Path to improved health

You can break down the concept of health into different categories. These could include physical, mental,

emotional, and behavioral health. There are things any person can do to stay healthy in these areas. But as a

teenager, there are some things you should pay special attention to.

Physical health – Taking care of your body

 Exercise regularly. Teens should be physically active at least 60 minutes of every day.

 Eat a healthy diet. Healthy eating is an important part of your growth and development. Eat plenty of

fruits and vegetables, whole grains, a variety of protein foods, and low-fat dairy products.

 Maintain a healthy weight. Children and teenagers with obesity are more likely to have obesity as an

adult. They are also at higher risk for other chronic illnesses, depression, and bullying.

 Get enough sleep. Most teens need between 9 and 9 ½ hours of sleep every night. Many average

only 7 hours. Sleep has a strong effect on your ability to concentrate and do well at school.

 Keep up with vaccinations. Get a flu shot every year. If you haven’t gotten the HPV vaccine, ask your

parents and doctor about it. It can prevent you from getting HPV and some kinds of cancer, including

cervical cancer.

 Brush and floss your teeth. Make it a habit now, and prevent tooth and gum problems in adulthood.

 Wear sunscreen. Getting just one bad sunburn as a child or teenager increases your risk of getting

skin cancer as an adult.

 Don’t listen to loud music. This can damage your hearing for the rest of your life.

Mental health – Taking care of your mind

 Learn ways to manage stress. You can’t avoid stress, so you need to learn how to manage it. This

will help you stay calm and be able to function in stressful situations.

 Study and do your best in school. There is a strong link between health and academic success.

 Try to maintain a good relationship with your parents. Remember that they want what is best for

you. Try to see where they are coming from when they set rules.

 Develop a good balance between school, work, and social life.

 Don’t try to take on too much. Limit your activities to the most important ones and give those 100%.

Overextending yourself can lead to stress, frustration, or exhaustion.

Emotional health – Taking care of your feelings

 Know the signs of mental illness. These include:

o anxiety

o depression

o excessive tiredness

o loss of self-esteem

o loss of interest in things you used to like

o loss of appetite

o weight gain or loss

o out-of-character personality changes.

 Pay attention to your moods and feelings. Don’t assume your negative thoughts or feelings are just

part of being a teenager. If you’re worried about something, ask for help.

 Don’t be afraid to ask for help if you need it. If you can’t talk to your parents, talk to a favorite

teacher or counselor at school. Find an adult you can trust. If you’re feeling really sad or are thinking about

harming yourself, get help right away.

 Accept yourself. If you feel like you have low self-esteem or a poor body image, talk to someone

about it. Even just talking to a friend can help.

 Don’t bully other people. And if you are being bullied, tell a parent, teacher, or other adult. This

includes being bullied online or on your phone.

Behavioral health – Taking care of your safety through your behaviors

 Avoid substance use or abuse. This includes alcohol, street drugs, other people’s prescription drugs,

and any type of tobacco product.

 Drive safely. Motor vehicle crashes are the leading cause of death in U.S. teenagers. Always use your

seat belt. Avoid riding in a car full of other teenagers. This can distract the driver and make an accident

more likely. Never get in a car with a driver who has been drinking.
 Wear protective headgear. Wear a helmet when you are riding a bike or participating in sports to

prevent concussions. Concussions at a young age can have lifelong negative effects on your health.

 Avoid violence. Stay away from situations where violence or fighting may cause you to be physically

injured.

 Practice abstinence (no sex) or safe sex. If you have sex, always use condoms to help avoid

sexually transmitted infections (STIs). If you are a sexually active girl, talk to your doctor about

contraceptives. If you can’t use contraceptives, use condoms for birth control.

What might my doctor do if I go see him or her?

The doctor might do any of the following to help you stay healthy:

 Determine your risk for certain health problems.

 Measure your height, weight, and blood pressure.

 Give advice about healthy lifestyle choices, like diet and activity.

 Provide immunizations (shots or vaccines) to reduce your risk of getting diseases. These could

include meningitis, tetanus, or HPV.

Things to consider
Will the habits I have now really make a difference when I’m older?
Yes; 65% of all deaths in adults are caused by heart disease, cancer, and stroke. In many cases, these

diseases are preventable. Many of the behaviors that cause these diseases begin at a young age. For

example, teens who use tobacco are more likely to have heart disease, cancer, or stroke in adulthood.

At my age, what should I especially be concerned about?

The top killers of teenagers and young adults are car accidents, unintentional injury, homicide, and suicide.

Cancer and heart disease are uncommon, but can affect you at this age. Unplanned pregnancy and sexually

transmitted infections can harm your health. They can also cause you social and personal problems.

Do young men have different health risks than young women?

Yes. Young men don’t wear seat belts as often as young women do. They’re also more likely to carry

weapons, get into physical fights, use smokeless tobacco or marijuana, drink alcohol heavily, and have more

sexual partners. On the other hand, young women have some special risks. They try to commit suicide more

often. They also try to lose weight in harmful ways more often than young men.

Should I talk to my doctor if I’m worried about my health or my body?

Yes. It’s important to talk to your doctor if you have any concerns about your health or your body. Your doctor

is there to help you.

