Date of Graduation
5-2020
Document Type
Dissertation
Degree Name
Doctor of Education in Educational Leadership (EdD)
Degree Level
Graduate
Department
Curriculum and Instruction
Advisor/Mentor
John Pijanowski
Committee Member
Ed Bengtson
Second Committee Member
Kevin Brady
Third Committee Member
Kara Lasater
Keywords
Adaptive Abilities, School Structures, Self-Care, Stress, Teenagers
Abstract
The purpose if this study is to examine the stress experience of teenagers during their high school years. The study uses existing research to identify causes of stress and stress- management techniques and then gathers students’ perceptions through surveys and a group interview to provide student voice on the issue of stress.
Recent nation-wide efforts have been made in schools to provide more supports for the social and emotional well-being of students, but despite these efforts, stress levels of high school students remain elevated. Understanding the ways in which students identify stress and the adaptive abilities they use to manage stress will help schools to design environments and programming to meet the mental, social, emotional and physiological needs of their students.
Citation
DeWitt, W. P. (2020). Teen Stress and the High School Experience: Fostering the Adaptive Abilities to Survive and Advance. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/3581
Included in
Cognitive Psychology Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Psychology Commons, Educational Sociology Commons