Personal & social development // Self-Regulation & Resilience
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
Quick check
When the learner 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'?
Ask this to see whether the topic is secure.
Topic // Map
Where this fits
- RequiredMust come first
- HelpfulHelps, but not essential
Before this
2 topicsSelf-Regulation & Resilience // Ages 7 to 9
Advanced self-regulation depends on earlier foundational self-regulation
- Resilience and Bouncing BackRequired
Self-Regulation & Resilience // Ages 9 to 11
Advanced self-regulation depends on earlier self-control skills
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Good Stress and Bad Stress
Ages 11 to 12 // Concept
Leads to
2 topics- Habits and MotivationRequired
Self-Regulation & Resilience // Ages 12 to 13
Advanced resilience skills depends on foundational advanced self-regulation
- Brain Science of EmotionsHelpful
Emotional Literacy // Ages 11 to 12
Neuroscience of adolescent emotion (particularly the stress response) provides the biological basis for the stress and coping topic in a neighbouring SEL domain
Personal & social development // Self-Regulation & Resilience
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