•  Lesson Title

    Understanding and Coping with Stress and Anxiety 

    Advocacy Focus, East Early College High School

    Date

    Monday - Thursday (January 16-18)

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    Essential Question:

    Monday- MLK Holiday

    Tuesday- Why is it important for schools to bring awareness and solutions to stress?

    Wednesday- Why is it important to be aware of our stressors and the physical impacts they can have on us?

    Thursday-Why is it important to have a toolbox of stress and anxiety coping strategies?

    Instructional Introduction:

     

    (Discourse/Writing)

    Explain to the students that this week we will be reflecting on the Mental Health Day and working on understanding and coping with stress. They will engage with a survey on Tuesday, and on Wednesday/Thursday they will complete the "Understanding and Coping with Stress and Anxiety" handout. It is important for the Advocacy teacher to file these documents as they may be helpful during advising sessions. 

    Tuesday:

    1. Direct the students to complete the Mental Health Day Survey: Spring Self-Care Sessions
    2. Discuss as an advocacy class: Why is it important for schools to bring awareness and solutions to stress?

    Understanding and Coping with Stress

    Wednesday:

    1. Distribute: "Understanding and Coping with Stress and Anxiety" handout
    2. The students will complete page one today. Please ask students to be honest and clear when answering the three questions on the handout.
    3. Discuss as an advocacy class: Why is important to be aware of our stressors and the physical impacts they can have on us?
    4. Advocacy instructors will collect the handouts.

    Thursday:

    1. Distribute: "Understanding and Coping with Stress and Anxiety" handout
    2. The students will complete page two today. The ideas from question (on page one) may serve as useful today.
    3. The students will create a visual Coping Toolbox. - Please inform the students that a "Coping Toolbox" is a collection of the various favorite and healthy items that a person uses when he or she is feeling anxious or stressed.
    4. Creating the Toolbox: They should include all the items, things, and/or people that they believe are part of their coping strategies.  They should provide a visual of the items (things, and/or people) and a brief description. Students can get as creative as they want; they may use colors to brighten up the images. They can place items all around and even inside the box.

    Example:


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    1. Discuss as an advocacy class: Why is it important to have a toolbox of stress and anxiety coping strategies? And,  please take a few minutes to allow students to share at least one of their items included in their Coping Toolbox.
    2. Advocacy instructors will collect the completed handouts, which can be used during future advising sessions.