Running Head: SUPERINTENDENTS WORK GROUP SIMULATION PROJECT 1

Ali Grava, Crystal Shub, Kaitlyn Valis

Superintendents Work Group Simulation Project

ED 608 - Creative Thinking, Collaboration and Educational Change

Loyola University, Maryland

Dr. Arthur Williams, Instructor

Executive Summary
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In education there are a variety of challenges that schools and educators work to address

for the overall well being and growth of the students that they are entrusted with. One growing

challenge for schools, parents, and students is the impact of anxiety on students success in school

both academically and socially. Although some anxiety and stress is healthy, the challenge

comes when the level of anxiety reaches a point that impacts and impedes learning and growth.

This adaptive challenge is particularly difficult for schools because of the way that anxiety

impacts students varies for different individual students. The way it manifests in particular

students and the characteristics of students with anxiety vary, so working to support these

students on an individual basis is the best plan of action. A literature review, student interviews,

and counselor interviews all shed light on the rising challenge in schools today.

The use of technology in learning and throughout education has increased in recent years

and the question arises about the impact of this use of technology on the levels of anxiety

amongst students. There are both positive and negative impacts of technology as it relates to

levels of student anxiety. Schools are using technology to increase communication and set

clearer expectations, as well as meet the varying needs of learners. Teachers can use technology

to give a variety of students opportunities to share ideas and participate while lessening fear and

reducing feelings of judgement. Students are able to work at their own pace and choose learning

strategies that best meets their learning needs, while providing teachers an opportunity to give

more individualized and meaningful feedback. Technology can also impact social interactions

both in person and online which can bleed into and impact the social dynamics of interactions in

school.

Anxiety amongst students is not a one-size-fits-all problem and therefore does not have

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an easy solution. Schools can make great impacts on this challenge by creating learning

environments that encourage mindfulness and reflection, are welcoming and positive, and give

students strategies for coping with daily stresses of school and life. Opportunities for an

increased focus on social-emotional learning provides students with the strategies to cope with

stressors and create welcoming and encouraging communities. For individual students that

struggle with anxiety disorders an individual approach is key to supporting their healing and

growth through both educational and clinical means. Anxiety looks very different for students, so

recognizing it and creating a plan for support should be thought about on an individual basis.

Introduction to the Adaptive Challenge

Teaching and learning takes place at a far more rapid rate in contemporary society than it

did when current teachers were students. According to the American Academy of Pediatrics,

anxiety disorders are the most common type of mental health disorder in childhood, affecting

approximately 8% of all children and adolescents. The outside pressures have also increased to

alarming levels. These outside pressures come from a variety of sources: parents who believe

that their student must receive top marks in every subject they face, be well rounded through

community involvement, athletic activity, and participate in a variety of school sponsored

activities. All of these outside pressures are present in order to ensure that every student gain

acceptance to a university or college that is competitive and will give the student opportunities to

have a socially, economically, and mentally successful adult life. While those hopes and dreams

for students comes from a good place, it has caused an increase in the levels of anxiety in

students.

According to the National Institute of Mental Health, the lifetime prevalence of anxiety

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disorders in those ages 13-18 is 25.1% and for severe disorders the lifetime prevalence is

5.9%. This anxiety can come from a multitude of places depending on the mental and emotional

makeup of the student. The pressures could create conflict both external and internal. While

teachers can asses a lot of the external conflicts, it is the internal conflicts and recognizing the

signs of these conflicts and finding ways to help students through these anxieties and stresses are

important for teachers to consider. This rate of teaching and learning is increasing due to

educational and informational technology which places learning as a twenty-four hour, seven day

a week opportunity. The adaptive challenge proposes the following questions: How does

technology perpetuate anxiety or stress in students? How can communication (through

technology) establish expectations and reduce anxiety or stress? What can be done in order to

support students and teachers in social and emotional learning?

Interview Reflections

After conducting interviews with three high school students concerning their levels of

anxiety or stress and how that affects their performance in school performance, it was interesting

to find that each of them compartmentalizes their anxiety or stress in different ways. We took

into consideration six different aspects of anxiety or stress: what it looks like, the level of impact

on work, the positive impact of technology on anxiety or stress, the negative impact of

technology on anxiety or stress, strategies for reducing anxiety or stress, and what types of

learning environments help to reduce anxiety or stress in school.

The way that stress presents for the students comes in a variety ways. Two of the threes

students that we spoke with expressed that the first symptom is a lack of sleep which impacts

their ability to control their emotional responses to situations. The third student said that he does

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not feel anxiety or stress because he knows that he is on the path of learning and knows that

there are always resources for him to turn to in order to gain the knowledge he needs to complete

a given task. Therefore, this stress has no impact on this particular students work, as he is able

to see the value in being a learner rather than focusing on what he is not able to accomplish

without the assistance of those who are there to support this process. Conversely, the other two

students report that the manifestation of their stress prevents them from getting started on tasks

or valuing the learning. One of the two students stated that they find themselves spending more

time on creating a timeline to address the learning process than in the act of learning or doing the

tasks at hand. While the other student simple goes through the motions of completing the given

tasks to get them done, but she does not get much out of the given task. Thus, the two students

who report that anxiety or stress is prevalent do not access the learning in order to translate it into

positive school performance.

Since technology is utilized more in education, we need to consider both the positive and

negative impacts it may have in school performance. When asked about the positive impacts on

the learning process for the students interviewed, all three students express that it allows them to

feel that they are not alone in the learning process. They are able to reach out to teachers, peers,

and resources to assist them in accessing the information they need in order to complete tasks

and prepare for assessments in school. This unlimited access to information or those with

information reduces the amount of anxiety or stress that they feel when working to address a

given learning task. It furthers their ability to organize and conceptualize the information, which

lead to the actual learning that they need to be successful. However, helpful technology can be,

it also plays a role in distracting students from their learning. Teenagers are still learning how to

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prioritize their learning above the impulse to play or socialize through the technology. This lack

of impulse control, according to the three students interviewed, prevents them from addressing

learning tasks in a timely manner even when they are aware of looming deadlines. These

distractions cause them to procrastinate getting started or maintaining attention to the tasks

required for learning. This procrastination leads to them working later and prevents the necessary

sleep to be prepared for the next days learning, which impacts their school performance by

rushing the work that they are to do or being sleepy in the next days lessons.

