Anxiety at School – What Kids and Teens With Anxiety Need Teachers to Know

Anxiety at School - What Kids and Teens With Anxiety Need Teachers to Know

All kids have greatness in them, and like any of us, they will all need their own combination of ‘the right things’ to flourish – the right people, the right environment, the right motivation, the right encouragement. The right support will make magic happen. It will light a vibrant, glowing spark that will open the world up to them, and them up to the world. 

As they grow, there will be things that get in their way. These will also be the same things that will teach them resilience, strength, courage, and the lessons that will breathe life into the remarkable potential that is in them. Anxiety can be a big one of these.

Anxiety is so common, and in any classroom it’s very likely that there will be a number of children who will feel its heavy hand. Anxiety loves anything unfamiliar, or any situation that comes with any potential for embarrassment, failure, humiliation, or shame. These are the twists that can skittle even the strongest of us, and the classroom is ripe for all of them.

Outside of anxiety, it’s easy enough to believe that whatever happens, we’ll be okay, and if we’re not okay then we’ll cope with that too. When anxiety shows up, it runs a relentless and persuasive argument that every situation is a risky one – and embarrassment, failure, humiliation and shame all count as risk. Anxiety isn’t always rational but it’s real, and very persuasive. 

None of us can ‘go it alone’ and we all need the right support from the right people at the right time to discover the remarkable, fiercely capable, and sometimes wonderfully surprising parts of ourselves. That support will look different for everyone. Teachers play an enormously important role, and can make a long-lasting and profoundly positive difference in the life of any child. There will be few other adults outside of a child’s family, who will have so much influence in nurturing children towards the extraordinary humans they are all capable of becoming. It’s not easy though! All kids are different and what works brilliantly for one might be disastrous for another. Teachers do an amazing job, and the more information you are able to give them about your child, the more they will be able to work towards providing just the right environment to help your child or teen flourish.

If we could ask kids and teens with anxiety what they need in the classroom to help them be the best they can be, here are some things they might say. Not everything on the list will be important to every child, but sometimes even the smallest tweaks can go a long way to helping kids and teens with anxiety find the very best version of themselves. When any child is given the opportunity to explore and unfold their potential, it will shine a little more light into the world for all of us.

  1. The reason I don’t put my hand up isn’t always what you think …

    I wish you were able to see how many times I have the answer or something interesting to say, just perched on the edge of my lips, but then the thought of saying the wrong thing or looking silly, becomes bigger than the need to contribute. I wish it wasn’t like this – I’d love you to hear what I have to say – but for now, it’s just how it is. When I try to talk myself out of the fear, my anxiety lumbers in and talks louder … ‘Wait, what if you get it wrong.That would be awful. And so embarrassing. Everyone, including the teacher, will think you have no idea. Then there will be more attention and more questions and more of the teacher making sure you understand. Ugh. No way. Don’t do it. Leave your hand down. Seriously, whatever you do, don’t put your hand up. Just don’t.’ 

    What teachers can try instead: Kids and teens with anxiety will often find it easier to be involved when they are working in smaller groups, especially if they are with people they feel safe with. Let them find their voice in a small group first – it’s an important step to helping them find it in a bigger group later on.

  2. When you call on me unexpectedly, my mind goes blank.

    Putting me on the spot terrifies me, and shuts down anything thoughtful or interesting I have to say. My thinking brain taps out at the worst time and when it does, I have no words and I can’t think. I worry that the more it happens, the more it will happen. I want to be better with unpredictability, but it’s going to take time – not time for me to get it right, but time to feel safe enough to get it wrong.

    What to try instead: Anxiety has a way of stealing minds and voices at the worst time. When anxiety hits, it shuts down the pre-frontal cortex – the thinking, analysing, problem-solving part of the brain. If you’re going to call on a child or teen with anxiety, try to give them a warning and an opportunity to work out what to say first. Ask quietly for their thoughts and what they would like to add to the discussion. If they say something interesting, let them know, and then ask if they can share it with the class. Rather than being an experience that confirms how awful it is to speak in front of the class, it can become an opportunity for them to build their confidence and discover their influence.

  3. Small groups feel safer, and will bring out the best in me.

    I’m more likely to find my voice in a smaller group, especially if it’s with people I trust. It’s a way for me to experiment with sharing my ideas and trying new things, without being overwhelmed by the anxiety that comes with being in front of a big audience.

