Stress: Cause and Effect

A Research-Based Discussion by Dr. Carol Mikulka

Stress: Learning, or the ability to absorb and retain information, and stress are directly linked in a very profound way. A stressful school environment- especially middle and high school-can alter the course of education permanently. Chronic stress results in a cascading chain of reactions that influence physiological events in a person. The culmination of the affects of stress on the body and the mind may render the individual incapable of learning. The adverse effect of stress on brain functioning, especially memory, has been proven repeatedly. Sustained states of stress can damage the Limbic system, a part of the brain critical to learning and memory. Essentially the student’s mind “goes blank.” Stress results in varying degrees of and states of perceived fear which can lead to the fight or flight response. A state of arousal and readiness to learn, is very different from the physiological state that arises from the stress response. The anxiety and vigilant state created by stress, interferes with short and long term memory. In academic and social environments perceived to be threatening, overwhelming, rigid and controlling, a student will undoubtedly shut down. We know that the ability to learn and retain information is a complicated process mediated by a multitude of factors. The correlation between academic success and emotional safety is directly proportional. One of the many consequences of daily exposure to stress is the suppression of the immune system. Other physical symptoms include headaches and stomachaches. Memory retention is compromised when your focus is diverted from learning to surviving.

Stress causes anxiety, from mild to severe, and can even result in school anxiety or phobia. Stress affects your judgment and self esteem by eliciting feelings of helplessness and insecurity about the future. In essence, chronic stress can negatively affect ones ‘physical and emotional health and impair cognitive abilities.

Social influence and peer pressure: Adolescents typically have a heightened concern for status and can be exquisitely sensitive to rejection. A yearning to be visible, accepted and to belong, are desires that all adolescents share. Where cliques and labels exist, the vast majority of students will undoubtedly feel left out, lonely and isolated. Ridicule, taunting, teasing and bullying are more extreme examples of negative peer pressure. Being repeatedly ostracized and left out can result in irreparable damage to a adolescents’ identity and self esteem. Students will do almost anything to penetrate a group, motivated by the drive to be accepted. These students engage in risky behavior and conform to values that may not be their own. Any type of coercive behavior by either adults or peers can be categorized as a form of bullying. Research has shown a link between bullying and low academic performance. Difficulty adjusting and fitting in socially goes hand in hand with academic under performance. Recurrent feelings of victimization and loneliness can lead to anxiety, depression and suicide. Bullying is not a part of normal growth and development. Bullies are significantly more likely to exhibit antisocial behavior later in life. The damaging effects of negative peer pressure, bullying, lack of empathy and disrespect have far reaching consequences to our youth and to society as a whole.

Motivation: Finding a simple definition for motivation is almost impossible. Motivation is derived form the word motion, and literally means something that moves a person and could be considered to be a type of energy or momentum. Motivation has been a widely studied phenomenon and has been the topic of countless research papers in the field of education and psychology. There does not appear to be one agreed upon or acceptable definition across the disciplines. For the purpose of this discussion, I chose “striving for achievement.” Motivation is influenced by innumerable factors. Most often factors influencing motivation can be categorized into either intrinsic or extrinsic. Extrinsic motivators are based on reinforcement, either positive or negative. An example of a positive reinforcement is a reward, whereas a negative example would be a consequence or a punishment. Intrinsic motivation is the desire to engage in an activity for its own sake, without the influence of external motivators. Several studies have shown that when you attach a natural or pleasurable activity to a reward, motivation diminishes. Once a reward is attached to an activity, you see the act as work and no longer interesting or fun. It has also been shown that when people are given more extrinsic motivation than necessary, intrinsic motivation declines. Motivated behaviors are goal directed and highly motivated people persist or alter behavior until their goal is reached. A student’s perception of their competence and belief in the ability to perform a task and the value of the task clearly impacts motivation and drive to succeed. Self regulated learning, self-efficacy and control over the assignment, also have been shown to increase motivation and improve cognitive engagement and performance in the classroom.

At WCS we frequently review research-based educational practices and adjust our methodology so that in the truest sense we are a best-of-practice school. Our research-driven policies are developed to ensure the student remains at the center of the educational process - always engaged in active and progressive learning.

Also read, "Stress and Your Child's Brain" by Hank Pellissier.