Effects of stress

Please write 2 responses to the following discussion post in a minimum of 150 words each and include 2 scholarly references for each post.

Michelle:
The Effects of Stress
Stress is an everyday part of life from one’s personal to professional lives, though the stressors themselves may change and parts of the population will be more prone to reactions from differing stressors. Stress over an assignment is not going to equate to the same type of stress one feels over not being able to pay their bills or grief related stress, but all of these stressors can affect performance. “Stress can interfere with or stimulate learning, although the responses to stress may change with age and differ for males and females and for those who have experienced traumatic events” (Bastable, et al., 2020). This remark by Bastable, et al., goes on to say that learning is a complex and active process preferring sensory experiences. Given the need for interaction within allied health learning and teaching with much of the learning better processed with hands-on experiences, there are multiple ways in which an educator can keep students actively learning and being mindful of stressors with their students.
Educator Mindfulness and Student Population
Hepburn, et al., (2021) state that research is increasingly suggesting that student wellbeing and performance can be an indirect reflection of their educator’s wellbeing. While educators need to mindful of their students, they need to first focus on their own health and stressors to be able to do their job effectively. Many school systems ensure access to health promotion services for their educators, especially within the early years of their career, to prevent quick burnout and educators leaving the field. When regarding the student population, multiple studies suggest that females are more likely to experience anxiety than their male counterparts. Devereaux, et al., (2021) study graduate allied health students and found the female students were more likely to be anxious, experience poor sleep, be sedentary, and have low energy, all associated with increasing anxiety. They suggest providing opportunities to keep students active such as the use of standing desks and encouraging small breaks to walk whenever possible, whenever the lessons were sedentary in nature. Schussler, et al., (2021) discusses stressors in adolescents and point out that this is the time frame in which coping mechanisms are being formed and the consequences of poor coping mechanisms within this time frame. Educators focus on mindfulness techniques helped these students in identifying their stressors and being able to cope with them.
Considerations
An educator should be mindful in paying attention to their students and their behaviors while in class, noting if there are any significant changes in student demeanor, as well as maintaining awareness of what student population they may be working with, and the challenges faced by them. It would not be prudent to simply single out female students, even if they do tend to experience higher levels of anxiety and stress, as that does not mean the male students will not have issues with this as well. Bastable, et al., (2020) suggest some implications for the educational process like considering the specific needs for each learner, being organized with lessons and not rushed, linking the lesson to something previously taught, taking breaks to allow for processing, and understanding limitations for student learning or a lack thereof. The implications are reminiscent of instructional events taught in previous courses, for example Gagne’s 9 events of instruction (Kruse, 2008). Stress can be limited within the classroom by the educator if they keep mindful of their own health and wellbeing, the intended student population, and keeping everyone engaged and involved.

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