By Charlotte White, January 2025

Since 2013, the increase in students suffering from anxiety has risen dramatically. There are many reasons this could have occurred:

  • The rise in social media with its personal algorithms that are designed to engage and captivate the user. Social media shows unrealistic views of the world and perfectionism. The social media user tries to attain this fallacy but fails to achieve it, creating self-doubt and reduced self-worth (Haidt, 2024).

 

  • The expectation from families, schools and society to go to university, achieve perfect scores at school and become leaders and captains during their school life. This can create immense pressure.

 

  • The impact of home life. Approximately 40% of marriages end in divorce and the lead up to this often involves disharmony, which affects the entire family (FamilyToday, 2025).

 

  • The rise in a lack of unstructured playtime for many children. Every evening and weekend are taken up with extra classes, structured sports and highly scaffolded play with other children. Unstructured play is extremely important as it allows children to practise social skills and develop resilience. Without it, children are missing the natural counterbalance to the anxiety-inducing academic and social pressures.

Anxiety can occur during various times of the year; however, it is common at the start of a new school year, moving to a new class, experiencing a new teacher and after weekends, public holidays and term breaks. Most people experience some form of anxiety, which is important as it assists in achieving success. However, excessive anxiety can be debilitating. Higher-order thinking ceases as information is blocked from progressing beyond the amygdala (WeAreTeachers, 2023). The autonomic nervous system activates the fight, flight, or freeze responses, leading to behaviours such as retreating inward, becoming angry or physical, appearing sullen or sad, frequently wanting to go to the toilet, experiencing headaches or stomach aches, or displaying restlessness. For instance, a student might freeze during a group presentation or avoid class discussions. Their brain shows signs of putting up walls, creating a barrier for finishing or even starting tasks.

Anxiety in children commonly spikes at ages 8 or 9 (Cleveland Clinic, 2023). Primary school teachers need to watch for signs of anxiety and act on them to help students flourish. There are different forms of anxiety so knowing what they are, what symptoms are exhibited and what strategies could be helpful is important. It will then be easier to create safe and comfortable environments for these students.

Remember, if you have not received a diagnoses and witness any of the below symptoms, speak to the caregiver, other teachers, aides, support people who may have had the student in the past and seek professional help.

 

 

Generalised Anxiety Disorder (GAD)

What it is: Having a fear or worry about daily tasks or routines to the point it becomes debilitating. The DSM-5 describes it as excessive anxiety and worry, which happens most of the time and is not controllable. This anxiety causes significant distress. It may occur in any task but is often prominent during assessments or exams. General Anxiety may also present as a need for perfection (Ehmke, 2023).

Symptoms:

  • Restlessness/fidgeting
  • Inattentiveness (lack of concentration)
  • Fatigue
  • Irritability
  • Muscle tension
  • Sleep problems (American Psychiatric Association, 2022)
  • Social avoidance

Strategies:

  • Identify signs and talk with the student about their experiences.
  • Teach students to recognise their symptoms and discuss self-help strategies.
  • Incorporate regular meditation and mindfulness sessions.
  • Provide a "calm corner" with sensory cushions and music.
  • Normalise assessments and exams by integrating them into weekly routines.
  • Forewarn students about changes and discuss strategies for spontaneous events.
  • Display visible daily, weekly, and term planners.
  • Maintain a low noise level and create a calm environment.
  • Use aromatherapy, such as lemongrass, for its calming properties.
  • Encourage proper sleep with tools like the Headspace or Calm apps and low-light settings.
  • Promote healthy eating, particularly low-sugar diets, and regular exercise.
  • Include morning dance or aerobic sessions.
  • Collaborate with school psychologists, counsellors, and families.
  • Encourage professional diagnosis and Cognitive Behavioural Therapy (CBT) (Mayo Clinic, 2023).

 

Separation Anxiety Disorder

What it is: A fear of being separated from a caregiver, often accompanied by beliefs that harm may come to the caregiver or themselves during separation.