    What to try:  With anxious kids and teens, the safer they feel, the more they will surprise everyone with what they are capable of. Small groups can be a wonderful scaffold between anxious thoughts (‘I can’t do this’), and brave behaviour. Gently encourage them towards sharing with a bigger audience, perhaps as the speaker for the group, or performing something that has already been rehearsed in a smaller group.

  4. I know you want me to experience new people but …

    It might take a while for me to let you into my world, but when it happens, you’ll realise that I’m a pretty great human to be with – warm, friendly, funny … ok, now I’m blushing, but you get the idea. I know you think it’s important that I experience new people, but what’s even more important is that I have the opportunity to find out what I’m capable of. This is more likely to happen when I’m feeling safe.

    What to try: If the experience is going to be new or unfamiliar (camp, a performance) try to let any anxious kiddos be with at least one familiar person. Doing things with familiar people might seem like a very small step forward, or no step at all, but little steps are what the big ones are made of.

  5. I love it when you tell me my questions are good ones.

    I know you’re there to help me, but the thought of coming to you with a question can feel like roller skating up a glacier – very wobbly, not so safe, and best not done. I’ll often tell myself that if it was a good question, other people would be asking it. I’ll tend to convince myself that I’m better off figuring things out on my own. Sometimes I’ll think I have it figured out (because that’s what I need to believe) and I won’t even realise I’m on the wrong track. An anxious brain is a strong brain and I can talk myself out of all sorts of things, especially the need to ask questions. 

    What to try: Let them know their questions are good ones. As well as this, quietly checking in sometimes will make it easier for anxious kids and teens to let you know if they need a hand. And while we’re on questions …

  6. Question time makes questions easier.

    It doesn’t matter how many times you tell me that I can ask questions whenever I want to, choosing the right time to do that feels too big and messy sometimes. Am I interrupting you? Are you too busy? Am I wasting everyone’s time? Should I wait? Should I already know the answer? See – so confusing!

    What to try: Setting aside specific time for questions can make asking questions easier. This will put more certainty around the right time to ask, and stifle some of the ‘should I or shouldn’t I’ hesitation.

  7. Feeling normal is a lovely thing to feel.

    If you can help people (and me) realise that anxiety is just a version of what we all feel from time to time, it will help me to feel more understood, less alone, and more okay with where I’m at. Sometimes feeling different is a great thing to feel, but when the different thing is anxiety, it can feel a bit rubbish. It makes a difference to know that you get it.

    What to try: Anything you can do to normalise anxiety, will help anxious kiddos feel as though they are in strong, safe hands. Chat to the class about what anxiety is. Explain that it’s something we all get it from time to time, (before an exam, sport, a performance) but that some people get it a lot. Let the class know that anxiety can feel like a big deal when you’re going through it, but it’s actually a sign that someone is about to do something really brave – and that brave is whatever feels brave for them.

  8. There is so much more to me than what you see.

    Until I feel safe and comfortable, people will only see the fringes of me. I don’t deliberately put myself away, it’s just the way I am, and it’s not something I need to change – ask anyone who knows me, they’ll tell you I’m pretty excellent the way I am. Don’t make the mistake of thinking you’ve seen everything I have to give, or that you know what I’m capable of. I don’t even know what I’m capable of yet, but I know I can do difficult things, and surprising things – I just need to feel safe enough to explore. 

    What to try:  Kids with anxiety are often no trouble at all, so it can be easy to overlook them or to assume they are giving everything they have to give. They might be giving everything, but there might also be more they are keeping back. Stay curious about their potential, and gently keep stretching them at their edges. So many times they will be capable of more than they are giving, but their anxiety about getting it wrong, or looking silly will hold them back. They key is asking for just enough – not too much, and not too little. 

  9. I don’t want to be indulged. I want to feel safe.

    We all have things that can help us feel safe, understood and capable. We also all have things that can make us feel stretched, frightened, and anxious. For me, these things will push to the surface a little more often at school, given that it’s the place where I’ll be experimenting with new things, discovering my edges, and exploring the unfamiliar. I don’t expect to be given special treatment or extra attention. In fact, attention is something I’d generally like to steer clear of. It’s just that there are things that will make it easier for me to show you what I can do.

