A brief overview of the symptoms of childhood
depression and stress, condition management,
teaching modifications, and personal classroom
modifications
By Julia Watson
Affecting at least twenty-four percent of
students in the United States, teachers should
be aware of the prevalent issues of stress and
depression in children.
Soulliere (2010)
Childhood Depression is the
development of intense and persistent
sadness accompanied by feelings of
hopelessness.
It effects a child’s behavior in the
classroom and in everyday life.
Marotz (2000)
Childhood depression is a product of stress. There are
numerous factors that can cause the onset of childhood
depression including:
Divorce
Death
Abuse
Moving
Illness
For children, prolonged or
intense stress affects their
emotional & physical well-being.
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All children are at risk for depression!
Those who have behavior and learning
disorders are more susceptible to
developing depression
NIMH (2000). Marotz (2000).
Stress can lead
to depression!
Signs that a child is suffering from depression or
stress may include:
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Disinterest in friends
Lack of appetite
Trouble sleeping
Loss of energy & enthusiasm
Indecision
Low self-esteem
Constant complaints

Headaches, stomachaches, vomiting, repetitive tics etc.
Marotz (2000)
The American Psychological Association recommends
that parents and teachers keep an eye out for negative
changes in a child’s behavior.
To help children deal with stress:
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Listen to the child
Provide a safe and receptive environment
Be patient and supportive
Encourage a balanced, nourishing diet
Promote healthy outlets for stress

drawing, exercise, painting, music, sports etc.
Elena (2011), (Lyness, 2009)
As teachers, we can
*learn about the student and their family
*provide a warm, nurturing learning environments
*be sensitive to a child's feelings and needs
*be honest and receptive
*be an advocate & a resource
*refer students to the school counselor
if more help is needed
My future students will come from a multitude of
backgrounds. No matter if the students come from a single-parent
household, foster care, are living below the poverty line, or come
from middle or upper-class homes, I want all of them to feel
loved, safe, and welcome in my classroom. In a nurturing
classroom environment, where I will model good character, I will
make sure each student has their basic needs (such as breakfast)
met. I want my students to enjoy learning and provide them with
a consistent and supportive environment so that they may learn
to solve problems and deal with stress in a peaceful manner.
By being a positive role model, providing a supportive
environment, and promoting healthy, peaceful stress outlets,
I hope to prevent depression in my students and teach them
how to manage stress, as it is a constant factor throughout life for
people of all ages!

Alvord, M., Palmiter, D.J. Jr. (2012). Identifying signs of stress in your children and teens. American
Psychological Association. Retrieved from http://www.apa.org/helpcenter/stress-children.aspx
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Conis, Elena (2011). Supplements for depression: What the research reveals. LA TIMES. Retrieved from
http://www.latimes.com/health/la-he-mental-health-supplements-20111205,0,6917033.story
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Lyness, D’arcy (2009). Helping kids cope with stress. Retrieved from
http://kidshealth.org/parent/emotions/feelings/stress_coping.html#cat145
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Marotz, Lynn R. (2009). Health, safety, and nutrition for the young child (7th ed.). Clifton Park, NY: Delmar
Cengage Learning.
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National Institutes of Mental Health (2000). Depression in children and adolescents. NIMH. Bethesda, MD:
Author.
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Palomares, Ron (2011). Children are not just small adults when experiencing trauma. American Psychological
Association. Retrieved from http://www.yourmindyourbody.org/children-are-not-just-small-adults-whenexperiencing-trauma/
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Soulliere, Jessica (2010). Top 10 health concerns for kids; Obesity, stress, teen pregnancy worsening. UMHS.
Retrieved from http://www2.med.umich.edu/prmc/media/newsroom/details.cfm?ID=1682