What does stress look like in the lives of children, and how can schools support them more effectively? Drawing from research in a local primary school, NIE Education Research Scientist Dr Munirah Shaik Kadir unpacks the science behind stress, the realities of at-risk learners and what educators can do to strengthen children’s holistic well-being. She also sheds light on pressure in Singapore, and how home and school environments can better support students in today’s high-pressure landscape.

Understanding Stress in Children

Stress is often thought of as something to be avoided, yet psychologists remind us that not all stress is harmful. Stress arises when individuals feel that the demands placed on them exceed their capacity to cope, and children experience this just as frequently as adults do. What differs is the impact: because children’s brains are still developing, their responses to stress can leave longer lasting imprints on learning, behaviour and emotional regulation.

“Children’s prefrontal cortex – responsible for self-regulation, planning, decision-making – is still maturing. This makes them more vulnerable to stress. While it can be harmful if chronic, unmanaged and unsupported, most times, stress can also be good,” Dr Munirah from the Centre for Research in Pedagogy & Practice at NIE shares.

Although adults and children share the same biological stress system involving the amygdala, prefrontal cortex and hippocampus, children are more vulnerable to stress. Their brains are also more plastic, meaning stress can leave longer-lasting effects. Adults rely on developed coping strategies, but children depend heavily on external support from teachers, parents and peers. This makes the classroom environment a significant protective factor.

“In child psychology, we categorize stress into three parts: positive stress, tolerable stress and toxic stress,” Munirah explains. Positive stress – such as the first day of school or meeting new classmates – is short-lived and builds resilience. Tolerable stress arises from more serious experiences like losing a family member, but strong relationships can help children cope. Toxic stress, however, occurs when stressors persist without support. This keeps cortisol levels high and disrupts the brain regions responsible for memory, emotion regulation and focus.

Insights from a Local Primary School Study

Children’s well-being involves physical, emotional, psychological and social health. When these domains are in place, children can learn more effectively because they feel safe, motivated and connected. Research consistently shows that strong well-being predicts better academic achievement and healthier long-term outcomes. Globally, many countries, including Singapore, now recognize well-being as a key priority.

To better understand stress and well-being in authentic school environments, Munirah and her research team conduct a study with Primary 4 to 6 students aged 10 to 12. A total of 343 students took part, and both teachers and students were later interviewed. Students are grouped into two broad categories: at-risk (based on indicators like SES, absenteeism or home circumstances) and non-at-risk. The study measure their emotional, psychological and social well-being, which allow the researchers to explore whether well-being differs across groups and what protective factors might be present.

When Munirah’s team examines the well-being data, several findings stand out. Emotional well-being shows the largest gap, with at-risk students reporting more negative emotions than their peers. In contrast, psychological and social well-being appear similar across both groups, suggesting that even children facing external challenges can still maintain a strong sense of purpose, belonging or confidence in their relationships.

Interviews shed further light on these findings. Many at-risk children describe themselves as “used to stress,” and several highlight positive coping habits such as seeking support from friends or engaging in physical activity. They also share how they benefit from afterschool programmes organized by the school, including support from school counsellors and mentor teachers. Teachers observe that with the right environment and support systems, these children often display optimism, buoyancy and strong self-worth.

“These children are very good at bouncing back when they face problems,” Munirah notes. Despite adversities, many maintain hopefulness and a belief in their own abilities. At this stage, they can still be supported in meaningful ways. These findings challenge deficit views of at-risk learners and underscore the importance of building on their strengths.

Academic Outcomes a Top Stressor in Children

“Exams emerged as the dominant source of stress for all students. Fear of receiving low grades, waiting for results and preparing for major assessments were common stressors,” Munirah shares.

However, differences surface between groups. At-risk learners express a stronger fear of being left out socially. Their stress is tied to belonging and acceptance as much as to academic performance. Non-at-risk learners are more focused on academic concerns, including lack of sleep from studying and worries about future pathways. Across the board, academic stress remain central, but emotional and social stressors shape the lived experiences of many at-risk children.

What This Means for Schools

Understanding how children experience stress helps educators identify when a child needs support and what kind of intervention is appropriate. It also reminds us that children’s outward behaviour may reflect deeper emotional needs that require understanding rather than quick correction.

The findings from Munirah’s study highlight the importance of creating environments that buffer stress and build resilience: predictable routines, warm teacher-student relationships, opportunities for student voice and classrooms that normalize help-seeking rather than shame it. “At the system level, many Singapore schools are already strengthening mental health literacy, improving access to school-based counselling and engaging parents to understand how academic pressure and comparison can negatively affect children,” Munirah says.

As stress becomes an increasingly relevant part of childhood, particularly in a fast-paced and competitive society, research like Munirah’s deepens our understanding of what children need to flourish. It highlights the hidden strengths among at-risk students and reinforces the idea that well-being is not merely the absence of stress, but the ability to harness manageable stress as a source of motivation, supported by strong relationships and meaningful learning experiences that help every learner grow.

As Munirah puts it, “Every time we buffer stress with the right support, we are not only protecting our children’s brains, but we are also nurturing their potential to learn, flourish and contribute meaningfully to society.”