Sydney Kelley
Ms. Roberge
21 February 2018
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Abstract
Anxiety is a disorder that affects many people throughout the world. The high school student
population is a specific age demographic that is commonly affected by anxiety. High school
students often endure a rigorous course load, participate in extracurricular activities, and play
sports or instruments. This study was conducted to advance the research in the field of anxiety,
which is still a growing area with much more to learn. In this study, which measured quantitative
data, over one hundred participants were asked to complete a survey that determined their
anxiety levels through the Generalized Anxiety Disorder – 7 exam, then evaluated their academic
performance. The results determined that students who have no anxiety and students who have
severe anxiety performed similarly academically. This means that students with severe anxiety
should be encouraged to seek treatment, considering that there is no known academic benefit to
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Synthesis Paper
Hands shaking, head pounding, heart racing, I worried about the plethora of homework
assignments I had yet to complete. I could not take my mind off of the thoughts of failure,
disappointment, and worry. Something that others may have easily brushed off was something
that haunted my thoughts for hours. This is the story of a person with anxiety, a disorder
affecting millions of people around the world. Anxiety in teenagers influences their academic
achievement substantially because it hinders their ability to concentrate and creates unnecessary
distress, which is seen through stress caused by school, extracurricular activities, and emphasized
importance of school performance. This paper will demonstrate the correlation between anxiety
in teenagers and academic achievement, which will provide further insight into a topic that is
Anxiety is a mental disorder in which one faces so much stress that they begin to notice it
impacting everyday actions. In its simplest form, anxiety is defined as “a multisystem response
to a perceived threat or danger” (Frey, 2017). Its intended purpose is crucial for survival. It
establishes the fight or flight response that allows humans to save themselves when they sense
problems. At reasonable levels, “Anxiety is a normal, beneficial emotion” (Jacofsky, 2018,
which demonstrates that stress itself is harmless in small quantities. The disorder, however,
occurs when such high levels of anxiety are present that it becomes difficult to handle. With
school, academic clubs, athletics, and a variety of other stressors, many students have
experienced the results of anxiety (Denizet-Lewis, 2017). With how much pressure students are
placed under, it is not difficult to understand how, “Anxiety affects...25% of teens” (Nott, 2013).
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This statistic is demonstrative of just how pressing this matter is. One fourth of high school
students suffer from anxiety, which represents a substantial portion of the high school populace.
High school students everywhere are asked to balance a tremendous workload, which leads to
unrealistic expectations and pressure created by either the student or other influences (peers,
family, and teachers). This stress, to a certain extent, can be beneficial for students. It is a
response to a threat or it contributes to motivation and the will to complete tasks. When it
becomes too prevalent in teenagers’ minds, however, anxiety results which can have negative
outcomes, on mental health and one’s academics. This demonstrates an important distinction in
helpful stress and harmful stress. This also displays that the area of study warrants more
research.
Many students find themselves facing test anxiety or other anxiety derived from their
academic work. This is due to the pressure and competitive nature present in most schools. One
common and well known area from which teenagers derive stress is school. Academic pressure
can have a severe impact on teens, which can lead to severe anxiety. Parents, teachers, peers, as
well as the students themselves can cause this pressure. Students pursuing higher levels of
education see a drastically increased level of stress from their younger years. At the highschool
and university level, students are more likely to develop high anxiety levels (Ferraro, Lieberman,
2017), which makes sense due to all of the previously discussed stressed stressors experienced
by students. It is important to address this stress, as sources have displayed that it can lead to
several other mental health concerns in the future. An article by BBC news followed the life of
Hye-Min Park, a sixteen year old student in South Korea. She described her average day, which
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involved waking up at 6:30 A.M. each morning, attending school and academic related activities
for up to 14 hours throughout the day, returning home at 11:00 P.M. to complete homework, and
going to sleep at 2:00 A.M (BBC, 2013). This immensely busy schedule is standard in South
Korea. The educational minister, Nam Soo Suh explained that, “We focused on and emphasised
achievement within schools and in society, so that students and adults were under a lot of stress,
and that led to high suicide rates” (Chakrabarti 2013). This demonstrates the detrimental results
of stress and anxiety on students. South Korean students are put under tremendous levels of
stress, which have clearly led to poor outcomes, including high depression and suicide rates. The
experiences of this student reflects the current problem facing many students internationally,
activities.
