2014-11-CYR-rpt - Laserfiche WebLink

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11 am part of my school." Experiencing such harassment was also a strong predictor of reporting higher stress related to school. • Unfortunately, 62% of students reported feeling that the majority of teachers at LHS were unaware of their stress level. 3. Stress can lead to negative coping strategies and risky behavior • Use of negative strategies to cope with stress is high among our youth. • Nearly 1 in 6 (13%) reported self-injurious behaviors in the past 12 months such as cutting, burning, or bruising • Over half(55%) endorsed drinking alcohol as a means to cope with stress. • Half reported past-30-day drinking, a rate substantially higher than the state (36%) or nation as a whole (35%) (CDC, 2014) • Fully one-quarter reported binge drinking (5+ drinks on a single occasion) in the past 30 days • Exacerbating the stress and inability to cope is insufficient sleep, with 46% of students reporting getting an average of 6 or fewer hours of sleep on school nights, while the National Sleep Foundation recommends 8.5-9.5 hours for growing teens. • When youth are exhausted and stressed, they are also more likely to be tempted to engage in dishonest academic behaviors. In 2013, 80% of students reported having copied other students' homework and papers, 31% having used electronic devices to cheat, and 35% having cut and pasted materials from the Internet without proper attribution. Stress is Affecting Younger Children Stress has a negative impact not just on teens, but it affects younger children as well. The principals and staff in our Lexington elementary schools are seeing an increase in the number of young children who are experiencing anxiety. The pressures upon children can start early in some cases, including over-scheduling, pressures to excel in academics and extracurricular activities, outside tutoring, academic or enrichment programs, high expectations, and the quest for perfection. Some children show signs of stress-related difficulties, such as school avoidance or changes in behavior, while others internalize the feelings. The schools also have children with other emotional, psychological or behavioral issues who need intervention and support. Oftentimes, children who show signs of emotional issues in elementary school, later have more serious problems when they reach high school. Therefore, it is vital to recognize that stress can affect younger children, and that efforts to prevent stress-related concerns, as well as efforts to build resiliency and social-emotional intelligence, must start early.