    What to try: Connection is important for all kids, especially anxious ones. The safer they feel, the easier it will be for them to explore, experiment and take the risks that will help them to discover what they are capable of. Your relationship with them is key to helping them feel safe, so when you can, work on that. Casually ask them about their weekend, any of their extra-curricular activities, their pets, or anything else that seems to be important to them – but don’t ask in front of the class. They might only give you a word or two to start with, and it might feel uncomfortable for a while, but good things take time and the effort will be worth it.

  10. Please don’t bring attention to me.

    I love being noticed, but being the centre of attention can feel terrifying. This is whether it’s being called on in class, or being praised in front of everyone for something I did well.

    What to try: Anything that puts anxious kids or teens squarely in the centre of attention can feel overwhelming. Instead, go for gentle acknowledgement by letting them know when you’re pleased or when they’ve done something well. 

  11. If I freeze, don’t make a big deal of it.

    Sometimes when anxiety hits I don’t know what to say and I don’t know what to do. It freezes me. It can make me look unprepared, or as though I don’t have the answers you’re looking for, but that’s not how it is. Everything I need is in me – the answers, the words, the movement – but anxiety can steal it for a while.

    What to try: If kids or teens freeze at the start of a performance or during one, or when they are called on in class, don’t make a big deal of it. Anything you can do to downplay it, normalise it and help them find a safe space (by inviting them to sit back down for a while or to take a moment) will make you someone kind of wonderful. Then, give them the opportunity to start again when they’re ready.

  12. Sometimes my anxiety blocks out what you’re saying.

    What you’re saying is important and I want to understand it, but when you’re talking to me, sometimes all I can think to myself is ‘don’t say the wrong thing, don’t do the wrong thing’ – oh the noise gets noisier. This means that sometimes I’m so worried about not making a mistake, that I don’t hear anything you say. I’m not meaning to be rude or inattentive – I hate the thought that anyone might think I’m doing that, but sometimes wanting to avoid doing the wrong thing lands me somewhere in the thick of it.

    What to try: When you can, check that your instructions have been heard correctly, and avoid getting frustrated, annoyed or upset if you have to repeat them. Anxious kids and teens aren’t asking for anything more than anyone else – lots of other kids in the class will need things explained or the instructions repeated. For anxious kids though, it will make a difference if you can initiate the check for understanding, just until there is enough safety established for them the lead.

  13. Understand that anxiety is masterful at looking like something else.

    Sometimes when I’m anxious, I feel angry, fierce or furious. I don’t mean to be disruptive or to cause any trouble. I wish I didn’t do this too.
    Why it happens: Anxiety is fight or flight, and sometimes the ‘fight’ part can take over. When this happens, it can drive tantrums, aggression or meltdowns.
    What to try: Know that the behaviour will stop as soon as the anxiety passes. You might be tempted in the moment to talk about consequences, but if the behaviour is being driven by anxiety, it will only make it worse. Leave any discussions of consequences until after things have calmed down. 

    When I’m anxious, I’m being drive by a brain that thinks it needs to energise me for fight or flight. This can make me hyperactive, wriggly, bouncy or jittery – but I never mean to be disruptive.
    Why it happens: When the brain senses any sort of danger it will surge the body with a mix of neurochemicals designed to ready the body for physical action (fight or flight). Sometimes if there’s no need to fight or flee, the excess energy might come out in excessive physical movement.
    What to try: If the hyperactivity is being driven by anxiety, it will pass as soon as the anxiety does. In the meantime, physical activity is the natural end to the fight or flight response, so anything physical will also help to neutralise the surging of neurochemicals and bring calm. If something is happening that’s causing a few kiddos in the class to be jittery and bouncy, try inviting the whole class runs on the spot for a quick minute to calm the mood.

    Sometimes I’ll burst into tears, but not because I’m sad. It might seem as though it’s happening for no reason at all. This can be confusing to me too.
    Why it happens: Sometimes anxiety can look like tears. Lots of tears. This happens because the amygdala, the part of the brain that drives anxiety, also drives emotion. When the amygdala is at full volume (as it is during anxiety), emotions will also be at full volume.
    What to do: Understand that sometimes, tears can driven by anxiety more than sadness. When that happens, rather than trying to understand what’s driving the tears, just be a strong steady presence until the anxiety settles. If you can, try to encourage strong, deep breathing. This will activate the relaxation response, which will help to neutralise the surging of neurochemicals that come with anxiety.

