequences of stress in primary school students and to develop effective strategies and practices for its reduction and management. The goal also includes identifying methods to support students in developing resilience and coping with emotional challenges, as well as suggestions for optimizing educational approaches and policies to support children's overall mental health and well-being.
Research tasks
S Planning, preliminary preparation of the study and development of research instruments.
S Theoretical review of psychological-pedagogical literature.
S Conduct the study on the following main points - main causes of stress among primary school students, analysis of short and long term effects of stress on their physical, emotional and academic development.
S Develop strategies and methods to reduce stress in the school environment.
S Summarizing the results and formulating conclusions and implications.
Hypothesis
It has been suggested that if targeted strategies and interventions are implemented in the school and family environment, this will significantly reduce stress levels in primary students and improve their emotional, social, and academic development.
Research methods
S Systematic literature review - a method by which the existing research literature on stress in primary education, good practice to reduce and manage it is analysed.
S Discussion methods - discussion, survey, focus group work.
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Criteria and Indicators
Table 1
Criteria Indicators
Criterion 1 Reactions to Stress Physiological manifestations of stress - stomach aches, headaches, changes in appetite or sleep disturbances.
Emotional behaviour - tantrums, crying or seclusion.
Criterion 2 Academic performance Concentration in class - ability to focus on the learning material and actively participate in the learning and teaching process.
Pursuing and completing learning tasks - regular and quality completion of homework and assignments during classroom sessions, participation in projects and group activities.
ANALYSIS OF SURVEY RESULTS
The study was conducted during the school year 2022 - 2023 with students from four classes of primary education, each class consisting of 28 students, for a total of 112 students. The opinion of 40 parents of primary stage students was surveyed and analyzed after obtaining their informed consent, and 10 parents were randomly selected from each class - first, second, third and fourth. 40 teachers were also included in the survey - the class teacher and the full-day teacher of the 20 primary classes.
A deeper and multidisciplinary understanding of stress related to the objective study of the topic, as well as for anyone who teaches and educates elementary school students, is essential consideration and awareness of the importance of the psycho-physiological characteristics of students of this age.
The psycho-physiological characteristics of primary school-age students (approximately 6 to 10-11 years of age) encompass both physical and psychological aspects of their development and behaviour. This period is extremely important as it is one in which significant cognitive, emotional, and physical development occurs. The main characteristics are:
Physiological characteristics
• The physical development of students during the period of primary school education is associated with rapid growth, physical changes, as the development of bone structure and musculature improves their ability to control and coordinate movements.
• Motor skills that are both gross and fine and contribute to better physical coordination and balance.
• Adolescents of primary school age typically exhibit high energy levels, which requires regular physical activity to expend this energy, as well as adequate sleep and rest for recovery.
Psychological Characteristics
• During this period there is rapid cognitive development, refinement of language skills, logical thinking and problem-solving skills.
• Emotional maturity, expressed in children beginning to develop a deeper understanding of their own and others' emotions. But it is important to stress that they are emotionally sensitive and respond to stress with changes in mood and behaviour.
• Social skills develop rapidly during this age, with children learning how to interact with others, how to make and keep friendships, and how to cope in a conflict situation.
• This period is critical for the formation of learning motivation, attitudes, and attitudes to learning. Pupils show varying interest in the learning process, depending on the expectations and demands of the school and family environment.
• During this age, children begin to form their self-identity and develop a sense of self-confidence, which is often influenced by their interactions in the family, school and with peers [Madjarov, G. Al., 2011].
Appropriate support, understanding, and stimulation of development in these areas are essential to promote healthy growth and development in elementary students.
Results of the survey with parents and teachers
The questionnaire survey among parents and teachers of primary school students aimed to find out whether they were able to identify and analyse the occurrence and presence of physical and emotional-behavioural symptoms of stress in adolescents. It is also important to determine the frequency, intensity, and types of stress manifestations, as well as understanding the possible causes and consequences of these symptoms. The questionnaire used for this purpose, is presented in Appendix 1 at the end of the research paper.
After the survey was conducted and analyzed, the results are reported in Figure 1. The data collected from the questionnaires showed a significant presence of stress physiological symptoms among primary school students, with the most common manifestations being headaches and stomachaches. Analysis of these results highlights the importance of developing targeted stress management strategies in the school and family environment to improve children's mental health and general well-being.
