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Mental Health Hero

One in three teens experience an anxiety disorder. Jillian Fortney, 17, is one of them. Here’s how she found a way to manage her mental health—and help other kids do the same.

By Jillian Fortney, as told to Anna Starecheski
From the May 2023 Issue

Learning Objective: to synthesize ideas expressed in a nonfiction text and a Q&A

Complexity Factors
  • Purpose
    In a personal narrative, a teen shares how she has learned to cope with her anxiety disorder. An interview with author Raina Telgemeier about her graphic novel Guts and her experience growing up with anxiety follows.
  • Structure
    The personal narrative is chronological. The interview follows the standard form of a Q&A.
  • Language Conventionality and Clarity
    Vocabulary: The article contains higher-level vocabulary words such as liberating, simultaneously, subpar, and vulnerable.
  • Knowledge Demands
    The first article includes a reference to Girl Scouts. An understanding of the terms anxiety and mental health will be helpful. Familiarity with the work of Raina Telgemeier, particularly her graphic novel Guts, may increase engagement but is not necessary.
Lexiles: 790L, 600L
Featured Skill: Synthesis,
Other Key Skills: figurative language, cause and effect, key ideas and details, inference, central idea
Common Core Standards
  • Anchor Standards
    R.1, R.2, R.3, R.4, R.5, R.6, R.9, W.2, SL.1, SL.2, L.4, L.5, L.6
  • Grade 6
    RI.6.1, RI.6.2, RI.6.3, RI.6.4, RI.6.5, RI.6.8, RI.6.9, W.6.2, W.6.4 SL.6.1, SL.6.2, L.6.4, L.6.5, L.6.6
  • Grade 7
    RI.7.1, RI.7.2, RI.7.3, RI.7.4, W.7.2, W.7.4, SL.7.1, SL.7.2, L.7.4, L.7.6
  • Grade 8
    RI.8.1, RI.8.2, RI.8.4, W.8.2, W.8.4, SL.8.1, SL.8.2, L.8.4, L.8.6
TEKS Standards
  • Grades 6, 7, 8
    1c, 1d, 2a, 2b, 3a, 4a, 5a, 5b, 5c, 5d, 5e, 5f, 5g, 5h, 5i, 6a, 6b, 6c, 6d, 6e, 6f, 6g, 6h, 6i, 6j, 8d, 8f, 9a, 9b, 9c, 9d, 9e, 9f, 10a, 10b, 10c, 10d, 10e, 11a, 11b, 11c, 11d, 12d, 12e, 12f, 12g, 12i, 12j

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Lexile® measure

  • 790L
  • 600L
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600L

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AS YOU READ

How has Jillian learned to navigate life with anxiety?

Mental Health Hero

One in three teens experience an anxiety disorder. Jillian Fortney, 17, is one of them. Here’s how she found a way to manage her mental health—and help other kids do the same.

By Jillian Fortney, as told to Anna Starecheski

Ever since I was a little kid, my mind has felt very loud. When I was younger, things that other people seemed to deal with just fine would make me shake and sweat. A change in dinner plans would cause my heart to pound. A less-than-perfect test score would send me into a spiral of self-doubt.

Social situations were especially tough. I loved being around people, but I simultaneously dreaded it. If something made me anxious, my mood flipped like a switch. I would go from happy and bubbly to irritable and upset in a matter of seconds. 

I felt like I wasn’t normal—like there was something wrong with me. I wish I had known then what I know now: There is nothing wrong with me. I just have an anxiety disorder.

Ever since I was a little kid, my mind has felt very loud. When I was younger, things that didn’t bother other people would make me shake and sweat. A change in dinner plans would cause my heart to pound. A less-than-perfect test score would send me into a spiral of self-doubt.

Social situations were especially tough. I loved being around people. But I simultaneously dreaded it. If something made me anxious, I would go from happy to upset in seconds. 

I felt like there was something wrong with me. I wish I had known then what I know now: Nothing is wrong with me. I just have an anxiety disorder.

Quieting My Noisy Mind

Quieting My Noisy Mind

My mom says I was always an anxious kid, but everything became more difficult after my older sister, Kameron, passed away from a rare medical condition when I was 5. Around that time, I began taking dance classes—something I had seen older girls doing and wanted to try—and I also joined the Girl Scouts. My sister had been in scouting and I had always wanted to be exactly like her. 

