STRESS AMONG SCHOOL GOING CHILDREN A SURVEY

Published by Vidyatree Foundation, Lucknow, under the guidance of Dr. Vivek Agarwal MD, Professor, Child Psychiatry, Department of Psychiatry, King George Medical University, Lucknow
 © Vidyatree Foundation, March 2015

INTRODUCTION Dear Educators, Students and Parents, It is out of love for children and a concern for their best development, that we present this study on Stress Among School Going Children. Momentary stress from time to time is okay. It releases a hormone called cortisol in the brain – cortisol heightens brain functioning to face the momentary high challenge. But if moderate or high stress continues for long, the constant release of cortisol in the brain begins to damage brain capacities. This is termed as chronic stress. Especially among children, the effect of chronic stress is greater and many a times, long lasting. Please see a sample list of research studies on page 14 of this report. The traditional system of education was set up by the British in the 19th Century in India and the rest of the British empire. Their assumptions were that all children are same in intelligence, personality and learning capacity; covering the syllabus should be the focus of teaching rather than understanding by the children; exams at the end of syllabus completion tell us how far the children have succeeded or failed in learning/recalling. There may be 30 to 70 children sitting in a class and teacher improperly trained and motivated. In such schools it is not the school’s problem if most children do not learn in the school; it is the problem of the child and his / her parents. On the other hand, the 21st century approach to education, especially quality international systems, like International Baccalaureate and Vidyatree, is: each child’s intelligence, personality and speed of learning is different from the other; the number of children in a class must be such that the teacher can have a continuing relationship of serve-and-return with each child - 20 to 25 children in a classroom. Instead of ‘sudden death’ kind of exams at the completion of the syllabus, there needs to be continuous assessment and focus on what more the child needs to learn. Is is the school’s duty to properly educate each child. We always felt that the dysfunctionality of the 19th century education system was bound to create great stress on the child and indirectly on the whole family. So to verify the difference in the two education systems scientifically, we approached some psychiatrists of the city. We were told that a cortisol test and other such tests are possible, but due to legal and cost reasons, it will be better to conduct a stress survey. We approached the Psychiatry Department of King George Medical University, Lucknow. The Professor and head of Child Psychiatry, Dr Vivek Agarwal kindly helped us with the research instrument and design. The study is restricted to private and non government-aided K-12 schools of the city of Lucknow. We present to you the significant results of that survey in this report. 

Rakesh Kapoor

22 March, 2015


BA (Hons.) Delhi University, M. Ed. Lucknow University, 
 C3P Columbia University, Mindfulness Coach


Founder, Vidyatree Foundation, Lucknow

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(c) Vidyatree Foundation, 2015

PREFACE Academic stress has been increasing significantly in a large number of children. Stress is not only perceived in higher classes but also by children in primary classes. The reasons could be the information overload, increased competitiveness, pressure from teachers and parents to perform well in studies and unrealistic expectations. There is pressure on children right from the kindergarten to perform well and learn a lot. Children are given so much home work that they hardly get time to play or have recreational activities. Then there are problems like the way of teaching. Different children perceive things better in different ways like some children are good at listening while other at visual inputs. In our country all children are taught in similar fashion without any modification for need of different children. Those who are able to adjust to the prevailing system are promoted while those not able to adapt suffer with poor grades and humiliation. There is too much emphasis on studies at the cost of overall development of the child. These pressures are affecting the physical and psychological well being of these children leading to overall poor outcome as an adult. Therefore it is important to study the various aspects of academic stress in different age group of children so that appropriate measures could be taken to reduce the stress in children. The current study was planned to study the academic stress in children of different age groups in Lucknow city, to understand what areas are more stressful to them. The study has found significant number of children feeling stressed due to various aspects of academics like homework, classroom methods, examination etc. This gives an insight in to levels of stress in children. Efforts should be made to reduce the stress in children in light of the findings of the study so that they grow-up to their full potential.

