1. Classroom-based program such as Friends For Life Curriculum

Classroom-based program teaching social skills and resilience to prevent anxiety in all students 

Reference: Herzig-Anderson, K., Colognori, D., Fox, J. K., Stewart, C. E., & Masia Warner, C. (2012, July). School-based anxiety treatments for children and adolescents. Child and adolescent psychiatric clinics of North America. https://pmc.ncbi.nlm.nih.gov/articles/PMC3399129/

2. Screening Tools for Anxiety

All students should be screened for anxiety using one or more of the following screening tools: 

• Screening for Child Anxiety and Related Disorders (SCARED)

• Generalized Anxiety Disorder-7 Point Scale (GAD)

• Intolerance of Uncertainty Scale (IUS)

• Spence Children's Anxiety Scale (SCAS)

• Revised Children's Anxiety and Depression Scale (RCADS)

• Multidimensional Anxiety Scale for Children (MASC)

https://apbs.org/wp-content/uploads/2023/04/B06-APBS-Anxiety-Presentation.pdf

3.  Mindfulness-based stress reduction (MBSR) 

Mindfulness practices integrated into classroom routines.

4. Calming corner

A calm-down corner is a designated, inviting space where children can go to regulate their emotions and take a break when feeling overwhelmed, anxious, or frustrated 

Terada, Y. (2022, October 21). Incorporating a calming corner into station rotation. Edutopia. https://www.edutopia.org/article/incorporating-calming-corner-station-rotation/ 

5.  Cool Kids Anxiety Program- Low-Intensity Format

Teaches children around the age of 7-12 and parents how to better manage their anxiety in a low-intensity manner that does not require face-to-face contact with a therapist. 

Rapee, R. M., Abbott, M. J., & Lyneham, H. J. (2006). Bibliotherapy for children with anxiety disorders using written materials for parents: A randomized controlled trial. Journal of Consulting and Clinical Psychology, 74(3), 436–444. https://doi.org/10.1037/0022-006X.74.3.436

1. Check in/check out

  A targeted support strategy where students check in with a trusted adult at the start and end of each school day.  

Mitchell, B. S., Lewis, T. J., & Stormont, M. (2021). A daily check‑in/check‑out intervention for students with internalizing concerns. Journal of Behavioral Education, 30(2), 178–201. https://doi.org/10.1007/s10864-020-09365-7 

2. Skill-based groups

By organizing students into skill-based groups educators can promote self-identification of thoughts and feelings, allow students to identify the perceived threat, and practice forming social skills and strengthening relationships with adults and peers

https://apbs.org/wp-content/uploads/2023/04/B06-APBS-Anxiety-Presentation.pdf#page=28.00

3. School-Based Mindfulness or Relaxation Training

• Content: Mindfulness, deep breathing, guided imagery, and progressive muscle relaxation.

• Goal: Increase tolerance of discomfort and reduce physiological symptoms of anxiety.

• Implementation: Small group sessions during advisory or lunch.

4. Cognitive-Behavioral Therapy (CBT) Intervention; Small groups

Small group CBT program for students experiencing differing levels of anxiety

Reference: CEBC. CEBC " Coping Cat ’ Program ’ Detailed. (2009, May). https://www.cebc4cw.org/program/coping-cat/detailed

5. Individual or Group Therapy Sessions

Individuals receive weekly therapy sessions to understand and alleviate symptoms of anxiety. 

Fawcett, E., Neary, M., Ginsburg, R., & Cornish, P. (2020). Comparing the effectiveness of individual and group therapy for students with symptoms of anxiety and depression: A randomized pilot study. Journal of American College Health, 68(4), 430–437. https://doi.org/10.1080/07448481.2019.1577862

1. Cognitive-Behavioral Therapy (CBT) Intervention; Individual 1:1

Classroom based 1:1 CBT for students with anxiety diagnosis

Reference: Herzig-Anderson, K., Colognori, D., Fox, J. K., Stewart, C. E., & Masia Warner, C. (2012, July). School-based anxiety treatments for children and adolescents. Child and adolescent psychiatric clinics of North America. https://pmc.ncbi.nlm.nih.gov/articles/PMC3399129/

2. Functional Behavior Assessments

An assessment to determine the function of anxiety and design interventions to address this function. In children with anxiety, this is typically escape as children look to escape uncomfortable thoughts or experiences

https://apbs.org/wp-content/uploads/2023/04/B06-APBS-Anxiety-Presentation.pdf

3. School-based CBT sessions

Individual sessions focused on identifying and restructuring anxious thoughts, exposure to feared situations, and developing coping skills.

4. Scheduled Check-ins

Daily or weekly 1:1 meetings with a trusted adult for emotional regulation and anxiety support.

5. Individualized Behavior Support Plan (BSP)

Includes specific strategies and accommodations, like scheduled breaks, use of a calm-down space, or altered class transitions.

6. Exposure hierarchy

Gradual exposure to anxiety-provoking situations (e.g., speaking in class, attending assemblies).

7. Mindfulness-based stress reduction (MBSR)

Guided breathing, grounding exercises, and relaxation techniques integrated into daily routine.

8. 504 Plan or IEP

If anxiety significantly impairs functioning, the student may qualify for accommodations or special education services under an emotional disturbance or other health impairment (OHI) category.

9.  Trauma-informed counseling

 Individualized support for students whose anxiety is rooted in trauma (e.g., abuse, neglect, family instability). 

American School Counselor Association. (2022). The school counselor and trauma-informed practice. ASCA. Retrieved from https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Trauma-Informed-Practice 

10. Wraparound

Wraparound process is individualized and team-based care for students with complex needs.

Bruns, E. J., Walker, J. S., Bernstein, A., Daleiden, E., Pullmann, M. D., & Chorpita, B. F. (2013). Family Voice With Informed Choice: Coordinating Wraparound With Research-Based Treatment for Children and Adolescents. Journal of Clinical Child & Adolescent Psychology, 43(2), 256–269. https://doi-org.ric.idm.oclc.org/10.1080/15374416.2013.859081

https://journals-sagepub-com.ric.idm.oclc.org/doi/10.1177/10534512231183362