As you may know, the OECD does a lot of work studying education – especially in the area of predicting challenges to of the future of education. As Bob Snowden, founder of the Futures Project said in a recent conversation “OECD’s recent research indicates that the top priority in schools over the next 10-15 years won’t be one of the academic priorities as you might expect, but wellbeing.” Those of us working in the Positive Education space don’t find this surprising. We see first-hand the benefits of placing wellbeing at the heart of education, of flipping conventional wisdom placing the so called “soft-skills” to becoming the priority (feels like eating dessert first doesn’t it?) The level of stress, depression and anxiety that continues to climb in Canada, U.S., Australia and other countries of similar economic stability is a source of much confusion. When we don’t have a real problem like safety, getting enough food, or avoiding disease why is it that we don’t thrive? Why then is it so hard to take students from surviving to thriving?
One idea is that the goals students are setting, either on their own or with help of caring guidance teams parents and teachers are a root. PISA (the Programme for International Student Assessment) has done international research that showed students who are more motivated also have greater anxiety. “Motivation seems to be more closely linked to anxiety when it is imposed by others. Students who feel undue pressure to meet the expectations of their parents or teachers, or who constantly compare themselves with others, may feel tenser and more anxious. Conversely, PISA data show that when motivation is intrinsic – when it comes from a student’s own desire to be the best that he or she can be – students may feel slightly less anxious.” We need to figure out ways of ensuring that students motivation is led by their own curiosity and meaning rather than taking on the motivation of their peers (“I applied to Stanford and Harvard”) their parents (“wouldn’t medicine be a great option for you?”) or their past performance (you should keep taking History, it’s your top subject”).
Another challenge is comparison. Recently Instagram has experimented with removing an anxiety provoking feature from its platform in Canada. The social media leader has often been accused of creating a platform where teens compare the messy unedited version of their own lives to other teens’ highly edited and curated highlight reels.
Parents are quick to point our that the rise in technology use coincides with the rise in teen depression and anxiety. I believe that technology, like money, is an amplifier of who you really are. If a student is disengaged, disconnected, and distracted the removal of technology doesn’t change these traits, Of course there are appropriate developmental guidelines from a neuroscience standpoint, but we cannot blame technology for a lack of appropriate psychological attachment. As attachment theory expert Dr, Gordon Neufeld writes “Technology is a wonderful thing: it can be used in amazing ways to enhance life, but it can also create huge problems if structures are not defined around how it is going to fit into healthy development and family life, particularly with our young. “
According to Dr. Shani Robins of Stanford, wisdom skills like emotional intelligence, mindfulness, empathy & compassion, humility, gratitude and realism must be taught. These are skills that students need to avoid the pitfalls of perfectionism, comparison, overgeneralization and catastrophizing that lead to mental illbeing. Check out this fabulous video about the wellbeing continuum.
Think Differently and Your Anxiety Changes
Dr. Ellen Hendrickson has fabulous tips for people who experience debilitating levels of anxiety. She reminds us that the positive features that often accompany social anxiety like extreme empathy, inclusiveness, deep connection in relationships are all still there when anxiety is avoided. Alternately, the opposite of social anxiety is psychopathy (not confidence) so those who experience zero anxiety are not very emotionally healthy! One technique she uses that I love is to personify your inner critic. In fact, I love having kids think about what their mean inner voice might look like. Some see a monster, a dark-fanged nightmare ghoul. Mine looks more like this:
Hendrickson also recommends anxiety Madlibs, a really cool technique to get to the heart of your anxiety. By making it seem like a game it can feel less personal. Use this statement:
When I ______, it will become obvious that I _______
When I put my hand up in class, it will become obvious that I am not smart
When I walk alone in the hall, it will become obvious that I am a loser without friends
When I go to a dinner party, it will become obvious that I am a boring person.
Once you have the obvious blank filled in you can
- realize it’s not true,
- realize it might be true and have a strategy
- ask what’s the worst thing that can happen and think about how to cope if it comes true
To listen to her interview, click here .