Development of an Online Module for Teens on Stress and COVID-19

• In Event: Finding Resilience During the COVID-19 Pandemic: Perspectives From Different Stakeholders in Schools

Abstract

Objectives
This presentation describes the development and initial evaluation of an online module for teens on managing stress during the COVID-19 pandemic.

Background
Although there are a number of programs and curricula that can be used to teach about stress and mental health, there is a growing interest in online approaches (Hollis et al., 2017), which allow youth to access information privately and anonymously (Clarke, Kuosmnen, & Barry, 2015). Furthermore, online interaction with material can be self-guided and self-paced, allowing students to personalize their experiences with content. Availability of online programming has taken on particular importance in the context of remote learning due to the COVID-19 pandemic.

Modes of Inquiry
In spring 2020, we partnered with a local school district to develop an online module focused on stress in the context of the COVID-19 pandemic. Content was developed by reviewing evidence-based mental health recommendations and materials, including from the National Association of School Psychologists, the American Academy of Pediatrics, the National Institute of Mental Health, and the Centers for Disease Control and Prevention. The module was designed to teach about the nature of stress and anxiety, provide evidence-informed stress-reduction strategies (e.g., McIndoo et al., 2016; Weisz & Bearman, 2020), and offer tips for establishing routines during remote learning (e.g., creating a schedule, developing good sleep habits). Once drafted, we received feedback from experts in stress and anxiety, and 83 local high school students. We made the module publicly available at no cost to schools and families.

Data Sources
To evaluate the module, we added a link to an online survey at the end, which was completed by students in grades 6-11 in one school district. Of 2,301 students in the district, a total of 905 (39%) entered the survey and completed at least some evaluation questions (871 completed the full survey, 96% completion rate).

Results
Most students (65.6%) said that they found the module “somewhat,” “very,” or “extremely” interesting. Most (72.7%) also said that they learned at least a “medium amount” from the module. Some said they would try new strategies for the first time. Specifically, 11.1% said they would practice relaxation, 21.3% said they would practice good sleeping habits, and 26.4% said they would practice mindfulness (all for the first time). Many also said that they would try a strategy it in a new way. For example, 31.2% said they would try helping others in a new way, 30% said that they would try being a thoughtful user of technology in a new way, and 25.5% indicated they would try mindfulness in a new way.

Significance
Results provide preliminary support for the feasibility of presenting evidence-informed strategies to students in a remote format during the COVID-19 pandemic. Our research team will continue to disseminate the module this fall and present an updated discussion of module implementation at the convention.

Authors

• Katie Carey, Boston University

• Rachael Donalds, Boston University

• Ryan Sherman, Medway Public Schools

• Jennifer Greif Green, Boston University