ANXIETY

Many different kinds of anxiety

What they all have in common, says neurologist and former teacher
Ken Schuster, PsyD, is that anxiety tends to lock up the brain,
making school hard for anxious kids.

FREQUENT TYPES IN THE CLASSROOM

Separation anxiety: When children are worried about being

separated from caregivers. These kids can have a hard time at school
drop-offs and throughout the day.

Social anxiety: When children are excessively self-conscious, making

it difficult for them to participate in class and socialize with peers.

Selective mutism: When children have a hard time speaking in some

settings, like at school around the teacher.

Generalized anxiety: When children worry about a wide variety of

everyday things. Kids with generalized anxiety often worry particularly
about school performance and can struggle with perfectionism.

Obsessive-compulsive disorder: When childrens minds are filled

with unwanted and stressful thoughts. Kids with OCD try to alleviate
their anxiety by performing compulsive rituals like counting or washing
their hands.

Specific phobias: When children have an excessive and irrational fear

of particular things, like being afraid of animals or storms.

RECOGNIZING ANXIETY IN THE CLASSROOM SETTING

Inattention and restlessness: Some kids might appear really on

at one point but then they can suddenly drift away, depending on what
theyre feeling anxious about, says Dr. Schuster.
Attendance problems and clingy kids: A problem for kids who
have trouble separating from their parents. These students may also
feel compelled to use their phones throughout the day to check in with
their parents.

Trouble answering questions in class: When kids are anxious

about answering questions in class, theyre going to break eye
contact, they might look down, they might start writing something
even though theyre not really writing something. Theyre trying to
break the connection with the teacher in order to avoid whats making
them feel anxious.
Disruptive behaviour: When children are feeling upset or threatened
and dont know how to handle their feelings, their fight or flight
response to protect themselves can kick inand some kids are more
likely to fight. They might attack another child or a teacher, throw
things, or push over a desk because theyre feeling out of control.
Problems in certain subjects: When a child starts doubting her
abilities in a subject, anxiety can become a factor that gets in the way
of her learning or showing what she knows. Sometimes this can be
mistaken for a learning disorder when its really just anxiety.
Not turning in homework: It could be because the student is worried
that it isnt good enough. Anxiety can also lead to second guessingan
anxious child might erase his work over and over until theres a hole in
the paperspending so much time on something that the homework
never gets finished.
Frequently complaining that they are sick or not feeling well:
The stress of anxiety is making them physically ill.
Avoiding socializing with other students or participating in
group work: When kids start skipping things it might look to their
teachers and peers like they are uninterested or underachieving, but
the opposite might be true. Sometimes kids avoid things because they
are afraid of making a mistake or being judged.

HOW TO REDUCE ANXIETY

Seating Within the Classroom: where the student most engaged in

the class activities
and least engaged with rowdy classmates?
Following Directions: have written directions on the board or
elsewhere so they are clear and visible to all. Give a signal before
giving important instructions.
Class Participation: know the students strengths with responding;
do they do better with yes/no questions or with opinion questions?
Create a signal to let the student know his or her turn is coming and
provide opportunity for the student so share knowledge on areas where
there student is confident
Class Presentations: can the student present to the teacher only or
audio tape the presentation?

Answering Questions at the Board: can the student be exempt

from this activity or is there another way for them to be involved.
Simply writing the information on the board and then sitting down
before the material is analyzed?
Testing Conditions: having extended time or taking the test in
another quiet, distraction free room is helpful. The use of word banks
or equations sheets can also cue the student who may blank out due
to anxiety when tested.
Lunchroom/Recess/Unstructured Activities: using peers as
lunchroom buddies or recess pals for younger students and peer
mentors for older students can ease the fear of rejection. Avoid child
choice in a classroom when groups are being formed, teachers can
appoint or use counting off or some other technique to eliminate the
last person chosen situation.

Safe Person: this can be anyone in the school who can provide an
understanding and calming presence for the student, someone who
understands the students worries and anxieties is best.
Cool Down Pass: for those students who become overly anxious and
may not ask for a break in front of classmates, a pre-determined card
can be placed on the students desk by the observant teacher, or the
student can place it on the teachers desk when in need of a break.
The break may also be pre-determined; perhaps they get a drink, talk
to their safe person, or take a short walk in the halls.
Assemblies/Large Group Activities: thoughtful seating selection
for the anxious student is imperative to decrease anxiety. Seating at
the back of an auditorium or on the end of a row to allow for time away
are both helpful.
Return After Illness: anxiety can increase with the amount of work
missed during an absence. Having notes copied from the lessons
missed can help as well as having the option to use time in class to
complete make up work during the day.
Field Trips: prepare the students for the trip by giving all the details
necessary in visual form as well as verbal. Place the student in a group
with the teacher or other familiar adult at the destination.
Change in Routine/Substitute Teachers: let the child and childs
family know of any major change in routine in order to process the
change. It is also useful for the student to know the teacher will be
returning to the classroom
Fire/Safety Drills: social stories about fire drills, sometimes
accompanied by an audio tape of the sound played quietly can help
the student understand what will happen when a drill occurs. Some

students who are highly anxious may need to have a signal from the
teacher that the alarm will sound to eliminate the surprise factor.
Homework expectations: give the class an estimate of how much
time each homework assignment will take, assign every other math
problem, reduce reading and writing assignments, allow books on tape,
and allow alternative methods for answering in lieu of written
responses.

HOW ANXIETY EFFECTS LEARNING AND PREFORMANCE

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A small amount of anxiety often improves performance: It is known as

facilitating anxiety. A little anxiety can spur students into action.
A high level of anxiety in difficult situations can interfere with several
aspects of cognition that are critical for successful learning and
performance:
o Paying attention to what needs to be learned
o Processing information effectively (e.g., organizing or elaborating
on it)
o Retrieving information and demonstrating skills that have
previously been learned (Cassady, 2004; Covington, 1992;
Eysenck, 1992; Hagtvet & Johnsen, 1992; Sarason, 1980)

Anxiety is especially likely to interfere with such processes when a task

places heavy demands on either working or long-term memory, for
instance, when a task involves problem solving or creativity. In such
situations learners may be so preoccupied with doing so poorly that
they cant get their minds on what they need to accomplish (Beilock &
Carr, 2005; Eysenck, 1992; McLeod & Adams, 1989; J. C. Turner,
Thorpe, & Meyer, 1998).