Why doesn't stress feel the same for everyone?

Why doesn't stress feel the same for everyone?

About this resource

This module focuses on learning about change and uncertainty, so you can talk to students about engaging in change. You will consider what change is and why it is hard to do, and be introduced to a simple conceptual framework that can help you and your students think about change in the context of school transition and movement. You will also learn about the feelings associated with change, and consider ways to manage these feelings.

In this section, you will consider why some young people (and adults) deal differently with change, and explore reasons that stress feelings differ for all of us. This can support you to discuss concerns and emotions associated with transition.

Teachers will learn about change and uncertainty so as to support the challenging stages of student transition. Teachers will learn about the impacts change can have upon student participation during Year 6 and Year 7, and be introduced to strategies that can support self-regulation, resilience, and growth. Teachers will communicate these learnings through classroom activities and direction to resources that can support students and parents and carers. The session also introduces teachers to content knowledge as aligned to the AITSL standards, as well as relevant research and associated professional learning activities.

By the end of this professional learning module, you will be able to:

  • understand why change and uncertainty can be challenging for young people and their families;
  • explore the impacts of change on student engagement and achievement; and
  • support students and their families to develop self-regulation and coping strategies.

3.3 – Use teaching strategies

Include a range of teaching strategies.

3.7 – Engage parents and carers in the educative process 

Describe a broad range of strategies for involving parents and carers in the educative process. 

4.1 – Support student participation 

Identify strategies to support inclusive student participation and engagement in classroom activities.

7.3 – Engage with the parents and carers 

Understand strategies for working effectively, sensitively and confidentially with parents and carers. 

Start chevron_right
Finding your way

Tips for navigating and using the resources

  • This site is designed to be like a smorgasbord. You can use as many or as few resources as you like – choose what is relevant for you.
  • Resources are presented as 'books' and consist of a series of pages; use the 'prev page' and 'next page' links located at the top of the page to move through the resource.
  • Once complete, choose the 'What's next' prompt at the bottom of the page to move to the next resource.
  • Find resources grouped in collections in the footer, for example: classroom activities, introduction to transition.
  • Activities can be adapted according to teachers’ preferences and the needs of their students. Downloadable activities are in Word, PDF or PowerPoint so that you can edit them for your own needs.

Teachers may also consider how they want students to “keep” the activities they do in class, so they have them for reference at a later stage (at their secondary school or for future wellbeing reference).