When faced with the stressful situation of assessment, the three students shared a variety

of strategies that they implement during the actual testing. The first student, in order to reduce

the anxiety or stress of an assessment begins at the end of the assessment because it is usually the

most recent information that was worked with in the class. He then works his way toward the

front of the assessment to the information that he reviewed leading up to the assessment. The

second student interviewed stated that she does the cram method of preparation for an

assessment because she feels that her weakness comes from her long term memory not being as

good as it should be. With regard to writing prompts on assessments, she annotates the prompt

and then creates a graphic organizer that bullet points all of the ideas she will need to hit in the

response in order to fulfill the prompt and address all of the requirements in the rubric, if it is

provided. The third of the students interviewed says that she immediately writes down formulas

and information on the assessment that she may need to remember in order to allow her to focus

on the assessment rather than trying to remember the information on a recall basis during the

actual application of the knowledge. When it came to multiple choice or selected response style

questions, she stated that she reads the question and all of the choices, crossing out the answers

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that she is sure are not correct. Each of the students attack assessments with different strategies,

but each acknowledged the other interviewed students strategies as ones that they sometimes

employ to reduce the anxiety or stress created from an assessment situation.

Finally, environment plays a key role in learning, so each student was asked what type of

learning environment helps to reduce anxiety or stress for them in order to help their school

performance. All three students stated that an organized environment made them feel more

prepared to learn information. When pressed further to explain what they meant by organized,

they explained that there were stations and areas designated for various learning materials and

the arrangement of the room allowed them to see where the teacher was displaying information.

Likewise, they each stated that it really helped to see the agenda for the class in the beginning so

that they knew how much they were going to cover in the lesson. The organized lesson that

showed progression of thought helped them to prepare their mindset for what they were going to

learning, which helped them be more successful in their performance during in class

assignments, homework, and finally assessments.

In order to comprehensively assist students with their anxiety or stress, we felt that it

would be important to interview a school counselor of an independent high school. The

counselor immediately made sure to distinguish between a good level of stress and anxiety that is

natural and sometimes even helpful for success, and anxiety disorders. Anxiety disorders are

diagnosed when the anxiety gets to a point where it interrupts or impedes more functioning in

life. It is difficult to collect data on anxiety disorders because of the anecdotal data being

collected and reported by professionals, but there is an increase in diagnosis in high stress areas

or where there is pressure to perform. In areas with highly educated parents there is often higher

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levels of anxiety, especially related to school performance both in private and public schools.

Diagnosis of anxiety disorders is often hard because it looks a lot like other things and

there are a wide range of behaviors and characteristics that could be evident to teacher, parents,

and counselors. They are often present or coincide with learning differences because the first

often feeds the other and vice versa. Difficulties in learning can cause anxiety in the classroom

and anxiety can often impede learning and can manifest in learning differences. There are a wide

range of characteristics and symptoms that could indicate an anxiety disorder. Those symptoms

include aches and pains (visiting the nurse with headaches and stomach aches) and missing a lot

of school. Panic attacks are common with anxiety disorders and can look different depending on

the student. They could seem to be not present by being checked out, they visibly cant move, or

a hyper or lack of focus. Its often a physical response to anxiety - heart races, think they're

having a heart attack, chest pains, paralyzed, clenching, tense, hyperventilating. It is often

diagnosed by eliminating other physical reasons for the symptoms. Perfectionism is a warning

sign and often a result of anxiety. Lastly, an inability to engage in activities that previously they

enjoyed or could have success in, as well as a change in social behavior or avoiding social

situations.

Specifically, anxiety disorders impact students learning and experience in school in a

significant way. Impact is often highly individualized but there are broad themes that teachers

and counselors should know about. Anxiety often undermines confidence where students are

worry about worrying and can syke themselves out from learning or performing on an

assessment. Students worry about their ability to do things in school (academically and socially).

It debilitate their ability to do their work and complete learning activities and assignments.

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Assessments can be impacted because it influences their ability to be assessed in any way, not

only tests. Avoidance impacts school work and coming to school, which is probably one of the

most significant impacts because as students avoid things that trigger anxiety and the world gets

smaller and smaller until they often cant come to school and stay home or in safe situations

more. Lastly, anxiety disorders can impact students ability to make friends and engage socially

in appropriate ways which greatly impacts their school experience.

Recognizing anxiety and anxiety disorders in students is important for schools and

educators, but what can be done for students experiencing anxiety or anxiety disorders in the

classroom and how can learning environments be structured to reduce unhealthy anxiety in

students? Working with all students is key to preventing unhealthy levels of anxiety amongst

students, but educating parents, teachers, and school personnel about creating a health

environment in just as important, if not more.

First, according to this counselor schools need to work with students to manage stress in a

preventative way including meditation, mindfulness, and prayer. Mindfulness activities

encourage students to reflect on the present and not worry as much about whats coming. There

needs to be a shift in mindset for adults and students to a more growth mindset. It is in a growth

mindset that we learn, not when we focus on whats wrong with you. People learn a lot more

from what they mess up or fail at, but it has to be in the context of positive learning

opportunities. Schools need to keep PE and recess; exercise is one of the best ways to both

prevent and manage the escalation of anxiety. For students with diagnosed anxiety disorders

schools must work with individual students to decide what can be done to support the individual

student. Brainstorming strategy for coping and anticipate ways to overcome triggers can be key

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for these students to succeed and feel safe and comfortable in school. Schools need to recognize

that it is an individual circumstance that looks very different depending on the student. Schools

need to look carefully at the individual student and help them figure out what is going to help

him or her.

Second, there needs to be education for educators, parents, and anyone that works with

students. There is often a misunderstanding of debilitating anxiety that it is something that can be

willed away and schools need to acknowledge that it is a real thing. There is often an implied

message coming from parents and teachers that puts unnecessary stress on students. Adults

stress adds to the stress of students - when they panic, students panic. What educators model is

what students will take in. Creating positive environments is vital because it is known that

learning does not happen in high stress environments. Adults need to separate their anxiety from

the message that students will receive and work together as we team. Teachers and parents need

to be on their side instead of the person that they are disappointing.