Dr. Vivek Agarwal

12 March, 2015


Professor, Child Psychiatry, Department of Psychiatry, 
 King George Medical University, Lucknow, India; and 
 Editor, Journal of Indian Association for 
 Child and Adolescent Mental Health

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(c) Vidyatree Foundation, 2015

STRESS AMONG SCHOOL GOING CHILDREN

DESIGN OF SURVEY INTRODUCTION

SAMPLE SIZE

METHOD

A study of academic stress was conducted among school going children of Lucknow during 15th February to 2nd of March 2015. The objective of the survey was to assess the degree of academic stress due to various stressors, among the students in Lucknow

A sample of 700 students was taken for the survey from the city of Lucknow. The sample was distributed proportionally among the students from Grades V to XII. Household survey method was adopted to conduct the survey, wherein face to face interview technique was used to administer the survey instrument. 15 localities were selected, spread across the city; in each locality eight starting points were selected from where the field researcher explored a household where he/she interviewed the target student. Only one student was interviewed from a household, the next interview was conducted leaving 5 houses. Only six students were interviewed from each starting point. This process of identifying the students was followed till the total sample was achieved . A well-structured instrument, provided by Dr. Vivek Agarwal, was administered by the field researchers.

SURVEY IN A 21ST CENTURY EDUCATIONAL SYSTEM (IB and VIDYATREE PROGRAMS)

For comparison, a similar survey was conducted among the students of the Vidyatree Modern World College, Lucknow, who are studying in the International Baccalaureate Program (Grades 4 to 8) with maximum 25 children per class, latest teaching methods, use of technology for inquiry and regular world class teacher training. The results of the survey among IB and Vidyatree students are also presented for comparison.

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(c) Vidyatree Foundation, 2015

STRESS AMONG SCHOOL GOING CHILDREN


 CROWDED CLASSROOMS 
 STRESSOR

Traditional 19th Century Educational System Generally: • High number of students per class (30 to 60+) • Teacher + syllabus + exam centered system • No continuous teacher training and no quality 
 control

37.9%

54.3%

students are somewhat and very stressed

45.7% Not stressful Somewhat stressful Very stressful

16.4% In crowded classrooms, generally when number of students are 30 or more, there is great indiscipline and noise in the class, and the teacher is unable to pay attention to each child. Students feel lost in a crowd, ignored and stressed. Parents and tutors are required to teach.

21st Century Educational System • • • •

At Vidyatree Modern World College, Lucknow 20 to 25 students per class International Baccalaureate (IB) & Vidyatree Curricula Child entered education system with skills & attributes development, and assessment-for-improvement • Latest world class teaching methods that create intrinsic motivation to learn • Continuous world class teacher 
 training and quality control

When the number of children are less than 25 in a class, the teacher is able to pay attention to the learning needs of each child. The teacher can have serveand-return interaction with each child. School takes full responsibility to teach.

0.9%

99.1%

students are somewhat and very stressed

Not stressful Somewhat stressful Very stressful

0.3%

Pg 5

0.6%

(c) Vidyatree Foundation, 2015

STRESS AMONG SCHOOL GOING CHILDREN




STRESSOR

SPEED LECTURING BY TEACHERS Traditional 19th Century Schools Generally: • High number of students per class (30 to 60+) • Teacher + syllabus + exam centered system • No continuous teacher training and no quality 
 control

36.0%

50.9%

students are somewhat and very stressed

39.1%

24.9%

Not stressful Somewhat stressful Very stressful

It does not matter wether children have understood what is being taught as long as the syllabus is completed in time for the examinations. As the examination dates approach, teachers speed up teaching to cover the syllabus without caring whether children understand or not. This causes tremendous stress on students.

21st Century Educational System • • • •

At Vidyatree Modern World College, Lucknow 20 to 25 students per class International Baccalaureate (IB) & Vidyatree Curricula Child entered education system with skills & attributes development, and assessment-for-improvement • Latest world class teaching methods that create intrinsic motivation to learn • Continuous world class teacher 
 training and quality control

In IB and Vidyatree classrooms, assessments happen continuously throughout the year via different strategies, as feedback on the child’s learning, to continuously plan and replan learning by each child.

9.2%

90.8%

students are somewhat and very stressed

Not stressful Somewhat stressful Very stressful

8.6% 0.6% Pg 6

(c) Vidyatree Foundation, 2015

STRESS AMONG SCHOOL GOING CHILDREN




STRESSOR

TEACHER DOES NOT 
 WELCOME QUESTIONS Traditional 19th Century Schools Generally: • High number of students per class (30 to 60+) • Teacher + syllabus + exam centered system • No continuous teacher training and no quality 
 control

85%

students are somewhat and very stressed

46.0%

39.0%

Not stressful Somewhat stressful Very stressful

15.0%

21st Century Educational System • • • •

At Vidyatree Modern World College, Lucknow 20 to 25 students per class International Baccalaureate (IB) & Vidyatree Curricula Child entered education system with skills & attributes development, and assessment-for-improvement • Latest world class teaching methods that create intrinsic motivation to learn • Continuous world class teacher 
 training and quality control

There are several possible reasons for teachers not welcoming questions: • There are so many children in the classroom that most children do not get a chance to ask questions to clarify the topic. • The teacher is more concerned with completing the syllabus rather than ensuring understanding by each child. • The teacher believes in imposing her ideas and is not trained to ‘listen’ to children. • The teacher is not required by the educational system to encourage inquiry and thinking skills among children.