PHYSIOLOGICAL SYMPTOMS
50
40 45% 30 34%
20 10
4% 6% 1% 5% 1% 4%
0
12345678 Symptoms 1-8 Figure 1
The analysis of the results obtained for the different emotional-behavioral symptoms of stress in primary school-age students is presented in Figure 2 and allows to identify the most common manifestations of stress and to assess their impact, namely:
1. Anxiety was the most common symptom, indicating that a significant percentage (27%) of children experienced a general feeling of insecurity or worry. This affects their daily functioning and social interactions.
2. Primary or secondary fears (19%) are specific and include fear of the dark, fear of being alone, or fear of strangers. This indicates that almost a fifth of children have specific fears that can be challenging in their daily lives.
3. Strong attachment to parents (8%) was lower in frequency, indicating that a smaller percentage of children show reluctance to part with significant adults, and this in turn affects their capacity for independence.
4. Anger (11%) is manifested in one eleventh of the children and is an indicator of internal conflicts and unresolved emotional issues.
5. Crying (7%) is relatively less common but still present and indicates emotional reactivity or difficulty in coping with stressful situations.
6. Inability to control their emotions (2%) is a relatively rare symptom, suggesting that most children are able to manage their emotional reactions to some extent.
7. Aggressive behaviour (24%) was relatively high, indicating that a significant number of children respond to stress with aggression. This is a sign of serious emotional problems and requires specialist involvement and support.
An interesting contrast in the observed results appears when comparing the low percentage (2%) of inability to control their emotions and the high percentage (24%) of aggressive behavior. On the one hand, the observed rarity of students' inability to control their emotions suggests that most of them have some degree of emotional regulation. On the other hand, the significant number of cases of aggressive behaviour highlights that stress leads to serious emotional reactions that are beyond the control of the learner. This contrast suggests that while adolescents show a general ability to manage their emotions, stressful situations often lead to exacerbated and difficult-to-control behavioural responses such as aggression, highlighting the need for targeted support and interventions to deal with these stress responses.
8. Infantile behavior (2%) is a rare symptom, but it is a sign of regression or unwillingness to cope with current stressful situations.
The overall analysis shows that while some symptoms such as anxiety and aggressive behaviour are more prevalent, others such as inability to control emotions and infantile behaviour are less common. These results provide valuable information for the development of appropriate coping strategies for stress in children and draw attention to specific areas of support need.
EMOTIONAL-BEHAVIOURAL SYMPTOMS
30 25 20 15 10 5 0
27%
25%
19%
11%
8%
7% 2% 2%
1 2 3 4 5 6 7
■ Емоционално-поведенчески симптоми 1-8
Figure 2
8
Stress in students manifests itself in different ways depending on their age and grade. The qualitative method of focus groups was used to examine the causes and consequences of stress in students separately in each of the first through fourth grades. A summary of parents' and teachers' views on the issue is presented in Table 2, which shows their views and observations:
Table 1
First Class
Reasons Transition from kindergarten to school and challenges with first graders' adaptation to the new educational environment.
Begin formal education and form new academic skills in reading, writing, arithmetic, active listening, and comprehension.
Social adjustment, forming new friendships and interacting with a larger number of peers, building basic social skills such as sharing, turn-taking and class participation, as well as developing self-awareness and emotional expression.
Consequences Emotional tension and manifestations of anxiety and fear.
Behavioural problems accompanied by outbursts of anger, rage or crying, reluctance to attend school.
Difficulties in social adaptation, communication and forming lasting friendships.
Second class
Reasons Increase academic demands with more challenging assignments and more homework.
Expectations from parents and teachers for greater independence and higher demands for independent handling of learning tasks.
Evolving social skills and challenges in complex social class dynamics.
Consequences Stress in the educational process, difficulties with concentration and learning.
Emotional instability and changes in mood and behavior.
Social isolation, ignoring, withdrawal from social contacts and self-absorption.
Third class
Reasons Preparation for standardized tests and requirements from parents and teachers to achieve excellent results.
Develop critical thinking through more complex learning tasks and analysis.
Social changes conditioned by the student's growing awareness of group functioning, self-esteem, the importance of friends and building such relationships, and not dealing with aggressive behaviors and bullying in the classroom.
Consequences Anxiety and fear of low scores and failure during exams and tests.
Problems with the reality of self-esteem through experiencing feelings of insecurity, lack of confidence in academic and social skills, isolation or overconfidence and informal leadership.
Behavioral changes associated with the need for defense or aggression.
Fourth class
Reasons Orientation of students to the upcoming transition to post-secondary education, which includes preparation for new academic and social challenges.
Higher educational standards and requirements, respectively more complex and varied lesson units, which predetermines the learning load of students.
Developing students' self-identity in fourth grade by becoming aware of and defining their self in the context of social groups.
Consequences Systematic study workload, feeling overwhelmed and stressed by study duties.