As the use of technology in school has increased it is important to consider the impact of

technology on anxiety levels of students. The counselor interviewed made sure to highlight the

positive and negative impact of technology. Many technology resources encourage self paced

learning which is good for students with anxiety because they dont have the pressure of feeling

behind everyone else. Many mastery based online resources can help students to debunk the idea

that Im the only one that doesnt get it. Often technology (if implemented meaningfully) can

increase individualized interaction with teacher, which is very positive for students. Although it

always depends on implementation because there could be a decrease in socialization and

collaboration which can isolate students with anxiety. Using technology thoughtfully and with

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direction is key because it is more profound when realize that if we are not directing their use,

then they will most likely use it destructively. In this counselor's opinion the use of technology

needs to be pretty directed with an emphasis on teaching about the power and impact of

technology.

Literature Review

Just breathe: The effects of emotional dysregulation and test anxiety on gpa. Hartman, S. D.,
Waseeleski, D. T., & Whatley, M. A. (2017) Article Link

Summary of the Article
Setting
Population Subjects
Qualitative/Quantitative
Hartman, Waseeleski, & Whatley (2017) investigated in this
article the impact of emotional dysregulation and test anxiety
on self reported GPA. The research focused on college
students with emotional dysregulation which impacts their
ability to be aware of emotions, control behavior, and work
toward goals. Student who have difficulty regulating their
emotions can have difficulties with the academic and social
aspects of college. The article investigated two main ideas the
influence of emotional regulation on test anxiety and the
impact of emotional dysregulation and test anxiety on self
reported GPA. The subjects were undergraduate students who
took a variety of scale tests, including Difficulties in
Emotional Regulation Scale (DERS) and the Cognitive Test
Anxiety Scale. The results suggest that individuals high in
both emotional dysregulation and test anxiety may encounter
difficulty focusing on the task at hand as a result of emotional
stressors (p. 147). The DERS did predict high levels of test
anxiety on that scale.

Connection of the Article to Although this research focused on undergraduate college

students the results indicate the impact of emotional
the Adaptive Challenge regulation and anxiety on students educational experience.
Using these quantitative assessments of emotional health and
test anxiety the study was able to draw connections to their
relationships to each other as well as the impact on academic
and social success. The influence of emotional dysregulation
on goal-directed behavior clearly indicates that emotional
health plays a role in the ability for students to set goals and
work to fulfill those goals. These skills are important for all
students to be motivated to engage in the learning process and
achieve success academically.
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Unanswered Questions Some of the limitations of the research is that the GPA was
self-reported which impacts the validity of the tests as well as
Limitations the GPA. There was not a strong correlation between GPA
and emotional dysregulation, but that could have been due to
What Resonates inflation of the reported GPA because of social factors. The
data would have more validity if the GPA was retrieved by
official reporting. Although the literature suggests further
research is needed, the study indicated a significant
correlation between students ability to regulate emotions and
their anxiety and academic success.

School-based depression and anxiety prevention programs for young people: A systematic
review and meta-analysis Article Link
Werner-Seidler, A., Perry, Y., Calear, A. L., Newby, J. M., & Christensen, H. (2017)

Summary of the Article This article is a meta-analysis of many different forms of

research evaluating the effectiveness of school-based
Setting depression and anxiety prevention programs. The study
evaluated both universal and targeted prevention programs.
Population Subjects The specific focus was on school-based programs, so outside
resources were not evaluated. School-based programs are
Qualitative/Quantitative ideal to reach the most young people and help avoid barriers
to prevention that exist. Online prevention programs were also
evaluated because of their ability to avoid some obstacles that
often get in the way of these programs. All studies focused on
children and youth between the age of 5 and 17 years old.
Overall, there was a small effect after the prevention program
was implemented. There was evidence to suggest that
programs were effective 6-12 months after the program was
administered.

Connection of the Article to Recognizing symptoms of anxiety in students and creating

the Adaptive Challenge
learning environments that support students with anxiety is a
challenge for any educational institution. Prevention programs
for depression and anxiety that are implemented in schools
could reduce the instances of anxiety in students, but as this
meta-analysis suggests early intervention is key and further
research is needed to identify the most effective programs and
their characteristics. Schools are the most effective place for
these early interventions because they influence the most
youth, but there has to be support in implementation and long-
term evidence of success for continuation.

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Unanswered Questions Specifically related to the evidence of anxiety prevention,

there needs to be a focus on long-term evaluation of
Limitations prevention for depression and anxiety. Also, these were very
broad evidence indicated for the effect of prevention programs
What Resonates and there should be future research to identify specific
characteristics of programs that were most successful in
prevention. Also, most of the studies were focused on self-
reporting so it would be in the best interest of those
researching to find ways to gather more clinical data.

Skryabina, E., Taylor, G., & Stallard, P. (2016). Effect of a universal anxiety prevention
programme (FRIENDS) on children's academic performance: results from a randomised
controlled trial. Journal of Child Psychology and Psychiatry, 57(11), 1297-1307.
doi:10.1111/jcpp.12593

Summary of the Article The article begins by noting that, Evaluations of school-
based anxiety prevention programmes have reported
Setting improvements in psychological functioning although little is
known about their effect upon educational outcomes
Population Subjects (Skryabina, Taylor, & Stallard, 2016). The basis of this
research article is to determine the effect of an anxiety
Qualitative/Quantitative prevention program on student academic performance. This
study was implemented in England with 1,362 primary school
children as participants. The trial was quantitative in that it
investigated the overall effect of the school-based cognitive-
behavior therapy program, FRIENDS, in comparison to the
typical personal, social, health, and education (PSHE). The
program, FRIENDS, was implemented by healthcare staff as
well as school based staff to note differences in the results
based on the qualifications of the implementer.
Data was collected 1 year after intervention by analyzing
standardized testing scores in reading, writing, and math. In
analyzing the data, it was noted that after 1 year, Anxiety
was reduced in health-led FRIENDS group compared to
school-led FRIENDS and PSHE. There were no between-
group differences in academic performance regardless of
gender, deprivation, ethnicity and
additional educational needs (Skryabina, Taylor, & Stallard,
2016).

