Tips for Teachers
Helping Kids Handle Economic Stress
Many adults are feeling stress about the economy and wondering how they’re going to make ends meet. But adults aren’t the only ones feeling the pressure. More and more children are exhibiting signs of secondary stress, and they’re bringing their worries to school.
Secondary Stress
Children—especially young children—take their cues about how to react to situations from their parents or caregivers. When a family experiences a financial crisis or suddenly has to move to a new home, the children may manifest some of the same “symptoms” as the adults, because they “pick up on” the adults’ worries. Teachers are reporting that more of their students are showing signs of this secondary stress in the classroom: having trouble focusing; being highly sensitive, depressed, anxious, agitated, or emotional; withdrawing; and feeling helpless—all of which can lead to acting out. And these problems are affecting their attendance and academic performance.
Social and Emotional Learning Can Help
In a recent article in the Atlanta Journal-Constitution, Ginny Deerin and Roger Weissberg make the case for the importance of teaching social and emotional learning programs, such as the SECOND STEP program, during these tough times. “The coping skills and strategies that we all need right now are the same fundamental capabilities that social and emotional learning programs teach to children in the elementary school years. Such well-designed, evidence-based programs help children develop confidence, empathize with others, motivate themselves, and gain a sense of optimism about their future.”
Social and emotional learning programs can help teachers provide children with a safe, structured, and nurturing classroom environment where they can find refuge and a sense of belonging.
One of the ways teachers can do this is to help students deal with strong emotions or problems as they arise by working through the SECOND STEP Calming Down and Problem-Solving Steps. Acknowledging students’ feelings, helping them calm down, and encouraging them to think of concrete steps to take can help them feel as though they have some control during uncertain times.
In addition, SECOND STEP lessons about coping may be helpful to middle schoolers when applied to feelings of stress about the financial crisis. And the empathy lessons in all grades of the program can help students have more compassion for each other, a crucial element in a safe and nurturing classroom.
Other Things Teachers Can Do
Teachers can reduce stress in the classroom in a number of other ways, including:
- Supporting students’ sense of control by balancing flexibility with familiar structure and routines
- Keeping any explanations developmentally appropriate
- Projecting hopeful assurance while providing honest answers
- Using role-plays or skill practices, such as those in the SECOND STEP program, to model for students how to cope with stress
- Assigning homework that isn’t dependent on home resources or supplies
- Being aware that class presentations and tests may amplify existing stress
What Parents Can Do
Each family has different feelings about how to talk to children about the family’s financial situation or whether to talk to them about it at all. If you feel it is appropriate, you may wish to pass along the following information to your students’ families or use it when talking with your own children.
Age-Appropriate and Honest
If you do decide to talk to your kids about the economy, remember to keep your discussion developmentally appropriate and honest. According to Stephen Wallace, national chairman of SADD, in a recent article in ParentMap Magazine, “When open, honest dialogue—calibrated for age—about financial challenges and choices provides a realistic, and at the same time reassuring assessment of the current state of the economy and its impact on the family, young people feel safer, more confident, and more empowered to weather the downturn.”
For younger children, keep the information brief and concrete. Tell them in simple terms what you are doing to fix the problem. “Mom is looking for a new job. Until she finds one, we will have less money than before, so we need to spend it carefully.” Middle school kids can be given more details. They may wish to be a part of the problem-solving process, such as helping find ways to cut costs around the house, or babysitting or doing yard work for neighbors to earn some extra money. Taking action can help reduce middle schoolers’ anxiety, as long as parents make sure that they aren’t allowing kids to take on too much of the responsibility for solving the problem.
Remember to Reassure
Another—and very important—thing to remember when discussing the economy with your kids is to let them know that they’re safe and you’re working to find a solution. Wallace emphasizes, “What cannot be overstated is the critical role of parents in communicating that they have a plan in place to deal with whatever a sour economy throws their way, and that the underpinnings of familial support, love, and longevity are strong and sound.”
References
Deerin, G. & Weissberg, R. (2009, February 22). Emotional smarts key to navigating life’s challenges. Atlanta Journal-Constitution. Retrieved April 16, 2009 from http://www.ajc.com/services/content/printedition/2009/02/22/bizvoices0222.html.
Wallace, S. (2009, April). The elephant in the room: Talking to kids about the economy. ParentMap Magazine, 7(4).
