Stress management practices among youth

The young generation is suffering from stress due to academic obligations, social pressures, financial burdens and the widening habitual use of electronic technology(1). Stress is a unique human experience triggered by changing circumstances. Adolescence and early adulthood is a crucial developmental period. Prolonged and unresolved stress during this period is likely to adversely affect emotional, cognitive and physical health(2). Prolonged and unmanaged stress is associated with increased risk of anxiety, depression, academic failure, sleep problems and unhealthy lifestyle behaviours(3).

Learning proper techniques to manage stress can help the youth develop resilience and promote well-being. Frequent exercise, mindfulness meditation, deep breathing, sleep/nap and exercise have been shown to lower what we perceive as stress and enhance psychological health (4). Time management and problem-solving skills enable youth to cope more easily with everyday challenges and reduce stress-related outcomes (5). Stress management can be supported by educational institutions and communities through strategies that build awareness, increase access to mental health services, and create environments that enhance positive stress management (6). Mechanisms for adopting positive stress management strategies early can improve one’s quality of life and reduce the long-term risk of mental and physical health problems (7).

References

1. American Psychological Association. (2023). Stress in America™ 2023: A nation recovering from collective trauma. //www.apa.org/news/press/releases/stress
2. Compas, B. E., Jaser, S. S., Bettis, A. H., Watson, K. H., Gruhn, M. A., Dunbar, J. P., Williams, E., & Thigpen, J. C. (2017). Coping, emotion regulation, and psychopathology in childhood and adolescence: A meta-analysis and narrative review. Psychological Bulletin, 143(9), 939–991. //doi.org/10.1037/bul0000110
3. Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104–112. //doi.org/10.1080/02673843.2019.1596823
4. Jayawardene, W., Lohrmann, D. K., Erbe, R. G., & Torabi, M. R. (2017). Effects of preventive online mindfulness interventions on stress and mindfulness: A meta-analysis of randomized controlled trials. Preventive Medicine Reports, 5, 150–159. //doi.org/10.1016/j.pmedr.2016.11.013
5. Regehr, C., Glancy, D., & Pitts, A. (2013). Interventions to reduce stress in university students: A review and meta-analysis. Journal of Affective Disorders, 148(1), 1–11. //doi.org/10.1016/j.jad.2012.11.026
6. World Health Organization. (2021). Guidance on community mental health services: Promoting person-centred and rights-based approaches. //www.who.int/publications/i/item/9789240025707
7. Beiter, R., Nash, R., McCrady, M., Rhoades, D., Linscomb, M., Clarahan, M., & Sammut, S. (2015). The prevalence and correlates of depression, anxiety, and stress in a sample of college students. Journal of Affective Disorders, 173, 90–96. //doi.org/10.1016/j.jad.2014.10.054