Anxiety isn’t the problem, but the response to anxiety can be. Here’s how to turn it around.

When the response to anxiety becomes the problem.

Anxiety is a normal human response designed to warn us of danger. If there is true danger, the drive to avoid means anxiety is doing its job. When this happens, our job is to help them move to safety.

Most often though, anxiety means we are about to do something safe and brave, important, hard. When this happens, our job is to help them to learn that they can feel anxious and do brave.

This can happen one little step at a time, but it starts with changing how we think of anxiety.

The more we treat anxiety as a problem or as something to be avoided, the more we inadvertently turn them away from the safe, growthful, brave things that drive it.

On the other hand, when we make space for anxiety, let it in, welcome it, be with it, the more we make way for them to recognise that anxiety isn’t something they need to avoid. They can feel anxious and do brave.

We have to stop pathologising anxiety.

Every time we pathologise a child with anxiety, we lose an opportunity to strengthen them against it.

Yes they might have extreme anxiety, and yes anxiety makes things feel hard, and yes they are capable of doing hard things.

It doesn’t matter how quickly they move towards brave or how small the steps are. What’s important is not avoiding new, hard, brave things completely.

Being brave isn’t about ‘no anxiety’. In fact, whenever there is a need for brave behaviour, there will always be anxiety. It’s the existence of anxiety that makes it brave. The key to strengthening children isn’t about ‘never experiencing anxiety’, but about knowing they can handle anxiety. This will only come from experience.

As long as what they are doing is safe, we don’t have to ‘fix’ their anxiety. Their anxiety isn’t a sign of breakage. It’s a sign that they’re dealing with something hard, brave, new, or important.

When we pathologise a child with anxiety (‘You can’t do this because you are anxious,’), we inadvertently do two things:

– we confirm the deficiency story that tends to come with anxiety, ‘I’m not strong enough/ brave enough/ good enough to do hard things.’

– we send the message that anxiety is something that should be avoided. The problem with this is that we also send the message that the things that drive anxiety should be avoided. This will include all brave, hard, new, important things, which always come with anxiety.

When they avoid anxiety, they avoid the experiences they need to learn they can handle anxiety – and this wisdom will only come from experience. It doesn’t matter how long this takes or how small the steps are. It also doesn’t matter if they handle this terribly. What matters is the experience and that they don’t feel alone in the experience.

This can happen in tiny steps, each one braver than the last. Each of these steps, however awful they feel, show them they can feel anxious and do brave.

If we want them to know they can feel anxious and do brave, we have to make anxiety ‘be-withable’.

Living bravely with anxiety is about sharing the space with it, not being pushed out by it.

Rather than,‘What’s wrong with you?’ or ‘We need to fix you,’ we have to normalise it: ‘Of course you have anxiety! You’re doing some big things at the moment. How can I help?’

Even when anxiety is extreme and suffocating, we have to normalise the anxiety part of it. Why? Because the more we pathologise anxiety, the more we fuel anxiety about the anxiety.

The experience of anxiety is normal. The intensity might be extreme and unbearable, but the anxiety is normal.

As long as they are truly safe, the intensity of anxiety will be fuelled by anxiety about the anxiety and the story (the reason) they put to their anxiety.

To change the response to anxiety, we have to change the story we put to anxiety.

We humans instinctively put a story to our feelings to make sense of them. When anxiety hits, we automatically ask, ‘Why do I feel like this?’ The brain will often answer with a story of disaster, ‘Because something bad is about to happen,’ or a story of deficiency, ‘Because there’s something wrong with me.’

But there’s another reason: ‘Because I’m moving outside of what feels comfortable and normal for me.’

Stories of disaster or deficiency drive the brain into bigger distress, which intensifies the physiology of anxiety, which amplifies the need to avoid.

Often, this avoidance isn’t about needing to avoid the actual thing (even though it will feel that way). It’s about avoiding the anxiety.

The ‘can’t’ is about the anxiety, not the thing they need to do. This is why we need to make anxiety more be-withable, and change the story they (and we) put to anxiety.

Believe them, that their anxiety feels big AND believe in them, that they can handle the ‘big’.

As long as they are safe, let them know this. Let them see you believing them that this feels big, and believing in them, that they can handle the big.

Believe them AND believe in them.

‘Yes this is hard. I know how much you don’t want to do this. It feels big, doesn’t it. And I know you can do big things, even when it feels like you can’t. How can I help?’


‘Yes this feels scary. Of course it does – you’re doing something important/ new/ hard. I know you can do this. How can I help you feel brave?’

Name their wish to avoid AND their capacity to approach. One doesn’t cancel out the other.  

‘I know it feels like you can’t, and I know you can. This is happening and we’re going to handle it together. What would make it easier?’

You might not be able to respond in these ways every time, and that’s okay. What matters is:

  • being intentional,
  • making sure they don’t feel alone and unseen in the experience (which is why validation – believing them – is important), and
  • knowing that every time they experience handling the discomfort of anxiety to move towards something important (even if they don’t handle it well) they are learning that the presence of anxiety doesn’t change how brave or capable they are.

They won’t believe in themselves until we show them what they are capable of. For this, we’ll have to believe in their ‘can’ more than they believe in their ‘can’t’.

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Too many students are being stifled by anxiety, and this number is on the rise.

Far from being ‘another anxiety workshop’, this comprehensive approach will draw on neuroscience, evidence-based strategies, and highly respected therapeutic models in developing a fresh, impactful approach to working with anxiety in young people.

We will explore anxiety from the ground up, developing a ‘roadmap’ for a therapeutic response to anxiety that will include key information, powerful strategies, and new responses to anxiety to effect immediate and long-term change.