It soon became clear that these activities helped me cope with anxiety. I had something to look forward to. Dancing was the first activity that actually quieted my noisy mind. It forced me to focus on my body and be present. 

All I had to think about was my next step.

My mom says I was always an anxious kid. But everything became more difficult for me when I was 5. That’s when my older sister, Kameron, passed away from a rare medical condition. Around that time, I began taking dance classes. I had seen older girls doing it and wanted to try. I also joined the Girl Scouts. My sister had been in scouting. I wanted to be exactly like her. 

These activities helped me cope with anxiety. They gave me something to look forward to. Dancing was the first activity that quieted my noisy mind. It made me focus on my body and be present. 

All I had to think about was my next step.

 “I became determined to create a new dance and movement room.”

 “I became determined to create a dance and movement room.”

A Room of Our Own

A Room of Our Own

When I started high school in my town of Berkeley Springs, West Virginia, I was disappointed to learn that the dance team shared a small dusty room with a few other teams. They used the room for workouts and meetings. The slippery floor wasn’t ideal for turning and jumping. There were no mirrors, and the lighting and the sound system were subpar.

Meanwhile, I was ready to complete my Gold Award project for Girl Scouts. To earn the award, teens must solve a problem in their communities. I thought about how much movement had helped me, and that’s when it hit me: For my project, what if I created a space where other kids could find the same relief and joy in dance that I had found? 

I became determined to create a new dance and movement room.

My high school is in Berkeley Springs, West Virginia. When I started, I was disappointed to learn that the dance team shared a small dusty room with other teams. They used the room for workouts and meetings. The floor was slippery. It wasn’t ideal for turning and jumping. There were no mirrors. The lighting and the sound system were subpar.

Meanwhile, I was ready to complete my Gold Award project for Girl Scouts. To earn the award, teens must solve a problem in their communities. I thought about how movement had helped me. That’s when it hit me: For my project, I would create a space where other kids could find relief and joy in dance, like I had.

I became determined to create a dance and movement room. 

Deep Breaths

Deep Breaths

Luckily, finding a room was simple—it turned out that the old health room at my school was available. The tough part was securing permission to use it. 

First I had to approach the school superintendent. Then I had to present my project idea to my school’s board of education. I was incredibly nervous, but I took deep breaths and reminded myself why my project was important. 

And wonderfully, everyone loved my idea!

In October 2022, after many months of hard work, the new room was ready. It was thrilling to finally have a space just for dance. Even more rewarding was seeing my peers’ faces when they first stepped on the floor. They could do turns and tricks that they couldn’t do on the old floor. They could see their movements in a wall of mirrors.

The most important thing about the new room, however, was that it offered a totally safe space to dance in because there was no chance of anyone outside the dance team entering during practice. People are vulnerable when they dance; I wanted every kid who walks through the door to feel comfortable expressing themselves.

Finding a room was simple. The old health room at my school was available. The tough part was getting permission to use it. 

I had to ask the school superintendent. Then I had to ask my school’s board of education. I was very nervous. But I took deep breaths. I reminded myself why my project was important. 

Wonderfully, everyone loved my idea!

In October 2022, after months of hard work, the new room was ready. It was thrilling to have a space just for dance. It was even more rewarding to see students’ faces when they first stepped on the floor. They could do turns and tricks that they couldn’t do on the old floor. They could see their movements in a wall of mirrors.

Most important, it was a safe space for dancing. Only members of the dance team could enter the room during practice. People are vulnerable when they dance. I wanted every kid who danced in the room to feel comfortable expressing themselves.

Allison Shelley/Getty Images for Scholastic

Jillian in the new dance room she helped create at her school

Open and Honest

Open and Honest

When I was pitching my project, I opened up about my anxiety. My family and close friends already knew about my struggles. But I wanted to make mental health a big part of my project, so I decided to share my story. 

I told the school board about my anxiety. I told the reporter who interviewed me for the local paper. I told my fellow dancers. It was liberating to share my experiences and show people how movement can help with mental health.

Dancing hasn’t made my anxiety disappear. I still struggle in social situations. I’m still too hard on myself. Sometimes I have panic attacks, which can be very frightening. But dancing, along with therapy, journaling, music, and more, has made things a whole lot easier. 