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Connection of the Article to
the Adaptive Challenge
Unanswered Questions
Limitations
What Resonates
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In addressing the adaptive challenge of the presence of
anxiety in schools, it is necessary to take research such as this
article into consideration. In reviewing the research with a
large sample size spanning across grade levels, it
demonstrates the presence of anxiety and the interventions
that can be put in place to combat it and provide change for
these students. A major indication based on this research is
that the people leading the interventions for students with
anxiety had an undergraduate degree in a related field, such as
psychology, and had training in the implementation of the
FRIENDS program. This is important in relating to the
adaptive challenge in that there need to be knowledgeable and
trained individuals in place to provide students with anxiety
the support system they need. It is clear that the students with
the trained individuals demonstrated greater improvements
than those students in a typical PSHE program as it does not
have systematic and outlined efforts to support anxiety. The
PSHE program is a more general approach to other health
topics such as healthy eating, coping with loss, and empathy.
It is clear that in order to best meet the needs with students
with anxiety, and to reduce anxiety, there must be trained
individuals and an outlined program for meeting the intended
outcomes.
There were several limitations to the research findings. Firstly,
due to the fact that the achievement results were solely based
on standardized testing, it did not lend itself to determine
more intricate changes to student achievement outside of the
standardized framework. This limitation also did not allow for
the assessment of other educational outcomes such as affect
towards school or attendance rates. While the study was large
and determined changes in anxiety, the assessment didnt
allow for identification of smaller educational gains. Finally,
the participants were from generally affluent backgrounds and
did not include students with English as a second language or
other ethnic groups. This is quite a limitation to the research.
The biggest area of this study that was worth noting was the
importance of trained and knowledgeable staff leading the
interventions to improve student anxiety. More research in
this area could perhaps solidify this finding and hopefully
demonstrate consistent results with students from various
socioeconomic and ethnic backgrounds.
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Mogel, W. (2016). Is Anxiety in Young Boys the New Normal? Independent School, 75, 94-
101. Retrieved April 13, 2016, from http://www.nais.org/Magazines-
Newsletters/ISMagazine/Pages/Is-Anxiety-in-Young-Boys-the-New-Normal.aspx

Summary of the Article This article was written by Wendy Mogel, a clinical
psychologist, who has been practicing for over 35 years. This
Setting article does not take on the typical research approach, but it
was necessary to incorporate it in our literature review as
Population Subjects Mogel analyzes current and past research to identify a trend
among young boys and the anxiety they experience. Through
Qualitative/Quantitative her analysis, she discusses the overwhelming presence of
anxiety among her clients and young boys across the nation.
She begins by sharing an account of one of her current clients
whose parents identify all of the anxious behaviors at home,
but these behaviors dont seem to present themselves
necessarily in the classroom. Some of the behaviors noted
were the worry when parents leave, fire drills, needing the
presence of a parent at all times, and many others. The teacher
on the other hand demonstrates that the child is very active in
the classroom and a great addition to the class. The article
then changes view and speaks with a school nurse. What
Mogel concludes from her interview with the nurse is that
many of these students are often frequent flyers to the
nurses office, presenting many symptoms that seem to be
anxiety related such as headaches and stomach aches. After
using their method of drinking water, breathing, and waiting,
many of the symptoms seem to dissipate on their own. After
speaking with the nurse, Mogel takes a look at a study on the
need for engagement that was completed by Michael
Tomasello, an American developmental psychologist and co-
director of the Max Planck Institute for Evolutionary
Anthropology in Leipzig, Germany. In this study Tomasello
experimented by observing toddlers in order to identify and
analyze the spontaneity and independence in attempts to be
helpful. Based on his research, Tomasello found that,
Altruism is hardwired, an instinct, the necessary basis of all
community building (Mogel, 2016). Through qualitative
methods, Mogel was able to consider the past research,
interviews with school personnel, and her current clients to
determine that the anxiety that young boys experience can be
reversed and prevented through the development of engaging
and meaningful curriculum as well as providing children with
the opportunity to be helpful and responsible.

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Connection of the Article to
the Adaptive Challenge
Unanswered Questions
Limitations
What Resonates
Students with anxiety in the classroom: Educational accommodations and interventions
Killu, K., Marc, R., & Crundwell, A. (2016) Article Link
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Through her analysis, Mogel was able to determine that, If
schools wish to reverse this rising tide of anxiety in boys, it
helps to be aware of its sources to understand the
problematic cultural trends at play and work to mitigate
them (p. 98). In different societies and through the
generations, childrens roles and responsibilities have
undoubtedly changed. Mogel believes this is a contributing
factor to the anxiety that many young boys are facing these
days. As previously mentioned, it is imperative to determine
the cultural trends as well as the sources of their underlying
anxieties. In order to combat and prevent these experiences,
Mogel believes that, Experiential learning models,
developing problem-based learning activities, building
innovation spaces and maker or tinkering labs, getting
students outside of the classroom and into the field. All of
these efforts benefit boys, especially those who learn best by
doing (p. 98). Mogels analysis and professional suggestions
are imperative to make headway in addressing the adaptive
challenge at hand. Not only will creating engaging learning
opportunities and experiences help students with anxiety, it
benefits all students.
A limitation to this article could be that it only considered the
presence of anxiety in young boys. It would be beneficial to
consider the prevalence of anxiety in young boys as well as
that of young girls. In doing so, Mogel could make a greater
case that the challenge is clearly affecting boys at a higher
rate. It would also demonstrate the need for interventions and
how they could be designed to meet the needs of boys
specifically. What resonated when reviewing this literature
was the idea of creating a boy-friendly curriculum. Mogel
stated that, Think of a boy-friendly curriculum The
opportunity to do exciting and important physical and mental
work and shoulder responsibilities beyond grades and scores
as anxiety-proofing and dignity promoting agents (p. 101).
The idea of planning a curriculum around engagement rather
than the ability to produce grades and scores is a surefire way
to promote valuable life-long learning skills that will lessen
anxiety to benefit all students now and in the future.
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Summary of the Article This article was mainly a literature review on childhood and
adolescent anxiety and its impact on the classroom. The article
Setting gave a good summary of its prevalence for students,
characteristics, factors for development, and its effect on
Population Subjects academic performance and social development. Ideas for
intervention in the classroom to address anxiety were
Qualitative/Quantitative discussed including cognitive behavioral therapy and
classroom, behavioral, and physiological accommodations. In
addition to a case study, there was documentation of
characteristics in the classroom and accommodation
interventions.

