UNDERSTANDING STUDENT STRESS AND COPING IN ELEMENTARY SCHOOL: A MIXED-METHOD, LONGITUDINAL STUDY

Abstract

This mixed-method, longitudinal study examined daily school stress and coping strategies of elementary schoolchildren in the United States. Students (n = 65) between the ages of 7 and 11 years reported daily school stress measures for 8 weeks and completed individual stress and coping interviews. Results highlight critical relations between students’ exposure to daily stress at school, their stress appraisals and future expectations, and usage of coping strategies. Students reported limited preparedness in their ability to cope with daily stress in socially appropriate, effective ways; their accounts may have valuable implications for academic success and personal well-being. Recommendations for educational practice and future research are discussed.

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