There are kids like me in every school—sitting in your classroom, probably. Maybe that student is you. My hope is that my story will show other students that they’re not alone in their noisy minds.

When I pitched my project, I opened up about my anxiety. My family and close friends already knew about my struggles. But I wanted to make mental health a big part of my project. So I shared my story. 

I told the school board about my anxiety. I told the reporter who interviewed me for the local paper. I told the other dancers. It was liberating to share my experiences and show people how movement can help with mental health.

Dancing hasn’t made my anxiety disappear. I still struggle in social situations. I’m still too hard on myself. Sometimes I have panic attacks. They can be frightening. But dancing has made things a lot easier. So have therapy, journaling, and music.

There are kids like me in every school. Some are probably sitting in your classroom. Maybe that student is you. I hope my story will show other students that they’re not alone in their noisy minds.

Artwork © 2019 by Raina Telgemeier, from the book GUTS published by Graphix, an imprint of Scholastic Inc.

It Takes Guts 

Best-selling graphic novelist Raina Telgemeier on growing up with anxiety—and why she chose to write about it

Interview by Anna Starecheski

Raina Telgemeier is the author of such hit graphic novels as Smile and Drama. Many of her stories are inspired by experiences from her own life. Guts is one of her most personal stories yet. In Guts, Telgemeier writes about growing up with an anxiety disorder, a medical condition that causes intense fear and worry, and how she learned to deal with it. 

In this interview, Telgemeier talks about what it’s like to be an author and illustrator and how sharing her struggles through writing has made her feel less alone.

Raina Telgemeier writes popular graphic novels, such as Smile and Drama. Many of her stories are inspired by her own experiences. Guts is one of her most personal stories. In Guts, she writes about growing up with an anxiety disorder, a medical condition that causes intense fear and worry. She tells how she learned to deal with it. 

In this interview, Telgemeier talks about being an author and illustrator. She explains how sharing her struggles through writing has made her feel less alone.

Joseph Fanvu Photography

Raina Telgemeier

What is your favorite part of being a graphic novelist? 

I really like deciding how the story will unfold on the page. I’m free to experiment with the pictures, angles, and expressions on a character’s face and how much I want the story to be funny—or fast-paced or slow.

I like deciding how the story will unfold on the page. I can experiment with the pictures, angles, and expressions on a character’s face. I can choose how funny the story is—or how fast-paced or slow. 

How would you describe your drawing style?

It’s a mash-up. If you put all the comics I love into a blender, you would get my style.

It’s a mash-up. If you put all the comics I love into a blender, you would get my style. 

A lot of your work is personal, but Guts struck me as very vulnerable. What was it like to write Guts?

It felt good to be completely honest and not hold back, but it also took a lot of years to have the confidence to write that book. Once I started writing about the anxiety I had growing up, it came so naturally.

It felt good to be completely honest. But it took many years to have the confidence to write that book. Once I started writing about the anxiety I had growing up, it came naturally.

Was it scary to write about your own experiences?

I’ve always written and drawn about my own experiences, so putting those stories in a book felt very familiar. Then I realized that a lot of people would be reading them, and that was a little scary!

I’ve always written and drawn about my own experiences. So putting those stories in a book felt very familiar. Then I realized that a lot of people would be reading them. That was a little scary! 

What does anxiety feel like for you?

It’s worry, it’s concern, it’s fear. Anxious thoughts get overwhelming and can take over my whole brain. They can take over my whole life and sometimes my body. My stomach hurts. My head hurts. My heart races. My brain can’t stop thinking about the thing I’m worried about.

It’s worry. It’s concern. It’s fear. Anxious thoughts get overwhelming. They can take over my whole brain. They can take over my whole life and sometimes my body. My stomach hurts. My head hurts. My heart races. My brain can’t stop thinking about the thing I’m worried about.

How do you make your anxiety go away?

I can’t really make it go away. But I’ve learned to live with it. I can make it quieter by talking to it. I pretend my anxiety is a person and try to make it see that things aren’t so scary.

I can’t make it go away. But I’ve learned to live with it. I make it quieter by talking to it. I pretend my anxiety is a person. I try to make it see that things aren’t so scary.

What advice do you have for readers who may be struggling with anxiety?

