Stress overview; neuroscience management strategies of the stress response
- Era R
- Jan 18
- 15 min read
Updated: Apr 6
Introduction
Stress can be defined as the response of the body to internal and external stimuli, such as psychological worries or even something as simple as a chaotic life. With the appearance of a stressor, homeostasis is immediately disturbed, therefore the stress response is produced. This stress response happens through different pathways and hormones inside of our body, which we'll be discussing later on. Homeostasis is one of the most important metabolic processes happening inside each and every one of us, because it makes sure that all parameters (body temperature, amount of water, salt in cells etc) is kept constant, therefore increasing the survival rate of our species by keeping everything in check. Furthermore, the stress response is facilitated by the body as a means of protection.
On this article, I will be mostly focusing on the teenage and young adult stress response, and on the stressors that tend to affect these two age groups the most.
Objective
To lessen people's stress and therefore improve their cognitive performance in both their personal and work life.
Types of stress and potential stressors or causes
As mentioned earlier, stress can be defined as the response of the body facilitated by different pathways and hormones inside of us to external and internal stimuli.
Examples of external stressors:
the unpredictability of a chaotic life
living in an unsafe environment
major life changes
financial worries
work or school
a busy life
being bullied or teased by others
Examples of internal stressors:
pessimism
lack of cognitive flexibility, rigid thinking
negative self talk
low self-esteem
unrealistic expectations
uncertainties
mental health problems
The worst type of stress and the one I'll be talking about a lot here is chronic, uncontrollable stress. These are the 3 main types of chronic stress:
1) Repeated restraint
2) Chronic intermittent cold stress
3) Chronic unpredictable stress
1) Repeated restraint stress
This type of stress occurs when repeated physical restraint takes place.
Feeling out of control makes the body feel it risks getting out of homeostasis and produce the stress response, releasing corticosterone (in mice) and cortisol (in humans). After a short period of time, there has been observed in different scientific models using mice that an enhancement of hippocampal dependent context freezing and tone and decreased open field exploration occurred. Over time, there will mostly likely be dendritic atrophy of the hippocampus present.
This image is a model of how repeated restraint stress can increase alcohol preference and therefore lead to binge alcoholism in adolescents. It also shows how the experiment on the rats was conducted in order to find out this info.
2) Chronic intermittent cold stress
This type of stress occurs when there is on and off exposure to chilly conditions. The HPA (hypothalamic-pituitary-adrenal) axis is sensitive to this type of stress, so it immediately gets activated. Over time, loss of cognitive flexibility, defects in reversal learning, anxiety and depression-like symptoms can occur.
This image shows the adaptations of the human body to handle chronic intermittent cold stress.
3) Chronic unpredictable stress
This type of stress occurs because of random stressors that are hard to predict, so in short, because of the chaos of everyday life. It has been shown in animal models (in mice) that over time, this type of stress can decrease spontaneous firing rates, increases firing irregularity and cause behavioral changes.
This image shows through multiple diagrams how chronic unpredictable stress can lead to increased anxiety and attention deficit/hyperactivity disorder rate in adolescents.
This image shows the effects of all three types of chronic stress discussed above on the human brain, especially relating to everyday life circumstances of adolescents and young adults. It also shows the physiological responses of the brain when met with chronic stress.
This image shows the many effects of all types of chronic stress throughout the whole organism.
Neuroscience strategies to manage stress
Treatment strategies for stress are separated into two types:
1) Pharmaceutical solutions
2) Non-pharmaceutical solutions
In this section I will be taking about both of these types of solutions, however there is going to be a lot more emphasis on non-pharmaceutical solutions, because I believe that since they are long-term methods, they tend to be more effective and are also more applicable to teenagers and young adults as taking medicine would not be needed.
1) Pharmaceutical solutions
Pharmaceutical solutions involve using medicine to improve stress symptoms. Here are a few of the most commonly used medicines for this:
Monoamine neurotransmission targeting drugs
They are otherwise known as conventional antidepressants. The way they work is by inhibiting the uptake of monoamines by the (such as serotonin or noradrenaline) by the presynaptic neuron, meaning that they stay in the synaptic cleft longer. This allows for increased stimulation of the postsynaptic neuron, which helps improve neurotransmission and corrects the imbalance seen in depression.