In IB and Vidyatree, with smaller classes and trained teachers, a teacher can have a serveand-return dialogue with each child and can supervise learning by each individual child, encouraging thinking and inquiry skills.

92.3%

7.7%

students are somewhat and very stressed

Not stressful Somewhat stressful Very stressful

7.4% 0.3% Pg 7

(c) Vidyatree Foundation, 2015

STRESS AMONG SCHOOL GOING CHILDREN




STRESSOR

INCORRECT ANSWER IN THE CLASS Traditional 19th Century Schools Generally: • High number of students per class (30 to 60+) • Teacher + syllabus + exam centered system • No continuous teacher training and no quality 
 control

78.0%

students are somewhat and very stressed

11.0% Not stressful Somewhat stressful Very stressful

89%

Students tend to be afraid of attempting questions due to fear of making mistakes leading to being laughed at and ridiculed by their classmates or their teacher or both. It is the duty of the teacher to create an atmosphere of support and affection in the class, where children are allowed to make mistakes and learn from them.

11.0%

21st Century Educational System

In the IB and Vidyatree classrooms, teachers are trained to ensure an environment of support and affection where children aren't afraid of making mistakes and thus become confident and courageous to attempt expressing and trying out new things.

• • • •

At Vidyatree Modern World College, Lucknow 20 to 25 students per class International Baccalaureate (IB) & Vidyatree Curricula Child entered education system with skills & attributes development, and assessment-for-improvement • Latest world class teaching methods that create intrinsic motivation to learn • Continuous world class teacher 
 training and quality control

24.4%

75.6%

students are somewhat and very stressed

Not stressful Somewhat stressful Very stressful

23.8%

0.6% Pg 8

(c) Vidyatree Foundation, 2015

STRESS AMONG SCHOOL GOING CHILDREN




STRESSOR

LECTURE SPOKEN IN ENGLISH Traditional 19th Century Schools Generally: • High number of students per class (30 to 60+) • Teacher + syllabus + exam centered system • No continuous teacher training and no quality 
 control

38.4%

40.1%

59.8%

students are somewhat and very stressed

21.4%

Not stressful Somewhat stressful Very stressful

English is a second language for most Indians. Many of the concepts and vocabulary do not link with the natural linguistic categories and experiences of the child. So wherever there are gaps in the vocabulary, there are gaps in understanding.

21st Century Educational System

Having good English language skills is very important in the modern world. In the IB and Vidyatree classrooms children are taught English language skills to a high standard. But while teaching other subjects the teacher is allowed to use the mother tongue also, so that the child’s understanding doesn't suffer.

• • • •

At Vidyatree Modern World College, Lucknow 20 to 25 students per class International Baccalaureate (IB) & Vidyatree Curricula Child entered education system with skills & attributes development, and assessment-for-improvement • Latest world class teaching methods that create intrinsic motivation to learn • Continuous world class teacher 
 training and quality control

83.0%

17%

students are somewhat and very stressed

Not stressful Somewhat stressful Very stressful

16.4% 0.6% Pg 9

(c) Vidyatree Foundation, 2015

STRESS AMONG SCHOOL GOING CHILDREN




STRESSOR

HOT CLASSROOMS IN SUMMER Traditional 19th Century Schools Generally: • High number of students per class (30 to 60+) • Teacher + syllabus + exam centered system • No continuous teacher training and no quality 
 control

35.3%

59.9% 40.1%

24.6%

Not stressful Somewhat stressful Very stressful

students are somewhat and very stressed

Due to pollution and global warming temperatures have become extreme in our cities in recent times. Heat lowers productivity of children and teachers.

Air-conditioned classrooms reduce pollution and heat, promoting productivity and health of children and teachers.