Connection of the Article to
the Adaptive Challenge
Marc & Crundwell (2016) suggest that anxiety disorders...are
noted as the most prevalent mental health disorder in the child
and adolescent population (p. 30). Occasional worry or
anxiety is ordinary for students, but its when it becomes
excessive and it impedes normal social and academic function
that it impacts development. Characteristics in the classroom
often appear as problems with memory, concentration,
attention, task avoidance, withdrawal, perfectionism, and lack
of participation. Anxiety does not impact a students
academic ability, but instead, the students academic
performance (p. 32). The task for educators and parents is to
create an environment for students with anxiety to overcome
the avoidance and failure to perform to encourage academic
success and therefore a more positive opportunity for these
students in school.

Unanswered Questions As indicated in the literature that there is limited focus on

academics for students with emotional and behavioral issues
Limitations is due to the limited research on academic instruction for this
population (p. 32). The other limitations that are apparent
What Resonates from this article is the resources and support that is needed for
these students and teachers to implement the suggested
accommodations effectively. The counselor, teacher, parent,
support staff, and student have to be a team in working to
overcome the effects of anxiety in the classroom. If students
or schools dont have access to these resources or support the
students anxiety will still impact them academically and
socially. For teachers with the many other demands on them, I
would be concerned if they could provide all the support and
accommodations that these students require.

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Perfectionism and longitudinal patterns of stress for STEM majors: implications for academic
performance Article Link
Rice, K. G., Ray, M. E., Davis, D. E., DeBlaere, C., & Ashby, J. S. (2015)
Summary of the Article
Setting
Population Subjects
Qualitative/Quantitative
Connection of the Article to
the Adaptive Challenge
Unanswered Questions
Limitations
What Resonates
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This study was a meta analysis of the level of stress found in
students focusing on the STEM field. The individuals in the
study involves 432 freshmen first time college students
pursuing a degree in the STEM fields. They were each
classified in one of three levels of latent profiles for
perfectionism: supportive adaptive, maladaptive, and non-
perfectionists. The conceptualization of perfectionism
involved two dimensions: the degree to which one holds
oneself to high standards or expectation of performance, &
the degree to which one is excessively self -critical regarding
ones performance (p. 718). The data for their involvement in
the study came from their gender, high school GPA, and SAT
math scores. The main focus was to see what personal
characteristics contributed the specific level of stress
experienced by the subjects. This suggested that early
intervention and prevention of stress in perfectionistic STEM
students should be implemented early in order to help the
school performance.
By recognizing the characteristics of the students in the
classroom according to the latent profiles: adaptive,
maladaptive, and non-perfectionist, teachers would be able to
recognize when students have reached an unsafe stress level
and make appropriate adjustments to the rigor and support
within their classroom. Likewise, by establishing the profiles,
the teacher would be able to anticipate which students were
more at risk during a heightened level of workload. Knowing
this would allow for the teacher to intervene before the
students performance academically suffered.
The limitations of this study involved the way that the classes
were defined as stressful: low, moderate, high. There was no
clear delineation for how that was determined; therefore, it
isnt clear as to whether or not the class defined as high would
be considered high across the board for all of the students. It is
more subjective in nature. What really resonated was the two
dimensions for measuring the perfectionism in the subjects.
Again, this was a subjective definition because how one may
view their personal standards and expectations for
performance may be based on their prior knowledge on the
 SUPERINTENDENTS WORK GROUP SIMULATION PROJECT
Academic impairment and impact of treatments among youth with anxiety disorders
Nail, J. E., Christofferson, J., Ginsburg, G. S., Drake, K., Kendall, P. C., McCracken, J. T., . . .
Sakolsky, D. (2015) Article Link
Summary of the Article
Setting
Population Subjects
Qualitative/Quantitative
Connection of the Article to
the Adaptive Challenge
8 May 2017
19
given class. While the students are working in the STEM
fields, it was never discussed to what degree these students
were using technology in order to help themselves through the
stress of the rigor of their courses.
One of the most common mental health concern for youth is
anxiety disorders. Academic impairments have been reported
in youth with anxiety disorders, but nothing had looked into
specific academic impairments that were affected by anxiety
disorders and if any are specifically helped with proper
intervention. The researched also worked to determine
whether demographics impacted specific academic
impairments. Data was retrieved from Child/Adolescent
Anxiety Multimodal Treatment Study which was a study
they measured the effectiveness of treatment for these youth.
There were 488 youth studied who were primarily Caucasian.
The research found that impaired concentration on
schoolwork was the most frequently reported academic
difficulty across the whole sample (p. 337). The study also
indicated that it is very much a cyclical issues where the
anxiety negative impacts academic performance and negative
academic performance impacts anxiety (p. 338).
The research on specific academic impairments has been
limited, but this research was designed to identify specific
impairments associated with students with anxiety. This
relates to the adaptive challenge for schools to identify and
address student anxiety as it relates to academic achievement.
The cyclical nature of anxiety and academic difficulty should
be the main motivator to identify specific academic needs so
that schools can work to address those concerns and hopefully
reduce the impact of anxiety of academic success. The
misdiagnosis can often lead to wrong treatment and support. It
is in the best interest of the student and the school to have
training and education around identifying and supporting
students with anxiety in these specific academic impairments.
 SUPERINTENDENTS WORK GROUP SIMULATION PROJECT
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Unanswered Questions The limitations of this study are that only 7 academic
impairments were address, but more significantly the main
Limitations reporting tool was parent observations. Parents might not be
fully aware of academic impairments because they do not
What Resonates witness what is happening during the school day. Having
teachers and students report would have been helpful. The
research suggests that schools implement interventions to
identify and support student with anxiety. Also, it would be
significantly helpful if specific academic impairments were
identify and addressed to better support those students to
improve their academic success. Also, as indicated above
many students with anxiety are diagnosed with cognitive or
attention difficulties where the root is actually anxiety.
Properly diagnosis will improve support and the impact of
treatment and intervention.

