Personal & Social Development·Self-Regulation & Resilience·conceptual
Good Stress and Bad Stress
Distinguish between eustress (the productive, motivating kind of stress) and distress (harmful, overwhelming stress); explain the physiological stress response (fight-flight-freeze, HPA axis) and how chronic stress affects the body and mind; identify common adolescent stressors (academic pressure, social comparison, physical change, uncertainty about the future); evaluate evidence-based coping strategies (exercise, sleep, mindfulness, social support, expressive writing); recognise warning signs that stress has crossed into anxiety or depression and know where to get help
Suggested ages 11–12
Evidence of understanding
No evidence statements are recorded.
Assessment prompt
When Good Stress and Bad Stress is under pressure from exams or social situations, can they name two or three strategies that genuinely help them manage the stress — and explain why each one actually works, not just that it 'makes them feel better'?
Standards alignment
No external standards are linked to this topic.