How we respond to stressful events can have long-term impacts on our health and well-being. In adolescence, in particular, learning how to cope with academic and social stress can buffer potential negative effects of stressful situations. Our research finds that changes in young people’s mindsets—their beliefs about whether qualities are good or bad, changeable or unchangeable—can improve their perceptions of stressful events and their ability to cope with them. In this work we seek to understand the biosocial pathways, school contexts, and mechanisms that contribute to these findings.
Increasingly, we are focusing on the adults who communicate mindsets to young people. What are the messages that managers, professors, teachers, and parents are sending about stress? And how can we leverage new insights from artificial intelligence?