Kent Ballroom

Children are experiencing heightened levels of stress—the body’s physical, mental or emotional reaction to change—in today’s social climate more than ever while facing the residual stress from the pandemic and increased social pressure. As a result of these increased stress levels, we are seeing more children with mental health issues, such as higher anxiety rates.

To address this growing need, McMaster University researchers developed an evidence-informed workshop on stress for children aged 7-12 years. This workshop focuses on teaching children about stress, the difference between good and bad stress, how stress impacts our body and mind, and stress management strategies. Using a variety of activities the workshop helps children engage with the content and teach important concepts. The research team’s book, DESSERTS spelled backward is STRESSED, but there is nothing sweet about it, accompanies the workshop as a resource.

Due to the unprecedented hardships many children have faced throughout the past few years, there has never been a greater need to provide support, mental health awareness, and early intervention. The McMaster team’s goal is to work with local organizations who work with marginalized populations to provide opportunities for children to learn about stress and how they can manage their stress, safeguard vulnerable children and increase mental health awareness.

Key Takeaways
1. The importance of implementing early stress literacy intervention for children. 
2. The goals and evidence-informed strategies that the program plans to employ. 
3. Evaluation plans for the program
 

Julia Policelli, M.Ed., Researcher, McMaster University
Krysta Andrews, Ph.D., Researcher, McMaster University
Allison Leanage, Ph.D., Researcher, McMaster University
Dr. Andrea Gonzalez, Ph.D., Researcher, McMaster University