What advice do you have for readers who struggle with anxiety?

Find people to talk about it with. They could be your friends, your family, your teacher, or a therapist. For me, being scared is one of the worst feelings because you feel totally isolated. Letting somebody else in makes it so that you’re not alone. I think part of why I like writing stories about my life is that other people can relate, and so suddenly I’m not alone anymore.

Find people to talk about it with. They could be your friends, your family, your teacher, or a therapist. For me, being scared is one of the worst feelings because you feel totally alone. Letting somebody else in makes it so that you’re not alone. Part of why I like writing stories about my life is that other people can relate. Then suddenly, I’m not alone anymore. 

If you could go back in time, what would you say to your 13-year-old self?

I’d love to give her a hug and tell her it’s going to be OK! I’d like to let her know that this thing that she loves—which is drawing and comics and making people laugh and telling stories—is not going away. That’s not going to change.

I’d love to give her a hug and tell her it’s going to be OK! I’d let her know that this thing that she loves—drawing and comics and making people laugh and telling stories—is not going away. That’s not going to change.

Writing Prompt

What do these two articles help you understand about anxiety? How have Jillian Fortney and Raina Telgemeier learned to cope with anxiety—and helped others along the way? Answer both questions in a short essay. 


Writing Prompt

What do these two articles help you understand about anxiety? How have Jillian Fortney and Raina Telgemeier learned to cope with anxiety—and helped others along the way? Answer both questions in a short essay. 


This article was originally published in the May 2023 issue.

This article was originally published in the May 2023 issue.

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Activities (8)
Reference
Skill-Building Activities
Skills Activities
The Core Skills Workout
Writing Support
Quizzes (1)
Answer Key (1)
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Slideshows (1)
Audio ()
Activities (8)
Reference
Skill-Building Activities
Skills Activities
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Step-by-Step Lesson Plan

Close Reading, Critical Thinking, Skill Building

Download the Lesson Plan

Table of Contents

1. Preparing to Read

2. Reading and Discussing

3. Skill Building and Writing

4. Connected Reading

5. Social and Emotional Learning Extension

Essential Questions: What is mental health? How can we promote positive mental health and wellness? How can we use negative experiences to create positive change?

Essential Questions: What is mental health? How can we promote positive mental health and wellness? How can we use negative experiences to create positive change?

1. PREPARING TO READ (15 MINUTES)

Do-Now: Journal and Discuss (5 minutes)

  • Project the prompt below for students to respond to in their journal or on a piece of paper:

Fill in the blanks:

  • I feel joy when _______________________.
  • I feel relief when  _______________________.
  • A place where I feel safe and relaxed is _______________________.
  • My mind feels noisy when _______________________.
  • I feel worried about _______________________.
  • Talking about emotions is ______________________.

  • Invite any students who feel comfortable sharing their responses to do so. 

Preview Vocabulary (10 minutes)

Project Vocabulary: Definitions and Practice. Highlighted words: liberating, simultaneously, subpar, vulnerable. Optionally, print or share the interactive link directly to your LMS and have students preview the words and complete the activity before class. Audio pronunciations of the words and a read-aloud are embedded in the interactive slides.

Do-Now: Journal and Discuss (5 minutes)

  • Project the prompt below for students to respond to in their journal or on a piece of paper:

Fill in the blanks:

  • I feel joy when _______________________.
  • I feel relief when  _______________________.
  • A place where I feel safe and relaxed is _______________________.
  • My mind feels noisy when _______________________.
  • I feel worried about _______________________.
  • Talking about emotions is _______________________.

  • Invite any students who feel comfortable sharing their responses to do so. 

Preview Vocabulary (10 minutes)

Project Vocabulary: Definitions and Practice. Highlighted words: liberating, simultaneously, subpar, vulnerable. Optionally, print or share the interactive link directly to your LMS and have students preview the words and complete the activity before class. Audio pronunciations of the words and a read-aloud are embedded in the interactive slides.

2. READING AND DISCUSSING (55 MINUTES)

“Mental Health Hero”

  • Have a volunteer read the As You Read box that appears on page 18 of the magazine or at the top of the digital story page.
  • Read the article once as a class. (Differentiation: Share the lower-Lexile version of the article.) Optionally, have students listen to the read-aloud while they follow along. The audio read-aloud is located in the Resources tab in Teacher View and at the top of the story page in Student View.
  • Divide students into groups to read the article again and respond to the following close-reading questions.  

