Building Stress Literacy in the Classroom: Lessons for Schools and Mentors

Vogelaar, S., Miers, A. C., Saab, N., Dusseldorp, E., van Loon, A. W. G., Creemers, H. E., Asscher, J. J., & Westenberg, P. M. (2024). Teaching adolescents about stress using a universal school-based psychoeducation program: A cluster randomised controlled trial. School Mental Health, 16, 467–482. https://doi.org/10.1007/s12310-024-09651-z

Introduction

Adolescent stress is common and often school-driven, with prolonged exposure linked to internalizing symptoms and burnout. Vogelaar and colleagues (2024) argue that early recognition—supported by mental health literacy—may strengthen prevention and long-term outcomes. Yet, brief stress-focused psychoeducation remains understudied, especially using controlled designs. This trial evaluates “Stress Lessons,” a universal three-session school program designed to teach what stress is, how to recognize it, and how to cope or prevent it.

Methods

In a cluster randomized controlled trial, 1,613 Dutch adolescents (Mage = 13.41; 49% boys) across 126 classes were assigned to Stress Lessons or control. The intervention included three weekly 45-minute sessions with interactive activities (e.g., stress-evoking games), psychoeducation (fight-or-flight; brain/body responses), and coping skills (breathing, relaxation, positive thinking). Outcomes were assessed pre/post via a 10-item Stress Knowledge Questionnaire and the Adolescent Stress Questionnaire–Short Form (overall and school-related stress). Multilevel modeling tested intervention and moderation effects; mediation analyses examined whether knowledge explained stress change.

Results

Stress knowledge increased significantly more in the intervention group (d = .35). Gains were larger for girls than boys and for academic-track youth than vocational-track youth; ethnic background did not moderate effects. Stress levels did not improve in the intervention group, while control participants showed small declines. Knowledge gains did not mediate stress outcomes.

Discussion

The authors highlight that brief universal psychoeducation can raise stress literacy at scale, but knowledge alone may not reduce stress immediately. Authors suggest possible sleeper effects, increased symptom awareness, or the need for more tailored/skills-intensive approaches, especially for boys and vocational-track students (e.g., more game-based learning or additional sessions).

Implications for Mentoring Programs

Mentoring programs can adopt “stress literacy” check-ins (recognition + coping tools), reinforce healthy coping practice over time, and tailor delivery style (more experiential activities for some youth). Mentors may be especially effective in translating knowledge into real-world application during stress episodes.

Read the full paper here.