Modafinil
Is a prescription medication used to promote wakefulness and enhance cognitive function by blocking monoamines (serotonin, noradrenaline, dopamine). It is FDA-approved for use in people with multiple sleep-associated disorders and it helps them to maintain alertness in waking hours. It has also been observed that it helps improve episodic and working memory in remitted depressed patients with persistent cognitive symptoms
2) Non-pharmaceutical solutions
Non-pharmaceutical solutions involve the use of long-term methods, such as therapy, to help an individual to develop their own stress coping skills. Here are some of the main non-pharmaceutical treatment strategies:
1. CBT
CBT, or cognitive behavioral works by using a variety of techniques, including exposure therapy and is aimed at identifying and modifying negative thought patterns and behaviors. By becoming aware of your negative thoughts and triggers, you can work to reduce them through guided exposure therapy (meaning to be actively exposed to the trigger) within a controlled, safe and therapeutic environment. This way you can also gain coping skills to help manage symptoms of stress.
2. Mindfulness
This is a technique that works by focusing on the monitoring and awareness of the immediate conscious experience. By increasing awareness to the present and learning to detect stressors without reacting to it, you learn to control your stress response and focus your attention on things that are in your control, therefore reducing the effect of outside stressors on your brain.
mindfulness training programs have been recently explored by firms in response to the increasing stress induced by modern life and work requirements, with the aim of reinforcing employees’ ability to use their positive energy to cope with stress, reduce mental strain, and to improve wellbeing and self-regulation
If effective, such interventions might not only increase individuals’ wellbeing, but might also have beneficial effects on companies’ performance and on public-health budgets
3. Physical exercise
Physical exercise releases dopamine in the human body, which are natural mood relaxers. They make us feel happier and more relaxed, producing an effect called "runner's high". They also help to reduce stress hormones such as cortisol.
4. Relaxation techniques
Music therapy
Music interacts with the central nervous system to regulate emotional responses and autonomic activity. It modulates neurochemical pathways, reducing cortisol levels and promoting relaxation. It has been observed that music therapy has helped in reducing stress and anxiety (for example in patients about to undergo medical procedures like catheterization). Studies have also shown an increase in parasympathetic activity, heartbeat regulation, improved concentration and attention span, reduced agitation and body relaxation.
Art therapy
Uses creative expression to improve mental well-being, studies and observations show that it helps in significant reduction of stress and anxiety and by activating the brain’s reward system, it promotes mindfulness and allows individuals to focus in the present moment, it allows for a safe outlet to express emotions and process experiences in a nonverbal way
Massage therapy
Through physical manipulation of soft tissues, massages reduce sympathetic nervous system activity and stimulates parasympathetic dominance. This decreases stress-hormones such as cortisol. Massage therapy has particularly been shown to be effective in patients about to undergo cardiovascular surgery, helping them to alleviate stress and anxiety, especially if essential oils such as lavender oil are used. This shows the connection of massage therapy to aromatherapy as both techniques help in alleviating intense stress.
Aromatherapy
The olfactory system directly links to the limbic system, which governs emotional regulation, therefore stimulating it with lavender oil will help with stress reduction, as lavender oil has anxiolytic properties.
Results
The responses from the questionnaire revealed several key trends regarding participants' familiarity with neuroscience strategies for managing stress and improving focus, as well as their coping mechanisms for stress and focus-related challenges.
Familiarity with Neuroscience Strategies
In terms of familiarity with neuroscience strategies, the majority of respondents (51.6%) reported being somewhat familiar with these methods, indicating a moderate awareness of stress-reduction and focus-enhancement techniques grounded in neuroscience. A smaller proportion (38.7%) stated that they were not familiar at all with these strategies. Additionally, a small percentage (9.7%) indicated that they were very familiar with neuroscience-based strategies for managing stress, suggesting that a minority of participants had a strong understanding of these concepts.