Stress caused from a young age has been proven to lead to a higher risk for acquiring
mental illnesses in adulthood due to neural embedding (Bogdan and Ahmad). For example,
Japan, a country with academic standards similar to the rigor of those in South Korea, conducted
a study on adults that determined that, “40% of all men and women responding to the survey
indicated that they sleep less than six hours a day” (Kane, 2016). Doctors recommend seven to
nine hours of sleep per night, and a lack thereof can cause decreased alertness and impaired
memory (Cleveland Clinic, 2018). Since a substantial portion of the population does not get
enough sleep, these mental challenges may ensue. This explains that a correlation between stress
and anxiety at young ages and unhealthy related habits as adults. This is a problem that should be
addressed in adolescent years in order to reduce the problems later in life. Some schools, in an
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effort to reduce anxiety within their students, have begun to implement, “...‘Mindfulness,’ a form
and visualizations to improve focus and relieve stress. The method has shown evidence of
promise in reducing anxiety and behavior problems in children and adolescents in both the
United States and other countries” (Sparks 2017). This displays that educational programs have
begun efforts to fix problems with anxiety, meaning they have acknowledged the problems
Students between the ages of fourteen and eighteen have several issues to worry about
regarding school, but there are also many other areas of concern that lead or worsen anxiety in
teenagers. This displays that there are so many different factors in anxiety that it is difficult to
narrow it down to just one. Differences between teens and adults could be responsible for certain
causes of anxiety (“Anxiety in Teenagers,” 2014). One article asserted that teens do not have the
same freedoms as adults, despite having an equal number of responsibilities. Thus, they are
overwhelmed and “trapped,” which leads to stress and anxiety (“Anxiety in Teenagers,” 2014).
This article brings up an interesting point. Anxiety is managed better by adults because they have
more freedom to make their own decisions, whereas adolescents experience the same pressure
Anxiety differs from one person to another. There are many different causes of anxiety.
Sometimes, medical attention is needed in order to seek help to the best of one’s ability. They
may receive medicated or therapeutic treatments through medical professionals; however, other
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times, the anxiety can be fixed more easily. Breathing techniques, taking breaks while working,
and healthy habits are all simple ways that one can attempt to improve their own anxiety before
seeking help (Gresty, 2017). Many people believe that anxiety has one solution that works for
everyone. However, there is not one treatment that will work for everyone since causes and types
of anxiety vary.
Studies have been conducted to determine correlations between anxiety and certain
aspects of education. There is a correlation between high anxiety, especially test anxiety, and
decreased GPA. The topic, however, warrants significantly more research since the study was
small and confined to the one university (Hartman, Waseeleski, Whatley, 2017). Another study
found that expressive writing did not have a significant impact on anxiety and performance
related to math (Hines, Brown, Myran). This suggests that either expressive writing does not
benefit people with anxiety or that reduced anxiety does not necessarily correlate to better
academic related performance. These studies, though telling and important, require corroboration
It is important to view anxiety by looking at other medical fields as well. Studies have
found that anxiety can have links to neuroscience. Neuroscience and psychiatry, though different
subjects, can be easily interconnected. Since they both revolve around the brain, it is important to
consider the perspective of both of these science fields before determining potential solutions to
problems in order to get a holistic view of the issue (Barron). The amygdala is the part of the
brain that is most impacted by anxiety (“Data on Anxiety Disorders Reported by Researchers at
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Center for Addiction and Mental Health,” 2017). The amygdala is also responsible for memory,
which means that damage from anxiety could negatively impact one’s ability to succeed in
school, since memory is an essential aspect of education. Some recent work has contributed to
scientists’ “understanding of the breadth of amygdala function, and in particular, how chronic
stress may affect amygdala processing, and conversely how amygdala-mediated defensive
There are several other factors of anxiety that have not been previously connected to the
field of anxiety. There is a correlation between anxiety and other parts of they body. The
correlation between anxiety and bacteria in the digestive tract (Temming, 2017). It requires more
research before this statement is proven, but experiments so far have supported the idea of a
connection. A positive home environment and hard work are the two most important factors in
achieve academic success while avoiding stress (Horan, 2017). Time management and self
motivation are also key factors in limiting the amount of anxiety that one faces relating to school.
“Even though stress is increasingly recognised for the serious mental health issue that it is, it is
often underrepresented as a significant risk to physical health. Indeed, leading experts such as the
British Heart Foundation do not consider stress to be a direct risk factor for cardiovascular
disease. Even though the link between stress and heart disease has been known for over a decade,
the mechanism by which this link occurs has long puzzled scientists” (Gresty, 2017).
