Is It Possible to Find Out How Stressed Children Are in a Primary School Classroom?
Is it possible to find out how stressed children are in a primary school classroom?
Submitted by Graham Ramsden
Date of Submission: January 2008
Word count:: 5929
Course: EdD (Educational Psychology)
University of Sheffield: Department of Education
Abstract
The recent publication of a Cambridge research paper on high stress levels amongst UK primary school children made national headlines. It told parents of an uncomfortable truth that primary classrooms are not the places of fun and learning that typifies an idealistic notion of education in the UK. It spoke of stress, anxiety and worry in classrooms, where children show signs of distress due to high expectations, excessive workloads and having to shoulder unrealistic responsibilities. But just how accurate is this picture? Is it possible to expect young children to understand the complexities of the manifestations of stress and the inaccuracies of self-appraisal given possible low levels of emotional literacy? This paper explores how feasible it is to collect accurate data from children about their own stress and evaluates how such information can be collected. It concludes that there are a variety of ways of gaining information about stress from children, some better than others, but leaves no doubt that children can be ideal subjects for such research if the design and execution of the study is given due consideration.
The world of primary education, it would seem, from anecdotal evidence from parents of primary school pupils, is not what it used to be. Clichés such as ‘its not like it was in my days!’ or ‘school was much easier and more fun in the olden days!’ can often be heard echoing across parents groups in school yards or in local supermarkets. But is school such a difficult place for children today? A recent paper, published by a Cambridge University research group would suggest that life in a primary school is
Submitted by Graham Ramsden
Date of Submission: January 2008
Word count:: 5929
Course: EdD (Educational Psychology)
University of Sheffield: Department of Education
Abstract
The recent publication of a Cambridge research paper on high stress levels amongst UK primary school children made national headlines. It told parents of an uncomfortable truth that primary classrooms are not the places of fun and learning that typifies an idealistic notion of education in the UK. It spoke of stress, anxiety and worry in classrooms, where children show signs of distress due to high expectations, excessive workloads and having to shoulder unrealistic responsibilities. But just how accurate is this picture? Is it possible to expect young children to understand the complexities of the manifestations of stress and the inaccuracies of self-appraisal given possible low levels of emotional literacy? This paper explores how feasible it is to collect accurate data from children about their own stress and evaluates how such information can be collected. It concludes that there are a variety of ways of gaining information about stress from children, some better than others, but leaves no doubt that children can be ideal subjects for such research if the design and execution of the study is given due consideration.
The world of primary education, it would seem, from anecdotal evidence from parents of primary school pupils, is not what it used to be. Clichés such as ‘its not like it was in my days!’ or ‘school was much easier and more fun in the olden days!’ can often be heard echoing across parents groups in school yards or in local supermarkets. But is school such a difficult place for children today? A recent paper, published by a Cambridge University research group would suggest that life in a primary school is
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