Understanding Stress
What is stress?
A response to pressure, demands or challenges
Name one physical sign of stress or anxiety.
Sweating, tense muscles, butterflies, faster heartbeat or shaky hands
Name one feeling someone might experience before a test.
Nervous, worried, excited or overwhelmed.
Name one healthy way to manage stress.
Physical activity, taking a break, planning or talking to someone.
Name one trusted adult a student could speak to.
Parent/carer, teacher, school counsellor or another trusted adult.
Name two things that might cause stress for a Year 8 student.
Tests, homework, friendship conflict, changing schools or competing commitments.
Why might someone’s heart beat faster when they feel anxious?
The body is preparing to respond to a possible threat or challenge.
Change “I’m terrible at everything” into more helpful self-talk.
“Some things are difficult for me, but I can improve with practice and support.”
How could breaking a big assignment into smaller tasks help?
Makes the task more manageable and gives a clear starting point.
How could you start a conversation when you need help?
“I’ve been feeling overwhelmed. Could we talk?”
Can stress sometimes be helpful? Give an example.
Yes—manageable stress may help someone prepare or focus before a performance.
Name three physical signs of anxiety.
Any three appropriate physical signs.
True or false: Feeling anxious always means something bad will happen. Explain.
False. An anxious feeling or thought is not proof that something bad will happen.
Describe one way to practise mindfulness.
Notice breathing, sounds or physical sensations while gently returning attention to the present.
What could you say to a friend who feels overwhelmed?
“I’m here to listen. Would you like help talking to someone?”
What is one difference between stress and anxiety?
Stress often responds to an identifiable pressure; anxiety involves worry or fear that can continue without an immediate threat.
What is the body’s “fight-or-flight” response?
The body’s automatic response to a perceived threat, preparing it for action.
A student thinks, “Everyone will laugh if I get this wrong.” Suggest a more balanced thought.
“People make mistakes. I can have a go, and most people are focused on themselves.”
A student has a test tomorrow and feels overwhelmed. Suggest two useful actions.
Make a short revision plan, take breaks, prepare materials, get sleep or seek help.
When should someone seek extra help for stress or anxiety?
When feelings persist, become hard to manage or affect school, sleep, friendships or everyday activities.
Two students face the same challenge but react differently. Why might this happen?
People have different experiences, thoughts, resources and support networks.
A student gets a sore stomach before presentations. How could this relate to anxiety?
Anxiety can affect the digestive system and tense the body. A sore stomach can also have other causes.
How can avoiding something because of anxiety sometimes make it harder next time?
Avoidance can bring short-term relief but reduce opportunities to build confidence. Supported, manageable steps may help.
A coping strategy doesn’t help straight away. What could the student do next?
Try another strategy, practise over time or seek support; different approaches help different people
Your friend asks for help but the first adult doesn’t listen. What should they do next?
Keep seeking help from another trusted adult until someone responds appropriately.