Challenges in Staying Focused
When asked about the primary challenges they face in maintaining focus, participants identified several factors that hinder their concentration. The two most commonly cited challenges were distractions, particularly from social media and noise, as well as a loss of motivation, mental fatigue and burnout (3.2%) and all of the above (6.5%). These issues were reported by the majority (58.1% and 25.8% in order) of respondents. Additionally, a smaller group (6.5%) stated that multitasking too much impacted their ability to stay focused, further suggesting that balancing multiple demands may be detrimental to productivity.
Stress Management Strategies
Regarding stress management, the majority of respondents (32.3% each) reported using distraction techniques, such as engaging in other activities and listening to music to cope with stress. Exercise was noted by (12.9%), while deep breathing and relaxation techniques were chosen by (12.9%). Additionally, (3.2%) of participants mentioned using religion as a coping mechanism, highlighting the role that spiritual practices play in stress management. Another group stated that they find a calm and quiet space to reduce stress. Talking with friends was a commonly mentioned approach, underscoring the importance of social support. A small percentage (3.2%) selected "all of the above", indicating a multi-faceted approach to stress management.
The Impact of Stress on School Performance
When asked about the effect of stress on school performance, most participants (61.3%) stated that stress significantly impacted their academic performance. A lower number (32.3%) believed that stress had a somewhat significant effect, while a very small group (6.5%) felt that stress had no impact at all. Interestingly, 5 participants (16.1%) noted that stress made them study more, which in turn led to better grades, suggesting that, in some cases, stress can act as a motivator.
In terms of how stress affects academic performance, the majority (67.7%) stated that stress makes them avoid tasks because they feel too overwhelmed. One participant specifically mentioned that stress made them feel like things were impossible, even though everything could be done, reflecting how stress can distort perceptions of task manageability. Another participant mentioned that staying positive and doing work while listening to music helped them cope with stress, particularly as a first-year high school student. A smaller number (12.9%) stated that stress did not impact their performance at all.
Sources of Stress
Participants were asked what stressed them the most. The majority (45.2%) reported that upcoming tests or quizzes were the most stressful. Public speaking and overwhelming situations were each selected by (22.6% and 12.9%) of respondents. Deadlines and conflicts were less commonly cited as stressors, with only (12.9% and 3.2%) identifying them as major concerns. Additionally, a smaller percentage (3.2%) stated that all of the mentioned factors contributed to their stress, suggesting that for some individuals, multiple stressors combine to create an overwhelming experience.
Preferred Stress-Reduction Strategies
When asked about the best neuroscience-based strategies to reduce stress, the majority of respondents (36.7%) selected physical exercise. This was followed by (33.3%) who chose "all of the above", indicating that they viewed a combination of techniques as the most effective. Relaxation techniques, including deep breathing, were selected by (20%). Additionally, naps were acknowledged by 1 person as an effective relaxation method.
Regarding brain training exercises, most respondents (77.4%) indicated that they had not yet tried them but were interested. Others (12.9&) reported that they had not tried them and had no interest, citing skepticism about the effectiveness of these methods. Additionally, a smaller number of people (9.7%) stated that they had tried these exercises and that they do help.
Personal Experiences with Stress Management
When asked to describe their own experiences or those of someone close to them dealing with stress, respondents provided a variety of answers. The most common responses included attending therapy sessions, learning to manage stress independently through physical exercise, and suppressing their emotions. Other participants mentioned keeping up with deadlines, reading, taking walks, using relaxation techniques, and having relatives who took anti-stress medication. Another group highlighted that going out and doing things they love helped them relieve stress. One participant specifically mentioned doing LEGO as a way to relax. Another participant stated that they go swimming to relax, underscoring the variety of personal strategies for managing stress.
Sleep Patterns and Their Role in Stress Management
When asked about their sleep habits on school nights, the majority (51.6%) reported getting 5-6 hours of sleep, followed by (22.6%) who got 7-8 hours. A smaller group (12.9%) indicated that they slept fewer than 5 hours, while (3.2%) reported getting 4-5 hours. A small percentage (3.2%) mentioned that they typically got 6-7 hours of sleep. A very small number (3.2%) reported sleeping more than 8 hours. These results suggest that a significant portion of respondents may not be getting adequate sleep, which could impact their stress levels.