Mutawah, M. A. (2015). The Influence of Mathematics Anxiety in Middle and High School
Students Math Achievement. International Education Studies, 8(11), 239.
doi:10.5539/ies.v8n11p239

Summary of the Article The research completed by Masooma Mutawah took place in
Bahrain, a country in the region of the Arabian Gulf. There
Setting has been tremendous research on anxiety in the math
classroom, but not much that has taken place in Bahrain. This
Population Subjects is impactful research because Bahraini math scores have been
below the international mean for a very long time (Mutawah,
Qualitative/Quantitative 2015). The overall goal of the study was to determine if there
is an existing correlation between anxiety and math
underachievement in Bahrain. This was a quantitative study
that analyzed the reliability and validity of the data from the
translated Revised Mathematics Anxiety(R-MANX) Survey.
This survey was implemented with 1352 middle and high
school students in Bahrain. From their research it was
determined that, The reliability indices are higher than the
accepted levels and the results indicate that R-MANX is a
robust instrument that researchers can use with confidence
(Mutawah, 2015).

Connection of the Article to The conclusions drawn from this research study are pertinent
to addressing the adaptive challenge of the impact of anxiety

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the Adaptive Challenge in schools and students performance. The findings from this
study are also timely in order to inform the administrators and
educational planners of educational reforms, the design of
new curriculum and adopting relevant instructional strategies
to overcome the anxiety of the students (Mutawah, 2015). By
determining that the R-MANX test is a valid and reliable
instrument for evaluating anxiety as it relates to mathematics,
stakeholders can work together to determine how anxiety
affects student achievement and in what capacity this
information can be useful in addressing the adaptive
challenge. It was also found that there were definite
correlations between the level of mathematics anxiety and
students perceived achievement (Mutawah, 2015). By
evaluating the results of this survey, school leaders can work
together to create a school environment that addresses and
improves these challenges.

Unanswered Questions The apparent limitations to this study is that it was only
completed for students in grades 8, 9, 10, and 11. Some of the
Limitations other limitations are that the geographic location of schools
and results was not compared as well as differences among
What Resonates genders. It was found in the study that as students progress
through the grades, the level of anxiety rises. The students in
11th grade had the highest mean anxiety score. This finding
seems to demonstrate the experience of anxiety for students
and the lack of recognition and intervention. By addressing
this adaptive challenge sooner, hopefully there will be
research that can demonstrate the earlier the anxiety is
addressed, the better overall outcome for students.

The Relationship between Study Anxiety and Academic Performance among Engineering
Students Article Link
Prima Vitasaria, Muhammad Nubli Abdul Wahabb, Ahmad Othmanc, Tutut Herawand, &
Suriya Kumar Sinnadurai

Summary of the Article Vitasaria, et. al (2010) examines the levels of anxiety and its
impact on school performance. They chose 205 subjects to
Setting examine using their GPA as the factor of the students success
in the face of anxiety. They begin by defining anxiety through
Population Subjects physiological difficulties as an emotional state consisting of
feeling, tension, apprehension, and its effects on the nervous
system (p. 491) and continue this understanding through the

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Qualitative/Quantitative various forms of anxiety which includes excessive worrying,

a sense of fear, restlessness, overly emotional responses, and
negative thinking (p. 491). These factors contribute to the
students level of performance. Vitasaria, et. al (2010) suggest
that there is a direct correlation between high levels of anxiety
and lower performance academically.

Connection of the Article to
the Adaptive Challenge
Vitasaria, et. al (2010) found that anxiety plays a significant
role in student's learning and academic performance (p. 495).
If a student is able to reach out when their anxiety level is
high through technology to their teacher or peers, their anxiety
level can be reduced in order to increase their academic
achievement. Such anxiety can lead to ambivalence about
performance and be detrimental beyond the classroom setting
when they look for employment beyond the school setting.

Unanswered Questions There are other factors in lower school performance. The
study does not address the other factors in the academic
Limitations performance, Furthermore, the study does not address the
impact that technology has on the level of student
What Resonates performance. What really stood out in this study was the high
level of anxiety was more debilitating to the ability to study
outside of the classroom setting. The anxiety was not founded
in the classroom environment. Therefore, it begs to have the
teacher understand more about the students beyond the
classroom setting in order to facilitate stronger academic
achievement.

The role of anxiety symptoms in school performance in a community sample of children and
adolescents Article Link
Mazzone, L., Ducci, F., Scoto, M. C., Passaniti, E., D'arrigo, V. G., & Vitiello, B. (2007)

Summary of the Article Mazzone, et. al (2007) examined anxiety symptoms; those
that are symptoms rather than the clinical sense and their
Setting impact on school performance. They suggest that the
symptoms are more of a contributing factor to lower
Population Subjects achievement which lead to lower self esteem. The sampling
was taken in levels: elementary students (131), middle school
Qualitative/Quantitative students (267), and high school students (80). Using a 39 item
4 point Liket-style of self report (Mazzone, et. al, 2007), they
looked a four subfactors of anxiety: physical symptoms, harm
avoidance, social anxiety, and separation anxiety. In order to

