Stress management techniques for students

Abstract

This paper deals with stress and its biology, which is a major problem for students throughout the modern world. It outlines and suggests stress management techniques, which are easy to practice for students and teachers even during lessons, e.g. japanese finger stress relief techniques and yoga pranayama. Stress is a significant problem of our times and affects both the physical and mental health of people. The main objectives are to ascertain the extent to which stress affects students' academic success and health and to suggest some techniques and pratices to cope with stress for students. Stress coping methods are the physiological, cognitive, behavioral and psychological methods to deal with stress. The main method used has been to gather and analyse the relavant data. For this purpose questionnaires about stress were randomly distributed to different student groups mostly at three Kazakhstani universities. The results obtained show that students need to be given effective techniques to cope with stress while they are studying. After a thorough literature review in major databases stress management techniques were identified and are presented and briefly discussed here. Stress can be managed through the introduction of a stress management course and engaging in extracurricular physical and mental activities. These techniques are easy to learn and practice, with excelent results in individuals with sound health or even those with health issues. They are beneficial and very helpful for both students and teachers.

An analysis of business students’ stressors and their coping strategies in the post-pandemic era

“…Student anxiety is one of the most common occurrences in today's classrooms, affecting their mental health negatively impacting their learning and performance (Kassymova et al 2018). A student suffering from anxiety may find it challenging to participate actively in the class.…”

Traits versus Grades—The Incremental Predictive Power of Positive Psychological Factors over Pre-Enrollment Achievement Measures on Academic Performance

“…An additional advantage is that these competencies and skills can be effectively developed with targeted programs [67][68][69][70][71]; thus, appropriate psychological training can prevent students from dropping out. Moreover, providing information on efficient tools of stress management and offering student success courses dedicated to the acquisition of coping skills, addressing the management of emotions, and well-being, can also help at-risk students succeed [72,73].…”

Teachers Humanistic Role Regarding Students Guidance

“…These social skills help students to interact with fellow beings around them in their respective societies and these social skills are the important factor of students' acceptance in society, popularity in peers, ability to deal with other humans in critical situations and get excellent academic achievement and teachers are the humans who teach them these skills, help them learn these skills and provide them opportunities to practise these skills to make them all-rounder in the social practical field. It has been discovered that social goals are strongly correlated with academic goals; students' social competence, cooperation with peers, acceptance by others, creating and sustaining friendship and empathy are the essential elements of students' success; students' social skills have a strong association with students' academic achievement; rejection by peers is related to problems in the area of social functioning as well as missing academic goals; a higher degree of sociability is linked with a higher degree of problem solving and socially desirable behaviour is clearly related to primary school students' academic achievement but teachers never remained focused on developing social skills in their students to make them leaders and models in their respective social settings and it has been diagnosed that teachers punish boys more severely than girls for misbehaviours (Pečjak, Puklek Levpušček, ValenčičZuljan, Kalin, & Peklaj, 2009) Stress Stress has been considered as the major problem of students around the world as it is the second largest cause of mental and physical sickness among students in various countries of the world and researches have measured 58 percent increase in stress-related mental health issues in students so the teachers must be trained enough that that they may support them to release their stress and make them healthy to make progress in creations and serve the humanity as the origin of stress comes from physics which refers to force applied on an object and it is related to issues like financial problems, personal conflicts, mental conflicts, health problems, examination problems, meeting with new friends, daily travelling from towns to cities, changes in sleeping habits and routines, poor eating habits, large amount of assignments, getting lower than expected grade, no proper management of time for studies and exercise, language difficulties, subject difficulties and academic workloads that put force on humans in real life and school setting, make the learning pace slow, make students uninterested in studies, become the cause of maladjustment of students in schools, enhance poor achievement in exams, increase the dropout rate and lead towards suicide in some severe cases hence teachers must be equipped with various techniques of psychological guidance to promote the emotional wellbeing of students in schools, promote positive mental health, prevent the onset of serious problems, respond students properly in distress and give awareness about the negative impacts of stress but unfortunately teachers remain busy in academic activities, taking classes, performing practical, making attendance, attending workshops and seminars, attending meeting with officials, checking homework and scripts, making papers, conducting exams as a result they don't have time to help their students during stress, depression, anxiety and mental health problems that lead ultimately to complete academic failure (Kassymova, Kosherbayeva, Sangilbayev & Schachl, 2018, September)…”