Close-Reading Questions (20 minutes)

  • Jillian describes her mind as “noisy.” What does she mean by this? (figurative language) Jillian doesn’t literally mean that she hears noises in her head; she means that she has a lot of thoughts filling her mind, pulling her attention in many different directions. Change, imperfection, and social situations can all cause Jillian’s mind to become “loud.” In other words, she can have trouble managing her thoughts and feelings when she encounters these things.
  • What caused Jillian’s anxiety to intensify when she was younger? What helped her cope? (cause and effect) When Jillian was younger, the death of her sister caused her anxiety to intensify. After her sister’s death, joining the Girl Scouts and taking dance classes helped Jillian cope with anxiety. These activities gave her something to look forward to. Dancing also quieted her mind by forcing her to focus her attention on her body and be present.
  • Why did Jillian want to create a dance and movement room at her school? (key ideas and details) Jillian was tasked with solving a problem in her community as part of her Gold Award project for Girl Scouts. She used the opportunity to create a dance and movement room for her school not only because it didn’t have a room specifically devoted to this use but also because she knew how helpful movement could be in self-expression and dealing with challenging emotions. She had found relief and joy in dance, and she wanted others to experience that as well. 
  • Why do you think Jillian says it was liberating to tell others about her struggles with mental health? (inference) In the last line of the story, Jillian suggests that having an anxiety disorder can feel lonely. Maybe this is because the disorder is difficult for others to understand, or maybe it’s difficult for the person with the disorder to talk about it because of fear over how others might react. Sharing her story was freeing for Jillian because it meant she was no longer keeping a part of herself hidden and isolated. Sharing her experiences made her feel open, seen, and connected to others.


“It Takes Guts”

  • Read the Q&A as a class. Optionally, have students listen to the article being read aloud while they follow along. The audio read-aloud is located in the Resources tab in Teacher View and at the top of the story page in Student View.
  • As a class, discuss the following close-reading and critical-thinking questions, some of which apply to both texts. 

Close-Reading Questions (20 minutes)

  • Consider Raina Telgemeier’s illustration of the girl surrounded by words. How does this illustration connect to how Jillian describes anxiety? (synthesis) Telgemeier’s illustration is of a young person surrounded by large, swirling words that represent her thoughts. The illustration connects to Jillian’s description of having a noisy mind; it gives you the idea that these thoughts are very loud inside the girl’s mind. What’s more, among the words in the illustration are things that Jillian mentions: death, illness, not normal, and friends. The words also include things that are unique to Telgemeier, like intestinal surgery and vomit. 
  • What is vulnerability? What do these texts express about vulnerability? (synthesis, central idea) Vulnerability is the quality of being vulnerable, that is, being open and allowing your weaknesses to be seen or known at the risk of being hurt physically or emotionally. Both of these texts express the idea that while being vulnerable can be difficult, it can be healthy and even feel good. Jillian created a space where dancers could be vulnerable and express themselves. In order to make mental health a big part of her project, she had to be vulnerable and share her story outside of her family and close friends, which she says was liberating. Starecheski describes Telgemeier’s book Guts as vulnerable. In response, Telgemeier says it felt good to be completely honest and not hold back, but that it took many years to be able to do that.  
  • What similarities do you notice between Jillian and Telgemeier? (synthesis) Both are able to quiet their minds by focusing on their bodies. Both express that opening up to others about their emotions brings them relief. Both share their stories in an effort to show others with anxiety disorders that they are not alone and to provide others with strategies for managing anxiety.

Critical-Thinking Questions (5 minutes)

  • Based on the texts, why do you think Telgemeier named her book about growing up with an anxiety disorder Guts? Why do you think Starecheski titled her interview “It Takes Guts”? What are things that “take guts” for you? Perhaps one reason Telgemeier titled her book Guts was to refer to the physical symptoms that accompany anxiety. Telgemeier says in the interview that anxious thoughts take over not just her mind but also her body, making her stomach hurt—and the word guts is used to refer to our bellies. (“Feeling Anxious?,” the sidebar in “Mental Health Hero,” also refers to the way anxiety can affect your stomach, noting that when you feel anxious, “your stomach might be doing flips” as part of your body’s natural stress response.) The title Guts may also be a reference to courage: When something “takes guts,” it requires courage. Perhaps Starecheski titled her article “It Takes Guts” to refer to courage as well as to play on the title of Telgemeier’s graphic novel. Answers to the last question will vary. 

