The College of Education & Human Development has introduced a new undergraduate course, HDFS 205: Stress Management in Adulthood, as part of its ongoing efforts to equip students with research-based, practical skills that support well-being across the lifespan. The course is designed to help students navigate the challenges of early adulthood while preparing them to work effectively with the individuals, families and communities they will serve in their future professions. It is currently offered in person and is scheduled to be available through Nevada Online beginning in Fall 2026.

Developed within Human Development and Family Science's (HDFS) broader commitment to applied, lifespan-oriented education, HDFS 205 was created by Jennifer McClendon, M.S.W., Ph.D., associate professor of Human Development and Family Science, and is taught this year by Margann Duke, Ph.D., a licensed counselor with a doctorate in Mind-Body Medicine. The course responds to growing concerns about the prevalence of stress and anxiety among college students, and recognizes that many HDFS graduates will work in fields such as counseling, education, nursing and medicine, where supporting others through stress is a critical part of their roles.

“Stress is incredibly relevant both personally and professionally,” McClendon explained. “Our students will enter careers where they’ll work with children, parents and families navigating high levels of stress. Creating a course like this felt like a win-win! It benefits students’ own well-being while strengthening the skills they’ll bring to their professions.”

Research shows that as people age, they experience less stress, perhaps due to the lessons of lived experience (e.g., Almeida et al., 2023). Through HDFS 205, students gain a head start by learning stress management skills earlier, at a time when academic pressures, financial concerns, identity development and future uncertainty can make stress especially challenging. “Adulthood is a stage of life marked by rapid change, new responsibilities and complex stressors, and many of our students are right at the start of that journey,” McClendon said. “This course explores how stress and self-regulation evolve across adulthood and teaches practical strategies to navigate those challenges.”

Assignments in HDFS 205 are intentionally applied and personally meaningful, reflecting the department’s focus on experiential learning. Students post weekly gratitude reflections, create vision boards depicting their hopes and goals and practice evidence-based techniques such as mindfulness and breathwork. Research consistently shows that gratitude can buffer stress (Emmons & Mishra, 2011; Wood et al., 2008), while hope can counteract it (Gallagher & Lopez, 2009; Duncan & Hellman, 2020). As McClendon noted, the benefits extend beyond individual practice: “Every student told me it was incredibly helpful to have the prompt, but what surprised me was that they got even more joy from reading their peers’ gratitude posts than from writing their own.”

What sets this course apart from many wellness or psychology classes is its interdisciplinary approach, a hallmark of the HDFS curriculum. By weaving together insights from positive psychology, mind-body medicine and human development, the course bridges theory and practice, helping students apply research-based strategies in ways that build lasting skills. Students also connect with campus resources, such as the LiveWell program, Student Counseling Services, the Downing Counseling Clinic, fitness programs and student clubs, which strengthen social connections.

Open to students from all majors and with no prerequisites, HDFS 205 underscores the department’s commitment to supporting student wellness and success while preparing graduates for the realities of high-stress professions. “We talk a lot in the class about the ‘normal’ stress response and what it looks like when the normal stress cycle goes awry,” McClendon said. “My hope is that students learn when to seek help for themselves and others and also build resilience through protective lifestyle choices.”

Ultimately, HDFS 205 embodies the department’s mission to prepare students for meaningful work and healthy lives. “Courses like this reflect HDFS’s focus on translating developmental science into applied skills that matter,” McClendon said. “We want our students to leave with both a deep understanding of stress and a toolkit they can use to support their own well-being, their relationships and the people they will serve throughout their careers.”