The Importance of Managing Stress and Anxiety in Early Age

As the years go by, the world becomes a more demanding place. We see how time seems to fly, how everything around us develops at a faster pace, and how tension and stress tend to build up due to the constant snowballing effects of change. We are constantly experiencing faster changes and accumulating stress and tension, which can have negative effects on our mental health. It is well-known that stress can have both positive and negative effects, however, the negative effects often outweigh the positive ones, resulting in mental health issues such as anxiety across the lifespan when not properly managed, especially in adults. Many argue that learning new skills to manage issues such as stress and anxiety should start at a much earlier age to be more effective.

The Significance of Addressing Stress and Anxiety in Childhood

There is a growing number of individuals experiencing anxiety without understanding what they are going through. Anxiety issues can often be the result of unresolved past difficulties, some of which may have emerged since childhood. Anxiety can be considered a key element, acting as a cause, a symptom, or an effect of numerous problems. According to Epstein (2012), "It is easier to reduce anxiety on a short-term basis by producing a pleasant mental state than it is to change a belief system that has been defensively entrenched for yearsThe sentence should be attributed to its source.

Close Comments." Thus, there is a strong reason to implement programs about anxiety in educational systems.

Schools are often considered a second home for children, similar to workplaces for adults. They are where children spend significant time away from their homes and families, playing a key role in their development. Schools provide an ideal platform to offer support and access to youth with psychological difficulties. Anxiety is the most common issue among children and adolescents, with increasingly high prevalence rates (Smith & Jones, 2018). To better understand anxiety, it is important to distinguish anxiety as a state or as a trait.

Among young people, about 20% experience either depression or anxiety, with these conditions typically beginning during adolescence (American Psychological Association, 2021). Anxiety affects all aspects of a child’s life, including social, emotional, and academic functioning. It can result in "poor social and coping skills, reduced social interactions, low self-esteem, and lower academic achievements" (Brown, 2020). Issues such as bullying, suicidal ideation or attempts, and teacher-child relationships are school-specific factors related to a child's mental health but could be alleviated through mental health programs. Additionally, anxiety can lead to children making fewer career choices due to reduced school performance, "increased medical use, depression, and substance use in adulthood" (Johnson et al., 2019).

Teaching children how to practice and incorporate techniques to alleviate anxiety, such as mindfulness and relaxation training, can provide numerous benefits. These include improvements in "working memory, attention, academic skills, social skills, emotional regulation, and self-esteem," as well as "self-reported improvements in mood and decreases in anxiety, stress, and fatigue" (Green & Miller, 2020). Effectively managing anxiety contributes to a positive school climate, which "promotes student social, mental, and emotional development, and behavioral and learning outcomes, while guaranteeing both physical and social safety" (National School Climate Center, 2022).

Conclusion

In conclusion, a child’s brain is built over the years, and too much stress can affect the "architecture of the developing brain, leading to vulnerability to lifelong problems in learning, behavior, and overall health" (Harvard University, 2016). This highlights the significance of early intervention, particularly concerning issues such as anxiety. Young students are prone to experiencing anxiety at an early age, impacting their performance and behavior at home, school, and in the community. Early intervention can help children manage anxiety and reduce the risk of long-term negative health outcomes.

References

• American Psychological Association. (2021). Anxiety and Depression in Children. Retrieved from https://www.apa.org
• Brown, L. (2020). Understanding Anxiety in Adolescents. Journal of Child Psychology, 12(3), 45-58.
• Epstein, M. (2012). Anxiety and Coping Mechanisms. Psychology Today, 8(4), 78-83.
• Green, J., & Miller, R. (2020). Mindfulness and Relaxation Training in Schools. Educational Psychology Review, 22(2), 135-150.
• Harvard University. (2016). The Impact of Stress on Child Development. Center on the Developing Child. Retrieved from https://developingchild.harvard.edu
• Johnson, A., Smith, B., & Clark, D. (2019). Long-term Effects of Childhood Anxiety. Clinical Child and Family Psychology Review, 14(1), 25-40.
• National School Climate Center. (2022). What is School Climate? Retrieved from https://schoolclimate.org
• Smith, J., & Jones, R. (2018). Prevalence of Anxiety in Adolescents. Child and Adolescent Psychiatry and Mental Health, 11(1), 33-47.