School stress is increasing among secondary school students and students experience stress in different ways. However, information about which students are most affected by stress and need support...Show moreSchool stress is increasing among secondary school students and students experience stress in different ways. However, information about which students are most affected by stress and need support is scattered. School-based interventions targeting stress are shown to reduce stress and increase knowledge about stress. However, knowledge gain was not specified for face-to-face interventions. This study aimed to clarify group differentiations (i.e., gender, age, and educational level) in stress levels, stressors, and effectiveness of the school-based intervention ‘Stress Lessons’ among lower secondary school students. The intervention was evaluated regarding its effect on general stress levels and knowledge about stress. This study had 1447 participating lower secondary school students (11-16 years) and followed a pre-test – intervention – post-test design. Classes were randomly assigned to a control or experimental group. During pre- and post-test, the Adolescent Stress Questionnaire-short and knowledge about stress questionnaire were administered. The intervention contained three psychoeducational courses, educating students about basic principles of stress, how they experience stress, and how to cope with stress. Results showed higher stress levels in girls than in boys and no general stress level differences between age groups and educational levels. However, personal stressors (e.g., peer pressure) were more stressful for practical / pre-vocational secondary students than for senior general secondary / pre-university students. In contrast, academic stressors were more stressful for senior general secondary / pre-university students than for practical / pre-vocational secondary students. Importantly, academic stressors were the most pressing source of stress in all educational levels. After the Stress Lessons, students reported increased general stress levels and increased knowledge about stress compared to before. Regarding knowledge gain, Stress Lessons were most beneficial for late adolescents and senior general secondary / pre-university students. Future research should focus on coping strategies used by lower secondary school students and their contribution to experienced stress levels.Show less