Interest in Learning More About Stress-Reduction Strategies
When asked which neuroscience-based productivity strategies they were most interested in learning about, the majority wanted to learn more about relaxation techniques, the role of physical exercise in stress reduction, and strategies for managing stress overall. A smaller group expressed interest in learning about white noise, meditation, ways to help others manage stress, and non-pharmacological solutions. One participant stated they were interested in learning about most neuroscience-based productivity and stress-reduction strategies, reflecting a strong curiosity about the topic. Additionally, many respondents expressed a preference for learning easy-to-apply neuroscience-based strategies that fit into a busy lifestyle. One participant specifically mentioned an interest in repetitive prayer as a neuroscience-based approach to managing stress. Furthermore, another participant expressed interest in learning more about meditation and mindfulness as strategies for stress reduction. One participant mentioned that they wanted to learn more about medicine as a strategy to manage stress. Another participant mentioned that they wanted to learn more about breathing techniques, such as box breathing as a way to manage stress.
Mindfulness and Relaxation Techniques
When asked how often they practice mindfulness and relaxation techniques, the majority (41.9%) of respondents reported that they rarely engage in these practices. A smaller percentage (35.5%) indicated that they never practice mindfulness or relaxation techniques. The remaining participants (12.9% and 9.7%) stated that they practice mindfulness or relaxation techniques a few times a week or daily, suggesting that while some participants engage with these strategies regularly, the majority rarely or never do so.
Personal Strategies for Staying Mentally Balanced and Productive
Participants were asked to describe their personal strategies for staying productive and mentally balanced in a busy world. The most commonly reported strategies included exercising and staying positive to avoid overthinking stressful situations. Many respondents mentioned sticking to a schedule as a way to stay organized. Others reported that finding a calm and quiet space was essential for maintaining balance. Some also mentioned praying and talking to knowledgeable adults as beneficial strategies. Reading and watching movies were also cited by participants as effective ways to relax and stay mentally balanced. One respondent admitted that when they feel stressed, they eat and do everything else except the task they need to complete. Additionally, one participant shared that being more chill about stuff in general helps them stay balanced and productive despite challenges. Another respondent highlighted that being organized and not procrastinating helped them stay mentally balanced and productive. Another participant stated that knowing how to prioritize things and not doing tasks or setting them aside for later when they don’t align with your current priorities is key to preserving energy and focusing on what truly matters.
Discussion
The results of this study provide valuable insights into the stress management practices and productivity strategies employed by high school students, particularly in relation to neuroscience-based techniques. These findings reflect both common and unique approaches to managing stress and staying productive in a busy academic environment.
Familiarity with Neuroscience-Based Strategies
One of the most striking results of this study was the level of familiarity with neuroscience-based strategies for managing stress. The majority of respondents (51.6%) indicated being somewhat familiar with these strategies, while a smaller percentage (38.7%) were not familiar at all. This suggests that, while many students are aware of stress-reduction techniques, there is a significant gap in deeper knowledge about how neuroscience can inform these practices. Interestingly, a small but notable percentage (9.7%) reported being very familiar with these strategies, indicating that some students have a more advanced understanding of stress management techniques. This disparity may reflect a need for further education on how neuroscience-based strategies can be effectively incorporated into daily routines to manage stress and improve focus.
Challenges in Staying Focused
The challenges faced by students in maintaining focus were diverse, with the most common obstacles being distractions from social media and noise, followed by loss of motivation and mental fatigue. These results are consistent with previous research that highlights the pervasive nature of distractions in the digital age and the mental toll exerted by constant multitasking (e.g., social media). The fact that 6.5% of students identified multitasking as a challenge also aligns with literature suggesting that dividing attention among multiple tasks often reduces overall cognitive performance. The prominence of these challenges suggests that interventions aimed at reducing distractions, promoting focus, and managing mental fatigue may be beneficial for students.