21st Century Educational System • • • •

At Vidyatree Modern World College, Lucknow 20 to 25 students per class International Baccalaureate (IB) & Vidyatree Curricula Child entered education system with skills & attributes development, and assessment-for-improvement • Latest world class teaching methods that create intrinsic motivation to learn • Continuous world class teacher 
 training and quality control

20.7%

79.3%

students are somewhat and very stressed

Not stressful Somewhat stressful Very stressful

17.9%

Note: At the time of the survey there were no air-conditioners yet installed in Grade 8

2.8%

Pg 10

(c) Vidyatree Foundation, 2015

STRESS AMONG SCHOOL GOING CHILDREN




STRESSOR

UNCLEAR HOMEWORK Traditional 19th Century Schools

85.8%

Generally: • High number of students per class (30 to 60+) • Teacher + syllabus + exam centered system • No continuous teacher training and no quality 
 control

Not stressful Somewhat stressful Very stressful

94.9%

students are somewhat and very stressed

9.1%

When the child has not understood fully in the school, he/she is unable to understand the homework. He/she is anxious of the teacher’s reprimand the next day for non-completion of the homework. He/she takes parent or tutor help, who are mostly untrained and unprepared, so the child learns by rote and cramming.

5.1%

21st Century Educational System • • • •

At Vidyatree Modern World College, Lucknow 20 to 25 students per class International Baccalaureate (IB) & Vidyatree Curricula Child entered education system with skills & attributes development, and assessment-for-improvement • Latest world class teaching methods that create intrinsic motivation to learn 78.7% • Continuous world class teacher 
 training and quality control

In IB and Vidyatree classrooms with less than 25 children per class, the teachers focus on understanding by each child. Moreover the teachers are trained to have unconditional regard for children and 
 fear-free classrooms, and help children to become independent learners.

21.3%

students are somewhat and very stressed

Not stressful Somewhat stressful Very stressful

1.5%

19.8%

Pg 11

(c) Vidyatree Foundation, 2015

STRESS AMONG SCHOOL GOING CHILDREN




STRESSOR

PREPARING FOR EXAMS Traditional 19th Century Schools Generally: • High number of students per class (30 to 60+) • Teacher + syllabus + exam centered system • No continuous teacher training and no quality 
 control

39%

53.0%

8.0%

Not stressful Somewhat stressful Very stressful

39.0% Exams assess a child’s capacity to recall facts in a ‘sudden death’ situation and their purpose is mostly to pinpoint what they have not been able to learn. This creates great negative emotional impact on children. Comparison with other children, further adds to the stress.

21st Century Educational System

In the IB and Vidyatree curriculum there is continuous assessment followed by actions to improve the child. The assessment is of concepts, understanding and skills of thinking, research, etc. The purpose of continuous assessments is to improve the child and not to label him with stigma of failure or low exam marks. Also there is no ranking or comparison done. If the aim is to improve each child to the highest possible potential then there is no use of comparison or ranking. Parents do not understand this and out of their own school-days’ experiences of stress during exams, they keep on frightening the child about upcoming exams.

• • • •

At Vidyatree Modern World College, Lucknow 20 to 25 students per class International Baccalaureate (IB) & Vidyatree Curricula Child entered education system with skills & attributes development, and assessment-for-improvement • Latest world class teaching methods that create intrinsic motivation to learn • Continuous world class teacher 
 training and quality control

46.9%

Not stressful Somewhat stressful Very stressful

students are very stressed

4.6%

48.5%

Pg 12

4.6% students are very stressed

(c) Vidyatree Foundation, 2015

THE EFFECT OF CHRONIC STRESS ON THE BRAIN

Chronic stress is defined as extreme or moderate stress, continuing for more than six months. In K-12 schools it may continue for five or more years. YALE TEAM DISCOVERS HOW CHRONIC STRESS AND DEPRESSIONS CAN SHRINK THE BRAIN Major depression or chronic stress can cause the loss of brain volume, a condition that contributes to both emotional and cognitive impairment. Now a team of researchers led by Yale scientists has discovered one reason why this occurs — a single genetic switch that triggers loss of brain connections in humans and causes depression in animal models. The findings show that the genetic switch known as a transcription factor represses the expression of several genes that are necessary for the formation of synaptic connections between brain cells, which in turn could contribute to loss of brain mass in the prefrontal cortex. “We wanted to test the idea that stress causes a loss of brain synapses in humans,” said senior author Ronald Duman, the Elizabeth Mears and House Jameson Professor of Psychiatry and professor of neurobiology and of pharmacology. “We show that circuits normally involved in emotion, as well as cognition, are disrupted when this single transcription factor is activated.” SOURCE: http://news.yale.edu/2012/08/12/yale-team-discovers-how-stress-anddepression-can-shrink-brain

Brain shrinking reduces large number of brain capacities in the prefrontal cortex and Amygdala.