Questions to ask your doctor

 What steps can I take to stay healthy?

 Am I at risk for any illnesses or diseases?

 I’m worried about a specific part of my life. What should I do?

 I can’t talk to my parents or teachers about my problems. Who can I talk to?

Resources 
Centers for Disease Control and Prevention, Teens

National Institute of Diabetes and Digestive and Kidney Diseases, Take Charge of Your Health: A Guide

for Teenagers

Last Updated: July 6, 2017

This article was contributed by: familydoctor.org editorial staff
Categories: Family Health, Kids and Teens, Prevention and Wellness, Staying Healthy
Tags: Adolescent Care, child, prevention, teenager
How to Help Teenagers Embrace Stress
By Lisa Damour

Stretching beyond familiar limits doesn’t always feel good, but growing and learning — the keys to
school and much of life — can’t happen any other way.

Now that the school year is in full swing, many young people are feeling the weight of academic
demands. But how much strain students experience may depend less on their workloads and more on
how they think about the very nature of stress.
Stress doesn’t deserve its bad rap. Psychologists agree that while chronic or traumatic stress can be
toxic, garden-variety stress — such as the kind that comes with taking a big test — is typically a
normal and healthy part of life. In a 2013 article in the Journal of Personality and Social Psychology
on stress mind-sets, the researchers Alia J. Crum, Peter Salovey and Shawn Achor noted that the
human stress response, in and of itself, can put “the brain and body in an optimal position to
perform.”

But the conventional wisdom is that stress does harm and so, accordingly, we should aim to reduce,
prevent or avoid it. Not surprisingly, this negative slant on stress can shape parenting and also leave
teenagers feeling stressed about being stressed. 

“Especially within the last five years,” says Sarah Huss, the director of human development and
parent education at Campbell Hall School in Los Angeles, “we’ve seen a rise in the number of parents
who feel that it’s their job to rescue their child from situations that are stressful.”

To reframe how we think about a phenomenon that has been roundly, and wrongly, pathologized, we
should appreciate that healthy stress is inevitable when we operate at the edge of our abilities.
Stretching beyond familiar limits doesn’t always feel good, but growing and learning — the keys to
school and much of life — can’t happen any other way.

According to Jeremy P. Jamieson, an associate professor of psychology at the University of Rochester

who studies how stress impacts emotions and performance, “Avoiding stress doesn’t work and is often
not possible. To achieve and grow, we have to get outside our comfort zones and approach
challenges.”

Stress is also known to have an inoculating effect. Research shows that people who overcome
difficult life circumstances go on to enjoy higher-than-average levels of resilience. In short, achieving
mastery in trying situations builds emotional strength and psychological durability.
How students themselves regard stress — whether they see it as positive or negative — has powerful
downstream effects. Studies find that when faced with steep intellectual tasks, individuals with a
stress-is-enhancing outlook outperform those with a stress-is-debilitating one.
Further, appreciating that stress is a useful human reaction actually changes how the body operates
under pressure. Research participants who believed that the physical manifestations of stress (such as
having a rapid heart beat) actually prepared them to address challenges went on, under demanding
conditions, to release higher levels of a stress-buffering hormone and to have a more adaptive
cardiovascular response than those who held a negative view of stress.
Happily, studies also find that it’s not hard to convert people to the stress-is-enhancing perspective.
To do this in my own work with adolescents, I liken the demands of school to a strength-training
program. Everyone understands that lifting weights to the point of discomfort is the only way to build
muscle; the process of developing intellectual ability, including the ability to manage the stress that
comes with it, works just the same way.
In talking with teenagers, I matter-of-factly point out that their teachers should be giving them hard
academic workouts, because that’s what will transform them from wobbly middle school colts into
graduation-ready racehorses.

To be sure, some days will be light on challenge and others will feel overwhelming. But I try to
reassure students by telling them this: If, on balance, they are feeling stretched at school and asked to
step up to a new level once they’ve mastered an old one, then things are going exactly as they should.

Parents may feel more confident promoting a positive view of stress if they recall times in their own
lives when strenuous new demands — such as welcoming a baby, moving to an unfamiliar city or
starting a new job — came to seem increasingly manageable. New demands call for growth, and
growth is invariably stressful. And schools, by design, are in the business of cultivating growth.

But what if taking a positive view of stress isn’t enough to offer students the relief they need? Indeed,
plenty of students now suffer from too much of what should be a good thing. Those carrying
punishing course loads cannot lighten their burdens simply by appreciating the benefits of stress. Yet
the problem for students with outsized academic demands is rarely that they can’t do the work. It’s
that they never have time to recover.

Instead of trying to vanquish academic pressure, we should turn our attention to making sure
students can rebound between bouts of intense intellectual activity, just as athletes rest between hard
workouts.

Three years ago, Centennial High School in Circle Pines, Minn., changed its schedule to include a near
daily program called a LEAP hour, for Lunch, Energize, Achieve, Participate, described by the
principal, Tom Breuning, as big-kid recess. Students choose how to spend their time. They can, for
example, shoot baskets, play cards, exercise, color, meet with teachers or join the Pinterest club
which, Mr. Breuning delightedly reports, “is especially popular with our football players.”