Anxiety Disorders
At no time should a non-medical practitioner like a teacher, educational assistant etc. offer a diagnosis, or comment on the potential of a diagnosis for a child in their care. As a teacher or educational assistant, it is your responsibility to report behaviours of concern to either the child's parents, or a member of your school health team and /or administration. This is an important distinction and one that must be completely understood. If you are unsure of your role, you should speak with your school administration to clarify your responsibilities.
At no time should a non-medical practitioner like a teacher, educational assistant etc. offer a diagnosis, or comment on the potential of a diagnosis for a child in their care. As a teacher or educational assistant, it is your responsibility to report behaviours of concern to either the child's parents, or a member of your school health team and /or administration. This is an important distinction and one that must be completely understood. If you are unsure of your role, you should speak with your school administration to clarify your responsibilities.
What is an Anxiety Disorder?
What is an Anxiety Disorder?
"Anxiety Disorders are mental disorders characterized by excessive or inappropriate levels of anxiety that are so severe they interfere significantly with daily living"
"Anxiety Disorders are mental disorders characterized by excessive or inappropriate levels of anxiety that are so severe they interfere significantly with daily living"
https://www.cmho.org/documents/res-cprf-teachers-2007.pdf, June 18, 2018)
https://www.cmho.org/documents/res-cprf-teachers-2007.pdf, June 18, 2018)
Example of Anxiety disorders in your classroom
Example of Anxiety disorders in your classroom
Universal Strategies
Universal Strategies
for supporting students with an anxiety disorder
for supporting students with an anxiety disorder
Self regulation:
Self regulation:
When working with children you can support them in the 5 domains of regulation. The following list is comprised of activities or tools for students to use.
Biological Regulation
- take a break (5 - 10 mins)
- appropriate amount of physical exercise (exercise bike, skipping out in hallway, jumping jacks, going for a walk, carrying something heavy)
- calming activity
- breathing exercises
- sensory tools ie. play doh/stress ball etc
- colouring
- listening to soothing music
- aromatherapy
Emotional Regulation
- identify feelings - (disappointed, shame, worried, nervous etc)
- "name it to tame it"
- mindful activities
- colouring mandala
- body scan
- 5,4,3,2,1 Grounding Activity
- celebrate "small wins"
Cognitive Regulation (Academic)
- SNAP steps (STOP....., NOW AND...PLAN...)
- Goal setting (SMART goal setting)
- Develop personal menu of self regulation strategies
- Scaffold academic deadlines and consider appropriate reduction in academic output
Social (connections and interactions with others) Regulation
- practice gratitude
- volunteer
- talk with someone
- Scaffold social interactions - as in partners, small group and moving towards big group
Prosocial Regulation (behaviour and actions to benefit others)
- practice conversation skills
- volunteer for community service or social justice causes
Universal teaching practices that support anxiety disorders:
Universal teaching practices that support anxiety disorders:
- write down and use pictures when possible to explain clear and concise directions
- post a class schedule for the period/am/pm
- have established classroom routines
- flexible seating (ie. seating away from others, options to move to standing desks etc)
- respond with empathy, demonstrating you understand it's not the student's fault, and they are not alone.
- daily check ins with student to establish relationship trust and recognition of potential need for preventative strategy
- As a school team, design a pathway to care for students experiencing a need for mental health supports.
- for example when a student comes to a teacher and shares a concern, what are the appropriate steps the teacher should follow, to ensure the student receives the care and support needed?
- if a student demonstrates concerning behaviours
- know who in the school is a part of the students' pathway to care - is it a school counsellor? administrator? school nurse?
- describe the concerning behaviours you witness
- decide as a school team what the pathway to care is and follow up in a timely and appropriate manner