  14. Remember what I’m here for.

    I’m here to learn and to grow. Confidence, independence and resilience are all important too, and I have plenty of potential for all of that in me, but first I’m here to learn. The easier and safer that feels, the easier it will be to build everything else.

    What to try: Don’t force independence, friendships, confidence, resilience. Kids and teens with anxiety are pushing themselves all the time, even if you don’t always see it. They already have everything they need inside them to be amazing humans. It will unfold, grow and strengthen when they feel safe.

  15. Let me know that you get it.

    I know I’m not the only one with anxiety, but when it hits it can feel like I’m the only person on the planet that has to push through the days with anxiety in the way.

    What to try: Let me know that I’m doing okay. If you can notice some of the great things about me, that will help me to feel as though you’re on my team. If I freeze, forget, need you to repeat things, let me know that you understand that it’s not my fault, and that it’s okay. Then let me try it again.

  16. Details. I love them. As many as you can give me.

    Wherever you can, give me as much detail as you can so I can have as much clarity as possible. One of the worst things you can do, for example, is ask me to come and see you at lunchtime on Monday – when it’s Friday. It just means I’ll worry all weekend about what you might need to talk to me about. Instead, let me know what it’s about, or at least let me know that it’s not anything bad. Anxiety will always make me think of the worst possible scenario first. It can be a beast like that.

    What to try: Wherever you can, fill in the unknowns so there is no room for an anxious kiddo to fill them in with something worse.

And finally …

Kids and teens with anxiety have remarkable strengths that the world needs more of. Often, unless you’re one of the ones they feel safe with, you’ll only see the tip of what they are capable of. School and learning was never meant to be about how outgoing kids are, or confident they are in initiating contact with an adult. Greatness is built bit by bit, and the foundations are strongest when it’s safe. Anything you can do to help this along will go a long way to helping anxious kids and teens find their own important way to shine. The more we can help them to feel that they are stronger, braver, better, bigger and more powerful than anything that they are scared of, the more we can open up the world to them, and in turn, they will open up their very wonderful world to us.

You might also like …

‘Hey Warrior’ is the book I’ve written for children to help them understand anxiety and to find their ‘brave’. It explains why anxiety feels the way it does, and it will teach them how they can ‘be the boss of their brains’ during anxiety, to feel calm. It’s not always enough to tell kids what to do – they need to understand why it works. Hey Warrior does this, giving explanations in a fun, simple, way that helps things make sense in a, ‘Oh so that’s how that works!’ kind of way, alongside gorgeous illustrations.


51 Comments

Jake F

This was so wonderfully written! It is written in a way that drives home the message that all students have so much to give the world, so much beauty, wonder, talent, resilience, intelligence, and potential inside them….but for some there are recurring thoughts and feelings that are discouraging and disparaging inside them that inhibits the giving of those wonderful, unique gifts…but luckily if given enough patience, encouragement, and respect those anxious students will in time deliver the best and most unique version of themselves that the world needs and awaits.

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Alice C

It’s interesting to know that group work is still something that a person with anxiety can benefit from as long as the group is small. I’m considering to enroll my kid in an online high school next year if there are no significant changes to the status of the current pandemic. Hopefully, it wouldn’t be a very stressful environment for her since.

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‘Brave’ doesn’t always feel like certain, or strong, or ready. In fact, it rarely does. That what makes it brave.♥️
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#parenting #mindfulparenting #parentingtips
We teach our kids to respect adults and other children, and they should – respect is an important part of growing up to be a pretty great human. There’s something else though that’s even more important – teaching them to respect themselves first. 

We can’t stop difficult people coming into their lives. They might be teachers, coaches, peers, and eventually, colleagues, or perhaps people connected to the people who love them. What we can do though is give our kids independence of mind and permission to recognise that person and their behaviour as unacceptable to them. We can teach our kids that being kind and respectful doesn’t necessarily mean accepting someone’s behaviour, beliefs or influence. 

The kindness and respect we teach our children to show to others should never be used against them by those broken others who might do harm. We have to recognise as adults that the words and attitudes directed to our children can be just as damaging as anything physical. 

If the behaviour is from an adult, it’s up to us to guard our child’s safe space in the world even harder. That might be by withdrawing support for the adult, using our own voice with the adult to elevate our child’s, asking our child what they need and how we can help, helping them find their voice, withdrawing them from the environment. 

