Anxiety Explained: Anxiety is characterised by persistent feelings of overwhelm, fear and tension that arise in response to a real or perceived future threat. Individuals who experience chronic feelings of anxiety tend to scan their environment for danger, overestimate the likelihood of danger, and underestimate their ability to cope. Fear causes the activation of the fight/flight/freeze response, resulting in physical symptoms such as increased heart rate, dizziness, headaches or stomach aches. Anxious feelings can motivate us to stay alert to risks and solve problems. However, when anxiety becomes chronic and uncontrollable, it can interfere with daily functioning.

Anxiety = Overestimating danger + underestimating coping

Statistics:
The ABS' National Study of Mental Health and Wellbeing (2020–2022) reported 38.8% of individuals aged 16–24 years experienced a 12-month mental disorder, with anxiety being the most common.

The Mission Australia Youth Survey 2024 reported that 33.4% of respondents considered mental health concerns to be the biggest barrier to achieving their study and work goals.

Educational Impact:
Anxiety can have a significant impact on a student’s classroom behaviour, learning and social functioning. Students experiencing anxiety may exhibit internalising symptoms such as persistent worry, perfectionism, social withdrawal, avoidance of challenging tasks and difficulties with learning and concentration. Students with anxiety often have significant sleep difficulties and can present as fatigued, restless and inattentive.

Other students may react to anxiety by attempting to remove themselves from an uncomfortable situation, displaying externalising behaviours such as defiance, hyperactivity or aggression. These behaviours may be misinterpreted as intentional ‘naughtiness’, rather than maladaptive attempts to gain control in an anxiety-provoking situation.

Whilst students may want to avoid anxiety triggers, avoidance increases and perpetuates anxiety over time. Teachers play a vital role in supporting students with anxiety, by providing a supportive judgement-free environment in which to gradually confront and master their fears.


Strategies for Teachers:
1.Calm and Empathic Communication: Model calm behaviour by lowering your tone of voice, coming down to the students’ level, and acknowledging and validating the students’ feelings. Even if you don’t believe they should be feeling anxious, accept and acknowledge that the experience is real for them (i.e., “I can see you’re feeling worried. It’s understandable to feel overwhelmed by a new topic”).

2. Solution-Focussed Conversations: Have a conversation to help a student identify what they are struggling with or where they are getting stuck. This allows you to support them in finding a solution, rather than giving up or avoiding the challenge. Students with anxiety are generally avoidant of excessive attention in the classroom; therefore, it is best to have this conversation in private.

3. Provide Space and Time to Regulate: Being in a state of fight/flight/freeze is not conducive to learning. Some students require a brief ‘brain break’ to calm their system. Allow the student to sit quietly and engage in an emotion regulation strategy in the classroom (i.e., deep breathing, doodling), or take a moment to step outside of the class for a bathroom break. It is important to support them in reengaging with the work once they return or are calm.

4. Praise Effort and Positive Behaviour: Positive reinforcement is the most effective way to elicit more of the behaviour you want to see in the classroom. Recognise and celebrate students’ efforts, both academic and behavioural, and normalise mistakes as an essential part of learning. Highlighting or focusing on unwanted behaviours is likely to cause disengagement or challenging behaviour to increase.

5. Encourage Gradual Exposure: Encourage participation and gradual exposure by providing appropriate scaffolding, incremental steps and adjustments to enable success. Allowing students to avoid a task or activity for extended periods of time without a plan for gradual exposure will increase anxiety and reduce capacity for coping. Time-out or exemptions from activities should be used sparingly and in consultation with the Barker Psychology Team. If you notice patterns of avoidance please notify the Head of House, as it may be a sign that this student is struggling with anxiety.

6. Provide Predictability and Structure: Clear expectations and consistency in routines and approach will help anxious students know what is expected in your classroom.

7. Be Mindful of Difference: If a student is not making eye contact, answering a question, or appears distracted, do not take it personally. Young people who
experience anxiety may find eye contact overwhelming.

Further reading:

Supporting children and young people experiencing anxiety - Be You

The Educator's Guide for Managing Student Anxiety in the Classroom