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 SUPERINTENDENTS WORK GROUP SIMULATION PROJECT
Connection of the Article to
the Adaptive Challenge
Unanswered Questions
Limitations
What Resonates
Wood, J. (2006). Effect of anxiety reduction on children's school performance and social
adjustment. Developmental Psychology, 42(2), 345-349. doi:10.1037/0012-
1649.42.2.345
Summary of the Article
Setting
Population Subjects
Qualitative/Quantitative
8 May 2017
23
determine academic performance, they used the 10-point scale
based on the official school report. They found that there was
not much difference between the demographics. The study
found that anxious symptoms have a significant impact on
academic functioning in terms of reading achievement
(Mazzone, et. al, 2007).
With the findings that anxious symptoms are more prevalent
with regard to separation and panic in high school students, it
suggests that the opportunity to use technology to check
information with a peer or teacher would significantly reduce
the anxious symptoms from impacting their academic
achievement.
What was fascinating was that the separation and panic was
highest among the high school students. Because many see
that first step into the academic realm in elementary school is
the first time a student is moving beyond the family circle,
one would assume it to be higher with younger students. The
major limitation of this study involved the self reporting
aspect of anxiety. Students are not likely to express these
feelings to their teacher; therefore, it would be more helpful to
know the signs that are visible and apparent in order to help
students manage their anxious symptoms.
The study conducted by Jeffrey Wood in 2006 tested the
effect of a cognitive-behavioral intervention program as a
means to reduce anxiety and improve school performance.
This study took place in a major metropolitan area in the
western United States. There were 40 participants in this
study, ranging from ages 6-13. The children referred to
participate by multiple sources including principals, school
psychologists, and a medical center. The participants were
evaluated and met the criteria of the Diagnostic and Statistical
Manual of Mental Disorders (4th ed.; DSMIV; American
Psychiatric Association, 1994) by demonstrating the presence
of at least one anxiety disorder. Some of the disorders ranged
from separation anxiety, generalized anxiety, and social
 SUPERINTENDENTS WORK GROUP SIMULATION PROJECT
Connection of the Article to
the Adaptive Challenge
Unanswered Questions
Limitations
What Resonates
8 May 2017
24
phobia. The children participated in a randomized, controlled
trial of a cognitive-behavioral intervention (Wood, 2006).
This was a quantitative study that assessed student
performance before, during and after the behavior
intervention. Wood discovered that, In each case, decreased
anxiety over the course of the intervention was associated
with improved school performance and improved social
adjustment (Wood, 2006). There were moderators taken into
account for age and gender, but there were no significant
effects.
The most interesting finding throughout the research
completed by Wood was that, For those children who are
anxious specifically about school performance, a reduction of
their anxiety may lead directly to greater engagement with
scholastic stimuli (p. 348). This is an extremely important
finding as it relates to the adaptive challenge of reducing
anxiety to improve school performance. The research suggests
that with the correct interventions and the reduction of
anxiety, there can be an increased capacity for attention. If
students are provided with the necessary supports for their
anxieties as it relates to academics and sociability, they will be
able to make improvements in such areas. It is imperative that
school leaders have opportunities for children with anxiety to
get the support they need.
The limitations of this study were the small sample size. Due
to the small sample size of 40 students only aged from 6-13,
there are generalizations about such cognitive-behavioral
intervention that can be made. It is also noted that, We
cannot rule out the possibility that the intervention directly
affected the dependent variables of the study (i.e., school and
social outcomes) by enhancing social or academic skills rather
than indirectly affecting the dependent variables of the study
by reducing anxiety (Wood, 2006). This is definitely a
limitation in that there are no distinct indicators that the
anxiety was reduced other than the variables being enhanced.
A resonating idea is that besides the limitations, there is clear
data that supports that a behavioral intervention positively
affects students with anxiety. If we can take this research
study and apply it to further research with a larger sample
size, there will be more evidence that such programs benefit
students and their overall performance.
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The Impact of Educational Technology on Student Achievement Article Link

John Schacter

Summary of the Article Schacter (1999) examined five large scale studies and two
smaller scale studies on the impact of various models of
Setting educational technology and their impact on student
achievement. The seven studies: Kuliks Meta Analysis Study,
Population Subjects Sivin-Kachalas Review of Reasearch, The Apple Classrooms
of the Future (ACOT), West Virginias Basic Skills/Computer
Qualitative/Quantitative Education (BS/CE) Statewide Initiative, Harold Wenglinskis
National Study of Technologys Impact on Mathematics
Achievement, Scardamalia & Berieters Computer Supported
International Learning Environment Studies, and The
Learning and Epistemology Group at MIT, all of which
provided positive, negative, and inconclusive findings of the
effect of technology on student achievement. Consistently,
each of the findings showed that the positive effect on
students involved their increase in higher order thinking, a
more positive attitude toward the subject being worked with,
and an increase in performance in assessment. While the
increases were not always significant, they were showing an
upward trend when educational technology was involved.

Connection of the Article to
the Adaptive Challenge
Since most of the research that has been conducted on stress
and anxiety suggests that it stems mostly from lower and poor
performance in academics, this study provides the provides
support that technology enhances a positive attitude toward
class in all seven research studies analyzed. By reducing the
stress through the use of educational technology, students are
more willing to learn, thus they are able to retain more
knowledge which prepares them for their assessments.

Unanswered Questions The limitations of this study is that it does not address specific
technology programs that were being used in order to create
Limitations student achievement. The main point of all seven studies was
to support the increase of the use and implementation of
What Resonates educational technology resources. What resonated most from
this study was the West Virginias Basic Skills/Computer
Education (BS/CE) Statewide Initiative, because it showed
that the use of technology not only increased student
achievement and created more positive student attitudes

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toward learning, but it was found to be more cost effective.

This means that funds can be filtered to more advantageous
areas of education which decreases anxiety and stress level at
the top, which would have trickle down effect. Ultimately,
this reduction in anxiety and stress would filter to the students,
thus increasing student achievement.

Theory of Change

Group Report and Preliminary Recommendations

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Based on the interviews and research, it is important to note that anxiety and stress play a

key role in the performance of students; whether it be in the class setting or assessments. Anxiety

and stress are very difficult to identify because it is not a one size fits all situation and can

manifest differently for each individual. Examples of these manifestations can be refusal to

attend school, self injurious behavior, lack of communication, or avoidance of tasks. These

differences are what make it so challenging to address. Whether it be at the clinical level or just

the tendencies, anxiety and stress are the single most important factor when dealing with the

numbers that schools focus on in their assessment on performance. It is an unfair assessment of

the capabilities of students in their career and college readiness.

The consideration of technolgy and its positive or negative influence is paramount.

There are various schools of thought when looking and technological impact. There is a fear

factor that many teachers have when working to implement technology in the classroom. They

must realize that even the minor communication that they can use in the preparation and support

of student in the learning process, can ease the level of anxiety for the student when tackling a

new concept.

During the interviews with students, the findings suggest that the opportunity for

collaboration through technology can help a student feel that they are on the correct path of

concept attainment. When given the opportunity to collaborate with a classmate to ensure that

they are interpreting the information in a way that makes sense to them, they feel that they can

move forward in their work, which allows for authentic understanding. Taking it to the next

level, when a teacher is willing to have office hours though technology, the student feels that

the teacher values the learning process which allows for students to move forward.

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The interview conducted with the counselor provided insight into both the clinical and

typical aspects of anxiety and stress in students, along with the impact on their success in school.

The most fascinating aspect of this conversation came from the responses that are most effective.

While many of the interventions were logical in their implementation, it is the fact that not one

case presents in the same fashion, which makes this even more of a challenge. Through the

technological communication and the opportunity to edit the information being shared, this

makes it more comfortable for the students to reach out to their peers and teachers when their

anxiety and stress would prevent them from being able to discuss things in a face-to-face setting.

