MANAGING ANXIETY PROBLEMS AT SCHOOLA Resource for Teachers

Anxiety• Most, if not all, children experience some episodes of fear

and worry in ordinary situations.

• For some children, anxiety interferes in their daily lives.

There are many definitions of anxiety, but a useful one is

apprehension or excessive fear

about real or

imagined circumstances.

Healthy vs. Unhealthy Anxiety

Healthy Unhealthy

Subsides over time Does not subside over time

Helps us function and/or does not impair

Impairs child’s functioning

Anxiety on a Continuum

Mental health Mental health problem Mental illness / disorder

• Healthy moods, able to function and reach one’s full potential

• Resiliency factors such as all forms of interpersonal support (e.g., secure attachments)

• Mild problems with thoughts, behaviours

• Stresses at school, home and/or work

• Symptom clusters and impaired functioning

• E.g. mood/anxiety problems, externalizing problems, psychoses, substance use, etc.

What We Know About the Anxiety Rates of DSB Ontario North East Students

Some Key Indicators That A Child May Be Struggling With Anxiety

• Frequent absences from school

• Decline in grades or unable to work to potential

• Excessive worrying about homework or grades

• Frequent bouts of tears• Refusal to join in social

activities or new situations• Extreme need for reassurance• Avoidance of stressful

situations (tests, public speaking)

• Physical complaints that are not attributable to a health problem

• Easily frustrated• Persistent perfectionism –

schoolwork erased and rewritten many times

• Repeating rituals• Working exceedingly slowly

to feel it has been done properly

• Avoidance of locations in school or of certain people

Developmental Considerations

Children • More pronounced physical symptoms or behavioural changes

Adolescents • Problems less fluid • May display irritability and anger

Developmental Considerations Developmental Stage Typical Fears

Late infancy Loud noises, strangers

Early childhood Darkness, storms, fire, water, separating from parents, imaginary creatures, sleeping alone, doctors

Middle childhood Animals, germs, injury, natural disasters or events (e.g. storms)

Adolescence Peer rejection, school performance, social competence, worries about their own health and others health

Note: This is only a guide.

What To Do If One Suspects Anxiety• Start by bringing together the appropriate people for

discussion. • This could include the parents/guardians, principal, SERT and

Mental Health Team

• Encourage families to see a physician or pediatrician

Source: hubertk on Flickr

General Strategies

Improve resiliency factors/strengths: • Improve connections to supportive, nurturing adults

• Ensure school personnel know how to identify anxiety http://www.hincksdellcrest.org/ABC/Teacher-Resource/The-Worried-Child/Introduction.aspx?viewType=Professional Development

• Ensure that students can turn to school personnel who will listen and provide support http://cymhin.offordcentre.com/downloads/Making%20a%20Difference%204-0.pdf

• Engage the child or youth to participate in activities that develop their confidence

General Strategies

Listen and avoid being judgmental. • Avoid being overly critical. • Avoid expressing frustration. • Be empathetic. • Avoid confrontation with the child or youth.

Provide reassurance and information.

General strategies

Provide incentives for brave

behaviour • gradual and patient approach • helps with motivation • needs to be:

• immediate • simple and consistent • small and frequent

Source: dolanh on Flickr

General strategies

Provide predictability and consistency • Children and youth usually do best when expectations are

consistent. • schedules and routines • need for one person in charge • use of same reassuring phrases • plan ahead

General strategies Reduce unnecessary stressors

• Identify stresses at school.• Create a plan to reduce stresses or problem solve.

Help identify adaptive thinking. • Coping self-talk

• What can I think about or do to reduce

my anxiety? • Create a card or other concrete reminder

Model calm, effective coping.

Source: tamurray5 on Flickr

Calming/distraction strategies

Relaxing the mind and relieving stress can be accomplished through: • abdominal breathing ex. http://

www.anxietybc.com/sites/default/files/calm_breathing.pdf

• progressive muscle relaxation http://childrenwithanxiety.com/articles-resources/how-to-teach-children-progressive-muscle-relaxation

• Mindfulness exercises http://www.mindfuleducation.org/mindfulnessforchildren.pdf

Have a chill out zone

Source: Clarkston SCAMP on Flickr

THANK YOU!

• We hope that you found this a useful introduction to managing anxiety at school.

• Should you have questions, your Mental Health Leader is available to provide ongoing support and leadership to your team.