Stress Management Strategies
Regarding stress management, the majority of respondents indicated using distraction techniques, such as engaging in other activities or listening to music, as their primary means of coping with stress. Exercise was also identified as a key strategy by a smaller but still significant portion of the sample, emphasizing its role in stress reduction. These findings are consistent with research showing that physical activity can significantly alleviate stress and improve overall mental health (Salmon, 2001). The inclusion of religion, going to a quiet space, and talking with friends further highlights the varied and personalized nature of stress-management strategies, underscoring the need for students to find what works best for them.
Impact of Stress on Academic Performance
The results also revealed that stress has a significant impact on school performance for most students. A majority of respondents (61.3%) stated that stress negatively affected their academic performance, with some even reporting that stress motivated them to study more and achieve better grades. This is an interesting finding, as it suggests that for certain students, stress may serve as a driving force, prompting increased effort and better outcomes. However, the majority of students reported that stress led to avoidance behavior, where they felt overwhelmed by tasks. This reinforces the idea that stress can impair motivation and focus, making tasks seem unmanageable (Lundberg, 2004).
Preferred Stress-Reduction Strategies
When asked about preferred strategies for reducing stress, the majority of participants identified physical exercise as the most effective neuroscience-based strategy. This finding aligns with extensive research demonstrating that exercise reduces stress and enhances cognitive function (Hoffmann et al., 2014). Additionally, many respondents expressed interest in learning more about various stress-reduction techniques, such as relaxation strategies, physical exercise, and brain training exercises. These results suggest a willingness among students to explore new methods for managing stress, highlighting the importance of providing accessible and easy-to-apply strategies that fit into their busy lifestyles.
Personal Experiences and Strategies for Coping with Stress
Participants shared a range of personal strategies for staying mentally balanced and productive in a busy world. Common strategies included exercising, staying positive, and sticking to a schedule. Interestingly, some respondents mentioned that being more "chill" about things in general helped them stay balanced, reflecting the importance of mindset in managing stress. Other strategies included finding calm spaces, praying, and engaging in activities like reading and watching movies. The variety of responses reflects the individualized nature of stress management and the need for personalized approaches that cater to different preferences and coping mechanisms.
Sleep Patterns and Stress Management
The results also indicated that many students are not getting adequate sleep, with 51.6% reporting that they sleep only 5-6 hours on school nights. Research consistently highlights the crucial role of sleep in stress regulation and cognitive functioning, suggesting that inadequate sleep can exacerbate stress and negatively affect academic performance (Walker, 2017). Given these findings, it is important for students to prioritize sleep as part of their overall stress-management strategy.
Mindfulness and Relaxation Techniques
While mindfulness and relaxation techniques are known to be effective for reducing stress, the majority of respondents in this study reported rarely or never engaging in these practices. This suggests a potential area for intervention, as encouraging students to adopt mindfulness practices could help them manage stress more effectively. The small percentage of students who practiced these techniques regularly may serve as examples of the benefits these strategies can offer.
Limitations and Future Research
While the results of this study provide valuable insights into stress management among high school students, there are several limitations to consider. The sample size may not be representative of all students, and self-reported data can introduce bias or inaccuracies. Future research could explore the effectiveness of specific neuroscience-based strategies for stress reduction, particularly focusing on their implementation in real-world school environments. Additionally, longitudinal studies could assess the long-term impact of these strategies on academic performance and mental health.
Conclusion
In conclusion, this study reveals important trends and challenges related to stress management and focus among high school students. While many students are somewhat familiar with neuroscience-based strategies, there is a clear need for greater awareness and education about these methods. Stress significantly impacts academic performance for most students, and personalized, multi-faceted stress-reduction strategies appear to be the most effective. Future interventions should focus on promoting healthy sleep habits, providing accessible relaxation techniques, and encouraging physical exercise as essential components of stress management.
Expected Impact
Short-Term:
Increased awareness of neuroscience-backed stress management.
Measurable reductions in stress levels among participants
Long-Term:
Enhanced productivity and cognitive performance in workplaces and schools.
A cultural shift towards prioritizing mental well-being
More citations
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