We all have heard the quote, “If you can’t stand the heat, get out of the kitchen." The kitchen and foodservice industry can be very stressful at any level, whether you are a first-year culinary student or a seasoned professional. All instructors have seen culinary students under stress. But, is it academic stress or a bigger mental health illness?

Over 1 in 10 youth in the U.S. are experiencing depression, severely impairing their ability to function at school or work, at home, with family, or in their social life. Slightly over sixteen percent of youth (age 12-17) report suffering from at least one major depressive episode in the past year. Eleven and a half percent of youth (over 2.7 million) are experiencing severe major depression, according to a 2023 national survey by Mental Health America.

Students under stress exhibit different characteristics than those with mental health illness. Stress is a natural human response that prompts people to address challenges and threats in their lives with everyone experiencing stress to some degree. It can be temporary and typically resolves after the event is over. However, when stress becomes overwhelming or prolonged, it poses a greater risk of crossing over into the mental health arena. Mental health illnesses will cause people to make significant changes in their thinking, emotion or behavior and it may cause problems functioning in social, work or family activities.

It's important to note that not everyone who experiences stress will develop a mental health illness, and individuals have different levels of resilience to stress. Some people may be more resilient and better able to cope with stress, while others may be more vulnerable. Chronic stress can develop into long-term mental health issues.

Knowing the exact differences between the two mental states is not necessary for culinary instructors and is difficult due to overlapping symptoms. However, finding ways to recognize and reduce excessive stress where possible helps prepare students for success in life, both in and out of the culinary classroom.

Creating an environment where students feel welcome, safe and comfortable in the classroom is the responsibility of the instructor and institution. And it is a recognized means of reducing excessive stress because when a person feels safe they can focus on completing the work or task at hand.

Academic advisors can create an environment where their incoming students feel comfortable, allowing them to more easily express an academic accommodation they need. These accommodation strategies can be made within the learning objective and curriculum and will help ensure the student has the proper environment for success.

Another method of preparing students of all abilities and backgrounds for success in the kitchen is to create an environment where they feel comfortable – before they enter the classroom. This can be achieved by creating a classroom newsletter or setting up a discussion board. Instructors can introduce themselves, including email and office hours, and emphasize that incoming students are welcome and can feel comfortable coming in to talk and get help if needed.

In the newsletter or on a post, specifically list the course’s expectations and goals, including that the classroom and service can be very stressful. Outlining how the classroom functions, activity timeline and how the activities will be assessed, is also helpful. Finally, make room for the students to introduce themselves to their classmates before coming to class.

Read the posts and look for words or statements that are cautionary signs. If a student is working, it may cause additional fatigue and stress. If the student is a single parent, it may mean increased stress and anxiety. Instructors should take notes and keep their eyes on these students.

Also, before the course begins, instructors should make necessary adjustments to meet a student’s accommodations within the learning outcome and course/day objectives. For example, a student may need more time to take a quiz or complete an assignment and the instructor can plan for that. Another example for a student suffering from anxiety is switching from an oral presentation in front of the class to a one-on-one oral presentation in front of the instructor. This would not single out the student and create a less stressful situation.

Once in the classroom, recognize changes in behavior such as slumping grades, coming late for class, absenteeism and acting out. These may be signs of academic stress or mental health illness. Take notes on students and keep current on their grades and attendance – look for patterns. Instructors can talk with other teachers who have had the student.

If you see a troubling behavior pattern, privately talk with the student and listen for keywords and tone of voice. These may be indications of stress or something more serious. Instructors should know and be able to recommend counselors or additional services if needed. Also, follow up with the student to demonstrate they are cared for. It may be all that the student needs.

Preparing students for the stress of the foodservice industry is important. It can also be fun for both instructors and students alike. One example is creating a mock restaurant environment in your classroom. Take the day’s class objective and ask the students to create a plate. Give them class time for mise en place and creating the dish. Set a time for bringing the plates to the pass. Emphasize that the plates must be consistent with the flavor profile and methods used in the class demonstration. Also, give students honest feedback, just like a professional chef. This atmosphere begins to prepare students for “real life" experiences.

Lastly, take care of yourself. Teaching can be very stressful. Be aware of your limitations and look for signs of burning out. Instructors should know when to take time to relax for themselves too.