The research suggests that there are many different types of anxiety that are presented in

schools. Mild anxiety can be addressed through simple adjustments and teaching coping skills;

however, clinical anxiety should be dealt with on a professional level and may require the use of

medical interventions. This is not something that teachers are equipped to handle and should be

a discussion through the counseling aspect of the school. These anxieties present themselves in a

variety of manners. They affect memory, concentration, and attention and can manifest into task

avoidance, withdraw from the class, create perfectionism, or a lack of participation.

There have been numerous studies done on anxiety, many focusing on the impact of

anxiety in relation to testing, mathematics and content specific secondary education programs.

There were also several, fairly new, studies that determined the impact of intervention programs

in reducing student anxiety in school. Regardless of the content area or level of schooling, the

research overwhelmingly suggests that emotional health plays a large role in students ability to

set attainable goals and be persistent in reaching them. In supporting emotional health as it

relates to student achievement, research suggests that the accurate identification of anxiety and

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related symptoms is integral to providing students with the support they need. If students

anxiety is assessed and known triggers are considered, thoughtful interventions can be put in

place to meet their needs and guide them towards overall success.

Some of the research used standardized testing as a quantitative measure. It was indicated

in many studies that future research in this area should incorporate other quantitative and more

qualitative measures to ensure that intricate changes in student achievement is measured and

considered in the outcomes. Researchers noted that when implementing intervention programs, it

is necessary to have qualified and trained individuals. Students who had knowledgeable and

trained individuals in anxiety intervention programs, showed greater improvement in their

anxiety and in their success. It is also to be considered that many of these programs are still very

new and are in trials, so many research suggestions could change in the following years,

especially based on student population and environment.

Throughout the different experiments that utilized both qualitative and quantitative

methods, the structure of the school environment made an impact on student anxiety.

Researchers suggest that by providing students with a classroom environment that is engaging,

organized, and positive, academic success is encouraged and anxiety is lessened. Parents also

play a role in the environment as they are a stakeholder in their students schooling. Parents need

the education and training to provide their children with the skills they need to combat their

anxiety and focus on their goals. By communicating with all stakeholders, parents, teachers and

other individuals can work as a team to support their students and children.

With regard to how technology can impact the reduction of anxiety and stress, the

research suggests that its use creates a more positive attitude toward the learning process. One of

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the keys to the reduction of anxiety is a positive environment. While there is only so much that

can be done with the physical space of a classroom setting, the online environment can be

adjusted on a more individualized level. The stress of collaboration through an in-person setting

can be reduced as the student is able to edit their discussions, questions, and products in order to

increase their achievement in any subject. It allows for individualized feedback and can happen

in a synchronous or asynchronous fashion, depending on the teachers ability to work with the

technology with which they are working. This increase in achievement can then translate into

ownership of the learning and subsequently, increase the desire to learn more. This would

combat many of the symptoms seen in students who suffer from anxiety.

Resources

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American Academy of Pediatrics. (2017). Anxiety facts sheet. Retrieved from

https://www.aap.org/en-us/advocacy-and-policy/aap-health-

initiatives/resilience/Pages/Anxiety-Fact-Sheet.aspx.

Hartman, S. D., Waseeleski, D. T., & Whatley, M. A. (2017). Just breathe: The effects of

emotional dysregulation and test anxiety on gpa. College Student Journal, 51(1), 142-150.

Killu, K., Marc, R., & Crundwell, A. (2016). Students with anxiety in the classroom:

Educational accommodations and interventions Council for Children with Behavioral

Disorders.

Mazzone, L., Ducci, F., Scoto, M. C., Passaniti, E., D'arrigo, V. G., & Vitiello, B. (2007). The

role of anxiety symptoms in school performance in a community sample of children and

adolescents. BMC Public Health, 7(1). doi:10.1186/1471-2458-7-347

Mogel, W. (2016). Is Anxiety in Young Boys the New Normal? Independent School, 75, 94-101.

Retrieved April 13, 2016, from http://www.nais.org/Magazines-

Newsletters/ISMagazine/Pages/Is-Anxiety-in-Young-Boys-the-New-Normal.aspx

Mutawah, M. A. (2015). The Influence of Mathematics Anxiety in Middle and High School

Students Math Achievement. International Education Studies, 8(11), 239.

doi:10.5539/ies.v8n11p239

Nail, J. E., Christofferson, J., Ginsburg, G. S., Drake, K., Kendall, P. C., McCracken, J. T., . . .

Sakolsky, D. (2015). Academic impairment and impact of treatments among youth with

anxiety disorders. Child & Youth Care Forum, 44(3), 327-342. doi:10.1007/s10566-014-

9290-x

National Institute of Mental Health. (2017). Any anxiety disorder among children. Retrieved

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from https://www.nimh.nih.gov/health/statistics/prevalence/any-anxiety-disorder-among-

children.shtml.

Rice, K. G., Ray, M. E., Davis, D. E., DeBlaere, C., & Ashby, J. S. (2015). Perfectionism and

longitudinal patterns of stress for STEM majors: implications for academic performance.

Journal of Counseling Psychology, 62(4), 718-731. Retrieved April 8, 2017, from

http://dx.doi.org/10.1037/cou0000097

Schacter, J. (1999). The impact of educational technology on student achievement. Milken

Exchange on Educational Technology. Retrieved April 18, 2017 from

http://files.eric.ed.gov/fulltext/ED430537.pdf

Skryabina, E., Taylor, G., & Stallard, P. (2016). Effect of a universal anxiety prevention

programme (FRIENDS) on children's academic performance: results from a randomised

controlled trial. Journal of Child Psychology and Psychiatry, 57(11), 1297-1307.

doi:10.1111/jcpp.12593

Vitasaria, P, Wahabb M. N. A., Othmanc, A., Herawand, T., & Sinnadurai, S. K. (2010). The

relationship between study anxiety and academic performance among engineering

students. Procedia Social and Behavioral Sciences, 8, 490497.

doi:10.1016/j.sbspro.2010.12.067

Werner-Seidler, A., Perry, Y., Calear, A. L., Newby, J. M., & Christensen, H. (2017). School-

based depression and anxiety prevention programs for young people: A systematic review

and meta-analysis. Clinical Psychology Review, 51, 30-47. doi:10.1016/j.cpr.2016.10.005

Wood, J. (2006). Effect of anxiety reduction on children's school performance and social

adjustment. Developmental Psychology, 42(2), 345-349. doi:10.1037/0012-1649.42.2.345

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