Symptoms:

  • Refusal to attend or remain at school.
  • Reluctance to leave home or safe spaces.
  • Excessive worry about harm to the caregiver or self.
  • Difficulty sleeping alone or having nightmares.
  • Physical symptoms such as stomach issues or headaches when anticipating separation.
  • Clinginess.
  • A need for detailed schedules or plans (Mayo Clinic, 2023).

Strategies:

  • Encourage parents to practise short goodbyes to prevent prolonged distress and encourage parents to remain calm both at school and at home (Harris, 2012).
  • Discuss upcoming enjoyable activities.
  • Allow students to bring calming objects from home.
  • Speak to the child in low calm tones and exhibit empathy to how they are feeling
  • Let the parent know that if they don’t settle by a certain time, e.g., recess, you will call them.
  • Build a positive relationship with the student.
  • Consult professionals if the issue persists

*School Phobia is different. The phobia is specific to something at school.

 

Social Anxiety Disorder (SAD) or Social Phobia

What it is: An intense fear or anxiety of social situations where judgment or negative feedback is anticipated.

Symptoms:

  • Fear or anxiety about social interactions involving judgment.
  • Avoidance of social situations to prevent embarrassment or rejection.
  • Persistent worry (Mayo Clinic, 2023).

Strategies:

  • Gradually expose the student to feared situations.
  • Encourage responses during class discussions.
  • Normalise presentations by having all students regularly present projects.
  • Facilitate guided reading sessions where all students read aloud regularly.
  • Incorporate collaborative tasks with rotated responsibilities.
  • Foster friendships and monitor playtimes.
  • Use structured peer interaction activities to build confidence (Harvard Health, 2024).

 

Selective Mutism

What it is: A lack of speech in specific settings where speaking is expected, often linked to social anxiety. Diagnosis requires the condition to persist for more than one month (excluding the first month of school). Typically, onset between ages 3 and 6.

Symptoms:

  • A lack of talking
  • Shyness and caution in new situations.
  • Potential for separation anxiety.
  • Awkward body language, stiffness, or reduced facial expressions.
  • Interference with daily life (Cleveland Clinic, 2023).

Strategies:

  • Engage in behavioural therapy with a speech-language therapist if known diagnosis.
  • Accept non-verbal communication initially.
  • Start with closed questions when appropriate.
  • Avoid guessing the student’s needs.
  • Praise responses and encourage appropriate friendships.
  • Use small group interactions.
  • Give positive feedback
  • Educate peers in a factual and developmental manner (ASHA, 2023).

 

Obsessive-Compulsive Disorder (OCD)

What it is: Characterised by intrusive, distressing thoughts (obsessions) that compel repetitive behaviours (compulsions) to reduce anxiety.

 

Symptoms:

  • Intrusive thoughts about harm or taboo behaviours.
  • Obsession with germs or dirt.
  • Repeated handwashing, checking, counting, or rearranging items.
  • Excessive concern over perfection or rules (WebMD, 2024).
  • Making sure things are in a sequence, symmetrical or perfectly aligned.
  • Need to think about or remember minute details.
  • Excessive worry about something bad happening.
  • Could have aggressive thoughts or behaviours.
  • Hoarding objects.
  • Repeating words, sentences or music

Strategies:

  • Provide a safe and predictable learning environment.
  • Promote mental health awareness in the classroom.
  • Maintain clear routines and forewarn of changes.
  • Offer flexible task instructions and noise-cancelling tools.
  • Encourage goal setting, checklists, and planners.
  • Offer structured breaks to manage compulsions.
  • Encourage mindfulness and meditation.
  • Create safe and diverse learning spaces in the classroom (Click through to my article on creating a classroom for neurodivergence: https://www.linkedin.com/pulse/working-classroom-neurodivergence-atypical-typical-students-white-xx59c/?)