This workshop is for anyone who works with young people in any capacity. 

Includes full catering, handbook and PD certificate.

For the full range of workshops in Australia and New Zealand, see the link in the bio.♥️
Relationship first, then learning and behaviour will follow. It can’t be any other way. 

Anxious brains can’t learn, and brains that don’t feel safe will organise young bodies (all bodies) for fight, flight (avoidance, refusal, disengagement, perfectionism), or shutdown. 

Without connection, warmth, a sense of belonging, feeling welcome, moments of joy, play, and levity, relational safety will be compromised, which will compromise learning and behaviour. It’s just how it is. Decades of research and experience are shouting this at us. 

Yet, we are asking more and more of our teachers. The more procedural or curriculum demands we place on teachers, the more we steal the time they need to build relationships - the most powerful tool of their trade. 

There is no procedure or reporting that can take the place of relationship in terms of ensuring a child’s capacity to learn and be calm. 

There are two spaces that teachers occupy. Sometimes they can happen together. Sometimes one has to happen first. 

The first is the space that lets them build relationship. The second is the space that lets them teach kids and manage a classroom. The second will happen best when there is an opportunity to fully attend to the first. 

There is an opportunity cost to everything. It isn’t about relationships OR learning. It’s relationships AND learning. Sometimes it’s relationships THEN learning. 

The best way we can support kids to learn and to feel calm, is to support teachers with the space, time, and support to build relationships. 

The great teachers already know this. What’s getting in the way isn’t their capacity or their will to build relationships, but the increasing demands that insist they shift more attention to grades, curriculum, reporting, and ‘managing’ behaviour without the available resources to build greater physical (sensory, movement) and relational safety (connection, play, joy, belonging).

Relationships first, then the rest will follow.♥️
Love and lead. 

First, we love. Validation lets them know we see them. Validation is a presence, not a speech. It’s showing our willingness to sit with them in the ‘big’ of it all, without needing to talk them out of how they feel.

It says, ‘I see you. I believe you that this feels big. Bring your feelings to me, because I can look after you through all of it.’

Then, we lead. Our response will lead theirs, not just this time, but well into the future. 

If we support avoidance, their need to avoid will grow. The message we send is, ‘Maybe you aren’t safe here. Maybe you can’t handle this. Maybe your anxiety is telling the truth.’ 

Of course, if they truly aren’t safe, then avoidance is important. 

But if they are safe and we support avoidance, we are inadvertently teaching them to avoid anything that comes with anxiety - and all brave, new, hard, important things will come with anxiety. 

Think about job interviews, meeting new people, first dates, approaching someone to say sorry, saying no - all of these will come with anxiety.

The experiences they have now in being able to move forward with anxiety in scary-safe situations (like school) will breathe life into their capacity to do the hard, important things that will nourish and grow them for the rest of their lives. First though, they will be watching you for signs as to whether or not anxiety is a stop sign or a warning. The key to loving bravely and wholly is knowing the difference.

Teach them to ask themselves, ‘Do I feel like this because I’m in danger? (Is this scary dangerous?) Or because there’s something brave, new, hard, important I need to do. (Is this scary-safe?). Then, ‘Is this a time to be safe or brave?’

To show them we believe they are safe and capable, try, ‘I know this feels big, and I know you can do this.’ Then, give them a squeeze, hand them to a trusted adult, and give them a quick, confident goodbye. Their tears won’t hurt them, as long as they aren’t alone in their tears.

It doesn’t matter how small the steps are, as long as they are forward.♥️
I'm so excited to be speaking about separation anxiety at the Childhood Potential Online Montessori Conference. 

The conference will involve conversations with over 40 other experts, and will take place from 27-31 January 2025. This is for anyone who is an important adult to a young child or toddler. 

I'd love you to join me. See more here 
: http://childhoodpotential.com/?a_box=ncw8h43m&a_cam=1
New, hard, important, brave things will always come with anxiety. It’s the anxiety that makes these things brave.

The only way for kids to never experience anxiety is for us to never put them in front of anything growthful, new, hard, brave. They’ll never feel the discomfort of anxiety, but they also won’t grow and strengthen against it. 

We’ll never get rid of anxiety and we don’t need to. The key to strengthening young people against anxiety lies in helping them feel safer with it. 

Here are 3 ways to do that. First though, and most importantly, establish that they are actually safe - that they are relationally safe, and that they feel safe in their bodies.

1. Take avoidance off the table. Avoidance makes anxiety worse by teaching the brain that the only way to stay safe is to avoid. Little steps matter - any step, even the tiniest, is better than none.

2. Show them you can handle their anxiety and the big feels that come with it:

‘Of course you feel anxious. You’re doing something big. How can I help you feel brave?’ 

Or, ‘I know this feels big, and it feels like you can’t. I know you are safe and I know you can. You don’t need to believe it because I know it enough for both of us. I know you won’t believe it until you see it for yourself. That’s okay, that’s what I’m here for - to show you how amazing you are and that you can do hard things. I can take care of you through the ‘big’ of it all. What’s one little step you can take? Let’s take it together. And don’t say ‘no steps’ because that’s not an option.’

3. Help them understand why they feel the way they do when they are anxious, otherwise they’ll interpret sick tummies, sore tummies, racy heart, clammy skin, big feelings as a sign of deficiency or potential disaster. It isn’t. It’s a sign of a brain and body trying to protect them, at a time they don’t need protecting. 

As long as they are safe, the need to avoid is often more about needing to avoid the thoughts, feelings, and physiology of anxiety, rather than avoiding the thing itself. This is why the physiology of anxiety will continue to drive anxiety until we make sense of it. ‘Hey Warrior’ will help you do make sense of it for them.♥️

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