For many students across the world, stress is common. Its source can differ from person to person: uncertainty about the future, an overwhelming academic load, worries about one’s family, arguments with friends, or facing transitional moments in life. Greeley’s competitive nature has cultivated an environment that makes students no stranger to the feeling of trepidation, which, when not dealt with adequately, can become a cumbersome load that permeates all aspects of a student’s life. Stress is a double-edged sword—it can aid productivity and motivate a person to reach their goals, or have detrimental psychological and physiological effects that may lead to underperformance in academics and athletics, as well as social, emotional, and physical distress.
Good stress—or eustress—has the potential to improve motivation, performance, and energy. Thus, moderate levels of eustress are essential for being productive. Moreover, the ups and downs high schoolers experience in their adolescent years equip them with the skills necessary to thrive in their adult lives. However, chronic exposure to a stressor may lead an individual to feel overwhelmed and isolate themselves. Junior Rebecca Humphries said that “feeling overwhelmed can make [her] life feel more chaotic than it needs to be,” and that the feeling of disorder can lead to feeling as though life is a little less enjoyable.
Physiological manifestations of stress present themselves in the sympathetic nervous system, which elicits the “fight, flight, or freeze” response, in addition to raising one’s heart rate and blood pressure. If someone’s sympathetic nervous system is constantly triggered, they may become susceptible to a weakened immune system and a decline in sleep quality, both of which can inhibit performance in all aspects of life. On the other hand, the parasympathetic nervous system aids in decreasing heart rate and blood pressure, and promotes digestion. Engaging in relaxing activities, like deep breathing, yoga, or meditation can help activate the parasympathetic nervous system.
All these harmful impacts raise a question: What is Greeley doing to mitigate the stress its students face? Greeley psychologist Dr. Patrick McAuliffe described the “One Trusted Adult” initiative that began this year. Its goal is to ensure that all students have at least one trusted adult within the school or their lives who encourages them to take part in their community and guides them to make healthy choices; that relationship can go a long way to help improve students’ well-being.
The program enables students who may not have adequate support systems outside of school to establish connections with faculty. Additionally, Dr. McAuliffe also mentioned that the school may be interested in instituting an advisory program where students and teachers can meaningfully engage in a non-academic manner.
Undoubtedly, there’s always room for enhancing resource availability for students. That being said, Greeley is always seeking programs to help kids feel more secure in and out of school. Minimizing stress can allow people to be present and intentional with their actions, which can fortify their relationships and allow them to achieve things they may have never thought possible. Communicating and establishing connections with peers and faculty members is a productive way to do so.