 

Panic Attacks

What it is: A sudden, intense fear or discomfort lasting minutes, often accompanied by physical symptoms.

Symptoms:

  • Heart racing or palpitations
  •  
  • Trembling or shaking.
  • Shortness of breath or a sense of being smothered or choked.
  • Chest pain or discomfort.
  • Nausea or abdominal discomfort.
  • Dizziness, light-headedness, faintness.
  • Feeling cold or hot.
  • Numbness or tingling.
  • Feelings of unreality or feelings of being detached.
  • Feeling a loss of control.
  • Feeling of dying (American Psychiatric Association, 2022).

Strategies:

  • Recognise how the student is feeling and reassure them it will be over soon in a soothing way. Get the student to discuss the negative thoughts that triggered the attack and try to create positive thoughts in their mind.
  • Change the student’s focus by encouraging mindfulness. Teach mindfulness skills such as breathing (it can be two quick breaths in and one long one out repeated or slow breaths in and slow breaths out; whatever works for the student).
  • Use the five senses strategy – concentrate one at a time on what they hear, what they see, what they smell, what they can touch, and what they can taste (this can be completed in the 5-4-3-2-1 framework, i.e., 5 things they see, 4 things they feel, 3 things they hear, 2 things they smell, and 1 thing they taste) (Medical News Today, 2023).
  • Muscle relaxation (click on this link for Progressive Muscle Relaxation video https://youtu.be/SNqYG95j_UQ?si=FQKsEYoBzwzc6Szw).
  • A psychologist or counsellor can help talk through strategies.
  • Encourage an active lifestyle (Medical News Today, 2023).

 

Remember, ‘Knowledge is power’! Make sure students who suffer from anxiety know what is happening to them and are aware of strategies that can minimise their stress (CHOC, 2023). Keep calm, empathise, use positive talk and equip students with strategies they can use is various situations. Keep the lines of communication open with the different people involved in the student’s life where appropriate, while always adhering to privacy rights. Always seek professional help when needed.

 

 

 

 

References

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). Washington, DC: Author.

ASHA. (2023). Selective mutism. American Speech-Language-Hearing Association. Retrieved from https://www.asha.org/public/speech/disorders/selective-mutism/

Cleveland Clinic. (2023). Anxiety in children. Cleveland Clinic. Retrieved from https://my.clevelandclinic.org/health/diseases/9635-anxiety-disorders-in-children

CHOC. (2023). Anxiety in children. Retrieved from https://www.choc.org

Ehmke, R. (2023). How does anxiety affect kids in school? Child Mind Institute. Retrieved from https://childmind.org/article/classroom-anxiety-in-children/

FamilyToday, (2025), New Study Shows Divorce Rates on the Decline, Marriage Rates on the Rise. Family Today,

Haidt, J. (2024). The anxious generation: How the great rewiring of childhood is causing an epidemic of mental illness. New York, NY: Basic Books.

Harris, A. (2012). Separation anxiety: Strategies for coping. Michigan State University Extension. Retrieved from https://www.canr.msu.edu/news/separationanxietystrategiesforcoping

Harvard Health. (2024). Social anxiety disorder. Harvard Health Publishing. Retrieved from https://www.health.harvard.edu/atoz/social-anxiety-disorder-a-to-z

Mayo Clinic. (2023). Generalised anxiety disorder. Mayo Clinic. Retrieved from https://www.mayoclinic.org/diseases-conditions/generalized-anxiety-disorder/symptoms-causes/syc-20360803

Medical News Today. (2023). How to stop a panic attack: 13 effective methods. Retrieved from https://www.medicalnewstoday.com/articles/321510

WeAreTeachers. (2023). How anxiety affects the brain and learning. Retrieved from https://www.weareteachers.com/anxiety-affects-brain-learning/

WebMD. (2024). Obsessive-compulsive disorder (OCD). Retrieved from https://www.webmd.com/mental-health/obsessive-compulsive-disorder