When I need to relax, I often turn to exciting activities like snorkeling in the Great Barrier Reef, zip-lining, or riding roller coasters at Coney Island. These activities aren’t exactly calming—they get my adrenaline going, which means I’m experiencing “stress” in a physiological sense. Yet, I find them enjoyable and feel rejuvenated afterward.
Stress often has a negative reputation, with many studies linking chronic stress to health issues. However, my positive experiences with short bursts of stress made me wonder: can a little stress actually be beneficial?
Researchers have explored the potential benefits of short-term, acute stress. At the University of Wisconsin, scientists investigated whether the stress hormone cortisol affects learning and memory—an intriguing question for students preparing for exams! Cortisol is released when our “fight or flight” response is triggered. While high levels of cortisol over time can lead to health problems, short bursts can enhance dopamine release, improving perception and attention.
In one study, participants were given either a placebo, 20 mg, or 40 mg of cortisol and asked to memorize a list of words. Two days later, those who received 20 mg of cortisol performed best in recalling the words. This suggests that a little stress can actually aid learning.
Researchers also examined how brief stress episodes might affect our interactions with others. Participants were subjected to stress-inducing tasks like public speaking and verbal math, and their prosocial behaviors were measured against a control group. The stressed participants were found to be more trustworthy and more willing to share in competitive games. This aligns with observations that communities often become more cooperative and generous following disasters.
How we perceive stress can significantly influence its impact on us. People who view stress as potentially beneficial tend to cope better with adverse events than those who see it as purely harmful. For instance, when speaking in front of an audience, everyone experiences a stress response: increased cortisol levels, a faster heart rate, and perhaps some jitters. Would you call this anxiety or excitement? The physical sensations are identical, but someone who labels it as “excitement” is more likely to enjoy public speaking than someone who sees it as “anxiety.”
Understanding that stress symptoms can be beneficial can lead to healthier stress responses in the future. While chronic high stress is harmful, short-term, acute stress isn’t necessarily bad. Instead of focusing on the negatives, think about times when you enjoyed stress, like during a thrilling movie or on a roller coaster. Consider moments when stress helped you prepare for an exam or brought you closer to someone.
Reframing your perspective on stress can have tangible benefits for handling daily challenges. Instead of being stressed about stress, focus on how you can leverage it to your advantage!
Engage in a controlled experiment to observe the effects of acute stress on your cognitive performance. Try memorizing a list of words before and after a short, stress-inducing activity like a timed puzzle or a quick physical exercise. Reflect on any differences in your recall ability and discuss your findings with classmates.
Participate in a public speaking exercise where you present a topic of your choice to a small group. Before starting, reframe your stress as excitement. Afterward, share your experience with the group, focusing on how this perspective shift affected your performance and feelings about the activity.
In pairs, role-play scenarios that involve stress-inducing tasks, such as negotiating a deal or solving a complex problem under time pressure. Observe how stress influences your communication and cooperation. Discuss how acute stress might enhance social connections and trust.
Maintain a journal for a week, noting instances when you experienced stress. Reflect on whether the stress was beneficial or detrimental, and identify any patterns. Share your insights in a group discussion, focusing on how changing your perception of stress might alter your experiences.
Attend a workshop where you explore different stress management techniques and the science behind stress perception. Engage in activities that help you practice reframing stress as a positive force. Discuss with peers how these techniques can be applied to academic and personal challenges.
When I need to unwind, there’s nothing I love more than an “experience.” Snorkeling in the Great Barrier Reef, zip-lining, or even just riding roller coasters at Coney Island. These aren’t relaxing activities by any stretch. In fact, they get my adrenaline pumping, so physiologically I’m experiencing “stress,” but I still enjoy them, and I still feel better after them.
Stress usually gets a bad rap—some studies have linked chronic stress to various health issues—but my positive experiences with briefly stressful activities got me thinking: are there times when a little stress can be good for us?
Scientists have actually conducted numerous studies on the potential benefits of short-term, acute stress. A group of researchers at the University of Wisconsin wanted to know if the stress hormone cortisol affects how well people learn and remember—an important question for students cramming for exams! Cortisol is naturally released when our “fight or flight” systems are activated. While chronically high levels of cortisol are linked to health problems, in short bursts, cortisol can enhance dopamine release, which improves perception and attention.
In one study, researchers gave participants a placebo, 20 mg, or 40 mg of cortisol, and then asked them to memorize a list of words. Two days later, those who received a 20 mg dose performed best in recognizing the words they had memorized. So, a little stress can actually help us learn.
Beyond memory enhancement, researchers were curious about how small bursts of stress could impact our relationships with others. They put participants through stress-inducing tasks, such as public speaking and verbal math, and then measured their prosocial behaviors compared to control subjects. Stressed participants were found to be more trustworthy and more likely to share in a competitive game. This finding aligns with how communities respond to disasters; research shows that people tend to be more cooperative and giving after such events.
The way we think about stress can also significantly influence its effects on us. People who view stress as potentially beneficial tend to be less negatively impacted by adverse life events than those who see stress as purely harmful. For instance, when presenting in front of a crowd, everyone experiences a physiological stress response: cortisol levels and heart rate increase, and one might feel a bit jittery. Would you describe this as anxiety or excitement? The physical sensations are the same, but someone who frames it as “excitement” is more likely to enjoy public speaking than someone who sees it as “anxiety.”
Simply understanding that symptoms of stress can be beneficial can lead to healthier responses to stress in the future. While chronic high stress is known to be harmful, short-term, acute stress isn’t necessarily bad. Instead of focusing on the negatives, think about times you enjoyed stress, like during a thrilling movie or while riding a roller coaster. Consider moments when stress helped you prepare for an exam or when a stressful experience brought you closer to someone.
Reframing your perspective on stress can have real benefits for how you handle daily challenges. So instead of being stressed about stress, try to focus on how you can use it to your advantage!
Stress – A psychological and physical response to certain life events or situations that challenge an individual’s ability to cope. – University students often experience stress during exam periods due to the high demands on their time and performance.
Health – A state of complete physical, mental, and social well-being, not merely the absence of disease or infirmity. – Maintaining good health is crucial for students to perform well academically and socially.
Learning – The process of acquiring new knowledge, behaviors, skills, values, or preferences through study, experience, or teaching. – Effective learning strategies can significantly enhance a student’s ability to retain information and succeed in their courses.
Memory – The cognitive function that allows individuals to encode, store, and retrieve information over time. – Techniques such as spaced repetition can improve memory retention for complex subjects.
Cortisol – A hormone released by the adrenal glands in response to stress, playing a role in various bodily functions including metabolism and immune response. – Elevated cortisol levels during prolonged stress can negatively impact a student’s concentration and health.
Anxiety – An emotional state characterized by feelings of tension, worried thoughts, and physical changes like increased blood pressure. – Many students experience anxiety before giving presentations, which can affect their performance.
Excitement – A heightened state of arousal and enthusiasm often associated with positive anticipation or engagement. – The excitement of starting a new semester can motivate students to set ambitious academic goals.
Perspective – A particular attitude or way of viewing something, often influenced by one’s experiences and beliefs. – Developing a broader perspective can help students better understand diverse viewpoints in their studies.
Social – Relating to the interaction and relationships between individuals within a community or society. – Social support from peers can be a crucial factor in a student’s mental health and academic success.
Connections – The relationships or links between individuals or groups that can provide support, information, or resources. – Building strong connections with professors and classmates can enhance a student’s educational experience.