Of course there will be times our children do or say things that aren’t okay, but this never makes it okay for any adult in your child’s life to treat them in a way that leads them to feeling ‘less than’.

Sometimes the difficult person will be a peer. There is no ‘one certain way’ to deal with this. Sometimes it will involve mediation, role playing responses, clarifying the other child’s behaviour, asking for support from other adults in the environment, or letting go of the friendship.

Learning that it’s okay to let go of relationships is such an important part of full living. Too often we hold on to people who don’t deserve us. Not everyone who comes into our lives is meant to stay and if we can help our children start to think about this when they’re young, they’ll be so much more empowered and deliberate in their relationships when they’re older.♥️
When we are angry, there will always be another emotion underneath it. It is this way for all of us. 

Anger itself is a valid emotion so it’s important not to dismiss it. Emotion is e-motion - energy in motion. It has to find a way out, which is why telling an angry child to calm down or to keep their bodies still will only make things worse for them. They might comply, but their bodies will still be in a state of distress. 

Often, beneath an angry child is an anxious one needing our help. It’s the ‘fight’ part of the fight or flight response. As with all emotions, anger has a job to do - to help us to safety through movement, or to recruit support, or to give us the physical resources to meet a need or to change something that needs changing. It doesn’t mean it does the job well, because an angry brain means the feeling brain has the baton, while the thinking brain sits out for a while. What it means is that there is a valid need there and this young person is doing their very best to meet it, given their available resources in the moment or their developmental stage. 

Children need the same thing we all need when we’re feeling fierce - to be seen,  heard, and supported; to find a way to get the energy out, either with words or movement. Not to be shut down or ‘fixed’. 

Our job isn’t to stop their anger, but to help them find ways to feel it and express it in ways that don’t do damage. This will take lots of experience, and lots of time - and that’s okay.♥️
The SCCR Online Conference 2021 is a wonderful initiative by @sccrcentre (Scottish Centre for Conflict Resolution) which will explore ’The Power of Reconnection’. I’ve been working with SCCR for many years. They do incredible work to build relationships between young people and the important adults around them, and I’m excited to be working with them again as part of this conference.

More than ever, relationships matter. They heal, provide a buffer against stress, and make the world feel a little softer and safer for our young people. Building meaningful connections can take time, and even the strongest relationships can feel the effects of disconnection from time to time. As part of this free webinar, I’ll be talking about the power of attachment relationships, and ways to build relationships with the children and teens in your life that protect, strengthen, and heal. 

The workshop will be on Monday 11 October at 7pm Brisbane, Australia time (10am Scotland time). The link to register is in my story.
There are many things that can send a nervous system into distress. These can include physiological (tired, hungry, unwell), sensory overload/ underload, real or perceived threat (anxiety), stressed resources (having to share, pay attention, learn new things, putting a lid on what they really think or want - the things that can send any of us to the end of ourselves).

Most of the time it’s developmental - the grown up brain is being built and still has a way to go. Like all beautiful, strong, important things, brains take time to build. The part of the brain that has a heavy hand in regulation launches into its big developmental window when kids are about 6 years old. It won’t be fully done developing until mid-late 20s. This is a great thing - it means we have a wide window of influence, and there is no hurry.

Like any building work, on the way to completion things will get messy sometimes - and that’s okay. It’s not a reflection of your young one and it’s not a reflection of your parenting. It’s a reflection of a brain in the midst of a build. It’s wondrous and fascinating and frustrating and maddening - it’s all the things.

The messy times are part of their development, not glitches in it. They are how it’s meant to be. They are important opportunities for us to influence their growth. It’s just how it happens. We have to be careful not to judge our children or ourselves because of these messy times, or let the judgement of others fill the space where love, curiosity, and gentle guidance should be. For sure, some days this will be easy, and some days it will feel harder - like splitting an atom with an axe kind of hard.

Their growth will always be best nurtured in the calm, loving space beside us. It won’t happen through punishment, ever. Consequences have a place if they make sense and are delivered in a way that doesn’t shame or separate them from us, either physically or emotionally. The best ‘consequence’ is the conversation with you in a space that is held by your warm loving strong presence, in a way that makes it safe for both of you to be curious, explore options, and understand what happened.♥️
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#mindfulparenting #positiveparenting #parenting

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