An Assessment of Early Adolescent Stress Factors

Abstract

Rapid developmental changes amplify early adolescent children's susceptibility to stress. A lack of refined coping skills accompanied by an increase in stress factors affecting young adolescents contributes to their use of counterproductive approaches to stress management. To examine the frequency and intensity of early adolescent experiences with stress, 3,382 middle level students (grades 6 through 8) from 13 schools representing Delaware, Maryland, Kentucky, Missouri, Michigan, Indiana, and Arizona, completed the Early Adolescent Stress Inventory. Using a five-point scale, subjects indicated their levels of experienced stress on 43 items. Both urban and rural communities varying in population from 1,250 to over 1 million were included, and student enrollment in participating schools ranged from 392 to 1,029. The students reported stress in all aspects of their lives. Of the 20 most stressful items, 7 were experienced by 82-95 percent of the subjects; these included taking tests, speaking in front of class, grades, and personal appearance. Females reported experiencing more stressors and more intense reactions than males. Additionally, special education students reported more stressful reactions than other students. Education's contribution to early adolescent stress cannot be ignored; emphasizing academic achievement without also dealing with other developmental concerns serves to compound the effects of stress. (27 references) (KM)