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 self-discipline among children. They may grow up to be less balanced persons.

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(c) Vidyatree Foundation, 2015

THE EFFECT OF CHRONIC STRESS ON THE BRAIN

Stress reduces brain capacities among children 6WUHVVUHGXFHVEUDLQFDSDFLWLHV ɬLQWHOOLJHQFH ɬHPRWLRQDOLQWHOOLJHQFH ɬSUREOHPVROYLQJ ɬDWWHQWLRQ ɬSHUFHSWLRQ ɬFUHDWLYLW\ ɬOHDUQLQJ GHFUHDVHG ɬPHPRU\ UHJXODWLRQ

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FHOOXODUFKDQJHV LQWKHKLSSRFDPSXV FURTHER READING 1. Journal  of  Indian  Associa2on  for  Child  and  Adolescent  Mental   Health  (www.jiacam.org)   2. Can  school  shrink  your  brain?  (www.tes.co.uk)  -­‐  Times   Educa2onal  Supplement   3. Child  and  teen  brains  very  sensi2ve  to  stress,  likely  a  key   factor  in  mental  illness  (www.schizophrenia.com)   4. Yale  team  discovers  how  stress  and  depression  can  shrink  the   brain  (news.yale.edu)  -­‐  Yale  University  News   5. How  stress  affects  the  brain  during  learning   (www.edudemic.com)   6. Effects  of  Child  Abuse  and  Neglect  on  the  Brain   (www.ipce.info)  

7. Early  childhood  stress  and  neurobiological  effects   (en.wikipedia.org)   8. How  love  protects  your  baby’s  brain  (blogs.babycenter.com)   9. Persistent  Fear  and  Anxiety  Can  Affect  Young  Children’s   Learning  and  Development  (Centre  on  the  Developing  Child  -­‐   Harvard  University)   10.Your  child  and  anxiety:  School  stress  starts  early   (www.webmd.com)   11.Test  Anxiety  Levels  of  Board  Exam  Going  Students  in  Tamil   Nadu,  India  (www.hindawi.com)   12.Childhood  stress  can  reconfigure  biology,  UW-­‐Meducine   Research  (host.medicine.com)  

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(c) Vidyatree Foundation, 2015

Is our education 
 system outdated? The educational system currently prevalent in former British colonies was created by the British for their worldwide empire during the 19th century.

“We cannot continue teaching with the methods of the 19th century and hope to prepare our children for the 21st century.”

The primary purpose of that education system was to create a workforce to serve the very large British empire. Each and every member of this workforce was supposed to be identical so that he/ she can be transferred and fit into any part of their empire anywhere in the world. There was no respect or recognition of individual differences and multiple intelligence that children have. Only a few of those who could survive the high stress system were selected to serve the empire. Mostly this education system focusses on memorising the same basic facts / information by each child, mostly learned by rote, and some language skills. A memory testing examination system based on punishment and reward for motivating children, is at the centre of this system. It selects only a few students who fit into this high system and rejects the rest as below standard or failures.Unfortunately this system of education, or variations of it, still exits in most schools in India. The world has moved on. The purpose of the 21st Century Educational systems, like International Baccalaureate (IB) & Vidyatree, is not to create unnecessary stress on children; make classrooms stress-free, serve each child and thus protect and develop intelligence of each child. The focus needs to be shifted from memorising knowledge to building skills, capacities and understanding of knowledge. Instead of selecting a few children who can face high stress, we have to enable each child for success in life. Once each child grows strong, fit and intelligent, he can face all life stresses when he grows up.

Pg 15

(c) Vidyatree Foundation, 2015

‘Stress Among School Going Children: A Survey’ 
 published by

Vidyatree Foundation
 Dharma Megha Zen Krishnamurti Campus
 Sector E, Aliganj, Lucknow, India
 [email protected] March, 2015 © Vidyatree Foundation

Under the guidance of Dr. Vivek Agarwal MD Professor, Child Psychiatry, Department of Psychiatry, King George Medical University, Lucknow, India; and Editor, Journal of Indian Association for Child and Adolescent Mental Health