  • What makes you feel worried, stressed, nervous, or anxious? Is there anything that helps you, or that you think could help you, manage those feelings? Answers will vary. 

“Mental Health Hero”

  • Have a volunteer read the As You Read box that appears on page 18 of the magazine or at the top of the digital story page.
  • Read the article once as a class. (Differentiation: Share the lower-Lexile version of the article.) Optionally, have students listen to the read-aloud while they follow along. The audio read-aloud is located in the Resources tab in Teacher View and at the top of the story page in Student View.
  • Divide students into groups to read the article again and respond to the following close-reading questions.  

Close-Reading Questions (20 minutes)

  • Jillian describes her mind as “noisy.” What does she mean by this? (figurative language) Jillian doesn’t literally mean that she hears noises in her head; she means that she has a lot of thoughts filling her mind, pulling her attention in many different directions. Change, imperfection, and social situations can all cause Jillian’s mind to become “loud.” In other words, she can have trouble managing her thoughts and feelings when she encounters these things.
  • What caused Jillian’s anxiety to intensify when she was younger? What helped her cope? (cause and effect) When Jillian was younger, the death of her sister caused her anxiety to intensify. After her sister’s death, joining the Girl Scouts and taking dance classes helped Jillian cope with anxiety. These activities gave her something to look forward to. Dancing also quieted her mind by forcing her to focus her attention on her body and be present.
  • Why did Jillian want to create a dance and movement room at her school? (key ideas and details) Jillian was tasked with solving a problem in her community as part of her Gold Award project for Girl Scouts. She used the opportunity to create a dance and movement room for her school not only because it didn’t have a room specifically devoted to this use but also because she knew how helpful movement could be in self-expression and dealing with challenging emotions. She had found relief and joy in dance, and she wanted others to experience that as well. 
  • Why do you think Jillian says it was liberating to tell others about her struggles with mental health? (inference) In the last line of the story, Jillian suggests that having an anxiety disorder can feel lonely. Maybe this is because the disorder is difficult for others to understand, or maybe it’s difficult for the person with the disorder to talk about it because of fear over how others might react. Sharing her story was freeing for Jillian because it meant she was no longer keeping a part of herself hidden and isolated. Sharing her experiences made her feel open, seen, and connected to others.


“It Takes Guts”

  • Read the Q&A as a class. Optionally, have students listen to the article being read aloud while they follow along. The audio read-aloud is located in the Resources tab in Teacher View and at the top of the story page in Student View.
  • As a class, discuss the following close-reading and critical-thinking questions, some of which apply to both texts. 

Close-Reading Questions (20 minutes)

  • Consider Raina Telgemeier’s illustration of the girl surrounded by words. How does this illustration connect to how Jillian describes anxiety? (synthesis) Telgemeier’s illustration is of a young person surrounded by large, swirling words that represent her thoughts. The illustration connects to Jillian’s description of having a noisy mind; it gives you the idea that these thoughts are very loud inside the girl’s mind. What’s more, among the words in the illustration are things that Jillian mentions: death, illness, not normal, and friends. The words also include things that are unique to Telgemeier, like intestinal surgery and vomit. 
  • What is vulnerability? What do these texts express about vulnerability? (synthesis, central idea) Vulnerability is the quality of being vulnerable, that is, being open and allowing your weaknesses to be seen or known at the risk of being hurt physically or emotionally. Both of these texts express the idea that while being vulnerable can be difficult, it can be healthy and even feel good. Jillian created a space where dancers could be vulnerable and express themselves. In order to make mental health a big part of her project, she had to be vulnerable and share her story outside of her family and close friends, which she says was liberating. Starecheski describes Telgemeier’s book Guts as vulnerable. In response, Telgemeier says it felt good to be completely honest and not hold back, but that it took many years to be able to do that.  
  • What similarities do you notice between Jillian and Telgemeier? (synthesis) Both are able to quiet their minds by focusing on their bodies. Both express that opening up to others about their emotions brings them relief. Both share their stories in an effort to show others with anxiety disorders that they are not alone and to provide others with strategies for managing anxiety.