Students in the fourth grade go through significant physical and emotional changes brought on by the onset of the prepubertal period, leading to new social challenges and emotional instability.
The development of children at this age is characterized by fluctuations in hormonal balance, which affects their self-esteem and self-confidence and leads to changes in their mood and self-confidence.
Stress in elementary students has significant short and long-term consequences, and the effects are profound and lasting on their physical, mental, and academic development. It is therefore essential that this issue is seriously addressed, and steps taken to reduce stress in this age group.
Stress reduction and management methods
The open dialogue during the discussion with teachers and parents helped to suggest and discuss different aspects of stress in children and to develop strategies for its reduction and effective management. Different techniques and approaches to stress reduction were proposed, discussed, and summarized. They are:
Psychological support
• Counselling and therapy - individual or group therapy sessions with a qualified school psychologist will help students build coping skills, understand, and express their feelings and develop resilience.
• Learning stress management techniques - deep breathing, meditation, muscle relaxation and visualization are techniques that will help students manage stress more effectively.
• Positive psychology and self-esteem building - focusing on the student's strengths, positive aspects of his/her life, promoting self-awareness and self-esteem are ways to overcome difficulties and cope in stressful situations.
Changes in the school environment
• Flexibility in curriculum design and workload - this requires providing more flexible timelines for homework and school projects, tailoring learning to individual student needs.
• Creating a supportive environment - with skill and pedagogical mastery, the teacher should manage the classroom, fostering a positive and inclusive atmosphere so that students feel safe and comfortable to express their opinions and feelings.
• Breaks and relaxation - provide regular breaks and activities for mental unwinding during the day, such as free play time, interest activities, yoga, art therapy, etc.
Family Strategies
• Strengthen family bonds by encouraging open communication between parents and child, joint family activities and establishing trusting relationships.
• Balancing children's leisure and learning by providing sufficient time for play, recreation, and free activities by parents to achieve emotional well-being.
• Family stress management techniques such as outdoor walks, shared hobbies, relaxation techniques (yoga, meditation, deep breathing, diaphragmatic breathing, rhythmic breathing) help to reduce stress levels, reduce mental tension and anxiety, by providing a sense of calm and mental clarity, improve concentration and better focus on tasks and activities, optimize overall physiological health, help better manage emotions and increase sleep quality
Common approaches
• Encouraging regular physical activity and sport is an effective way to reduce stress and improve students' general well-being.
• Maintaining a healthy diet, getting enough hours of sleep, and avoiding excessive use of electronic devices also ensure successful stress management.
• Training students in time management and forming organizational skills enables them to minimize the stress level of overwork and lack of time.
These methods and approaches require coordinated work between schools, parents, and mental health professionals. The key to successful stress reduction for students is an individualized approach, taking into account the unique needs and circumstances of each student.
From the conducted research, we can formulate the following main conclusions:
S Stress in primary school students is a multifactorial problem that involves academic, social, family, and individual aspects. It requires a holistic approach to its understanding and management.
S Early identification of signs of stress and timely intervention are key to preventing long-term negative consequences for children's physical, emotional and academic development.
S Teachers and parents have a vital role to play in supporting and helping pupils to cope with stress. Their involvement, empathy and understanding significantly improve pupils' well-being.
S Effective stress management in primary education requires the commitment and support of educational institutions. This includes developing flexible curricula, training teachers, promoting mental health, and providing resources to support students.
S There is a need for further research to develop innovative strategies and programmes to reduce stress among primary students. This includes exploring the effectiveness of different approaches and their applicability in diverse educational and cultural contexts.
In conclusion, this study highlights the critical need to address stress among primary school students. The findings provide a clear framework for developing targeted strategies to assist students not only in managing stress, but also in their overall academic and social development. Further efforts in this direction will be critical to creating a supportive and stimulating school environment.
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APPLICATIONS
Annex 1
Physiological symptoms
Headache Yes No
U ps et stomach or unspecified stomach pain Yes No
Sl eep disorders Yes No
NN ightmares Yes No
Primary or secondary enuresis Yes No
D ec reased appetite or other changes in eating habits Yes No
Stuttering Yes No
Oth er physical symptoms in the absence of physiological disease Yes No
Emotional-behavioral symptoms
A nx iety Yes No
Primary or secondary fears - fear of the dark, fear of being alone, fear of strangers Yes No
C 1 in giness, unwillingness to lose sight of the adult Yes No
A ng er Yes No
Cryi ng Yes No
W hining Yes No
Agg ressive behaviour Yes No
Infa ntile behaviour Yes No
