Good Stress and Bad Stress
Your child knows that some stress can push us to do well, while too much can harm us. They can name a few things that genuinely help them cope.
In curriculum terms
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
Ages are typical, not deadlines — follow your child’s pace. How to help at home →
Try this together
When your child 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'?
Where this sits on the map
Stuck here? Check the skills it builds on first. Confident? Here’s what it unlocks.
solid = must come firstdashed = helps
Curriculum alignment
Where this fits in the official school curriculum — our best automated guess, not yet checked by a person.
This skill sits outside the F–6 Australian Curriculum — no candidate code matched (v0.1). No NSW K–6 outcome code matched (v0.1). No Victorian Curriculum 2.0 code matched (v0.1).