Critical-Thinking Questions (5 minutes)

  • Based on the texts, why do you think Telgemeier named her book about growing up with an anxiety disorder Guts? Why do you think Starecheski titled her interview “It Takes Guts”? What are things that “take guts” for you? Perhaps one reason Telgemeier titled her book Guts was to refer to the physical symptoms that accompany anxiety. Telgemeier says in the interview that anxious thoughts take over not just her mind but also her body, making her stomach hurt—and the word guts is used to refer to our bellies. (“Feeling Anxious?,” the sidebar in “Mental Health Hero,” also refers to the way anxiety can affect your stomach, noting that when you feel anxious, “your stomach might be doing flips” as part of your body’s natural stress response.) The title Guts may also be a reference to courage: When something “takes guts,” it requires courage. Perhaps Starecheski titled her article “It Takes Guts” to refer to courage as well as to play on the title of Telgemeier’s graphic novel. Answers to the last question will vary. 

  • What makes you feel worried, stressed, nervous, or anxious? Is there anything that helps you, or that you think could help you, manage those feelings? Answers will vary. 

3. SKILL BUILDING AND WRITING (30 MINUTES)

  • Have students complete the Writing Planner: Coping With Anxiety. This activity will help them organize their ideas in preparation for the prompt on page 21 in the printed magazine and at the bottom of the digital story page.

  • Have students complete the Writing Planner: Coping With Anxiety. This activity will help them organize their ideas in preparation for the prompt on page 21 in the printed magazine and at the bottom of the digital story page.

4. CONNECTED READING

Connected readings from the Scope archives that promote positive mental health:

Connected readings from the Scope archives that promote positive mental health:

5. SOCIAL AND EMOTIONAL LEARNING EXTSENSION (30 MINUTES)

Share Coping Strategies


Project the following activity or share it with students in your LMS:

To cope with something means to handle it or deal with it. Jillian mentions some ways she copes with her anxiety disorder: through dancing, music, journaling, and therapy. Telgemeier uses a technique that relaxes her body or talks to someone she trusts. Check out the slideshow “Coping With Anxiety” at Scope Online for some suggestions from experts on dealing with stress and worry.

 After viewing the slideshow, make an additional slide that you could add to it. Think about something you do (or could do) to deal with anxiety. Is there a song that helps you feel calm and focused? Is there a place in your home or neighborhood where you feel especially safe and comfortable? Is there a person you like to talk with when you’re stressed?

On paper or a Google Slide, answer these questions:

  • What’s your strategy called? (For example, “Play the Piano,” “Cuddle My Dog,” or “Call My Sister.”)

  • When do you use the strategy? (For example, “I use this strategy when I’m so worried about a test that I can’t focus on studying.”)

  • How effective is it? (For example, “It works most of the time.”)


Add images or illustrations to your slide. If you feel comfortable, share the slide with the class. You might just help someone find a new way to deal with difficult feelings.

Share Coping Strategies


Project the following activity or share it with students in your LMS:

To cope with something means to handle it or deal with it. Jillian mentions some ways she copes with her anxiety disorder: through dancing, music, journaling, and therapy. Telgemeier uses a technique that relaxes her body or talks to someone she trusts. Check out the slideshow “Coping With Anxiety” at Scope Online for some suggestions from experts on dealing with stress and worry.

 After viewing the slideshow, make an additional slide that you could add to it. Think about something you do (or could do) to deal with anxiety. Is there a song that helps you feel calm and focused? Is there a place in your home or neighborhood where you feel especially safe and comfortable? Is there a person you like to talk with when you’re stressed?

On paper or a Google Slide, answer these questions:

  • What’s your strategy called? (For example, “Play the Piano,” “Cuddle My Dog,” or “Call My Sister.”)

  • When do you use the strategy? (For example, “I use this strategy when I’m so worried about a test that I can’t focus on studying.”)

  • How effective is it? (For example, “It works most of the time.”)


Add images or illustrations to your slide. If you feel comfortable, share the slide with the class. You might just help someone find a new way to deal with difficult feelings.

Text-to-Speech