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The research that was conducted in this experiment was quantitative and recorded
through a survey. The survey was collected by asking high school students through social media
platforms, including Facebook groups and Instragram posts. The survey was collected over a
span of two days, since more than double the needed participants responded to the survey within
that time frame. They were then analyzed by finding the mean values of unweighted grade point
average, weighted grade point average, rigor, and hours spent studying based on their category of
anxiety based on the anxiety portion of the survey. Groups were separated into whether they had
no anxiety (scoring between zero and five on the GAD-7 exam), mild anxiety (scoring between
six and ten on the GAD-7 exam), moderate anxiety (scoring between eleven and sixteen on the
GAD-7 exam), or severe anxiety (scoring between seventeen and twenty one on the GAD-7
exam). The results of this experiment were presented in an event hosted at the Miller Branch
Library. Future work that can be done to continue this project includes expanding upon it by
collecting more data and educating students about results of such studies. Spreading awareness
regarding anxiety is critical, as that would increase the chance of people becoming
knowledgeable about and seeking treatment for anxiety. More people seeking treatment is better
because they can be helped by professionals to manage and treat their anxiety. Becoming
educated in the field of anxiety will benefit students, parents, and teachers to become educated in
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The research revealed that students with no anxiety and severe anxiety performed at
similar, high achieving levels. They had the highest GPAs out of all of the test subjects, both
unweighted and weighted. Students with mild and moderate anxiety also performed well, but not
as highly. They had high scores and reported a substantial amount of rigor, but both their scores
and level of reported rigor were significantly lower. The students with more anxiety had higher
weighted grade point averages than those with no anxiety than the students with no anxiety. The
students with no anxiety, however, had higher unweighted grade point averages. This displays
that students with more anxiety likely take more difficult classes but do not perform as well
within them. As anticipated, the reported rigor of courses increased as anxiety increased. The
difference between the number of hours spent studying was not a significant difference. Out of
everyone, most of the people stated that clubs and extracurricular activities were their biggest
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Though there are some risk factors that cause certain demographics of people to be more
likely to have or develop a general anxiety disorder than others, anxiety is a mental disorder that
can have an impact on people of any ages, occupations, and genders. Anxiety is a relevant issue
that requires more attention, research, and more efficient and effective treatment options. With
the large number of people impacted by anxiety, the vast majority have or know someone who
has anxiety. The Anxiety and Depression Association of America (ADAA) has estimated that
25.1% of teens between the ages of 13 and 18 have anxiety (“Facts & Statistics,” 2018). The
ADAA has also noted that they have detected a correlation between untreated anxiety disorders
and, “Perform[ing] worse in school, miss[ing] out on school activities, and substance abuse”
(Facts & Statistics par. 1). The quote mentioned previously reflects the importance of managing
or treatingn anxiety that is present, since, as stated, that will help to improve school performance.
Anxiety disorder is clearly an issue that requires attention, even from people who do not
directly have the disorder. The greatest and most influential step society can take as a whole to
prevent anxiety is to prioritize practices that promote mental health and encourage treatment for
individuals struggling with anxiety or other related disorders that affect the brain. Some
treatment methods require further development; however, there are a plethora of options
available for those who seek treatment and consult physicians or other certified professionals.
High school students with anxiety that are treated by professionals are more likely to be able to
better concentrate on and pursue school related fields and personal passions, meaning that mental
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health should be encouraged and viewed as important by students, teachers, and parents alike.
Making a difference is feasible, and advancements will come soon with hard work and
persistence.
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Works Cited
ADAA (2016). “Anxiety and Depression Association of America.” Retrieved from adaa.org
"Anxiety." 2014. The Gale Encyclopedia of Science, edited by K. Lee Lerner and Brenda
Wilmoth, Gale.
link.galegroup.com/apps/doc/CV2644030142/SCIC?u=elli29753&xid=f0ab75c8.
Anxiety in Teenagers. 2014, July 6. New York Times, p. 10(L). Retrieved from
http://link.galegroup.com/apps/doc/A373763155/SCIC?u=elli29753&xid=ddfa772e
Barron, D. (2017). Why Psychiatry Needs Neuroscience. Scientific American Mind, 28(4), 81.
http://www.gettingunstuck.com/cpu/PSY412/Overhead/COGNITIVE%20BEHAVIORA
L%20THERAPY%20OH.pdf
Bogdan, Ryan, and Ahmad R. Hariri. "Neural embedding of stress reactivity." Nature
link.galegroup.com/apps/doc/A311377484/SCIC?u=elli29753&xid=e0f9c2f6. Accessed
17 Sept. 2017.
Data on Anxiety Disorders Reported by Researchers at Center for Addiction and Mental Health
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(Prefrontal Cortex Deep Brain Stimulation Improves Fear and Anxiety-Like Behavior
Ferraro, T., & Lieberman, C. (2017). Generation. Teen Vogue, 19(2), 98.
Fernandez, S. M. (2017). "I Had Depression": About one in five teens grapple with
symptoms of depression, anxiety, or other emotional health issues--yet few talk about it.
Frey, R. J., & Davidson, T. (2015). Anxiety. In J. L. Longe (Ed.), The Gale Encyclopedia of
http://link.galegroup.com/apps/doc/AZIJNE364669639/SCIC?u=elli29753&xid=7ddd0c
Hartman, S. D., Waseeleski, D.T., & Whatley, M. A. (2017). Just Breathe: The Emotional
Effects
of Emotional Dysregulation and Test Anxiety on GPA. College Student Journal, 51(1),
142.
Hines, C, Brown, N. W., & Myran, S. (2016). The Effects of Expressive Writing on General and
Mathematics Anxiety for a Sample of High School Students. Education, 137(1), 39.
Horan, T. (2017). The Art of Learning: Three Students Share Their Secrets of Success.
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Kheirbek, M. A., & Hen, R. (2014). Neurons Anxiety. Scientific American, 311(1), 62.
Layard, R., & Clark, D. (2014). A different life is possible. New Scientist, 223(2977), 24. Print.
Sparks, S. D. (2017). Teaching Students To De-Stress Over Tests: Some districts are taking steps
to help students better cope with test anxiety and other stresses of school. Education
Temming, M. (2017). How gut bacteria may affect anxiety. Science News, 192(5), 12.
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Appendix:
Anxiety Level Unweighted Weighted GPA Hours per week Rigor (1-10)
GPA spent studying
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