Mathematics, often described as the language of logic and precision, can also be a source of distress for many students. At Dagatan Integrated National High School, we’ve seen this reality unfold, where the fear of failure, negative experiences, and internal pressure combine to form what is commonly known as mathematics anxiety.

     Through our recent study involving 326 Grade 7 students, we discovered that 56.13% experience a low level of mathematics anxiety, while 31.29% fall under the moderate level, and 2.15% report high levels of anxiety. These figures, while showing that most students are not debilitated, still highlight a significant emotional barrier in learning mathematics.

     Digging deeper, we examined how students cope with this anxiety. Using the Brief COPE inventory, we found that the most common coping strategy among students was problem-focused coping, which was reported as being used "frequently" (composite mean: 3.50). This indicates a positive sign—many students are taking proactive steps, such as practicing, seeking help, and breaking problems down into smaller parts.

     However, as anxiety increases, the data show that students are less likely to use these effective problem-solving strategies. Instead, they shift toward emotion-focused strategies such as acceptance and self-soothing (composite mean: 3.05, "moderately" used). Surprisingly, dysfunctional coping strategies like avoidance or denial did not show a strong link with anxiety, indicating that while students struggle emotionally, they are not predominantly responding in harmful ways; however, there remains a gap that needs guidance and support.

     In response to these findings, the CALM (Conquering Anxiety, Loving Mathematics) Program was born. CALM is not just an acronym—it is a commitment. A commitment to support students in their journey of loving math instead of fearing it. It is a program aimed at reducing math anxiety by teaching students adaptive coping strategies, specifically problem-focused and emotion-focused, involving teachers and parents, and fostering a positive math environment.

     This program is grounded in evidence, shaped by real student experiences. It is driven by the desire to transform our classrooms into places where students not only learn mathematics but also develop a belief in their ability to succeed in it.

     Whether you're a student, a teacher, a parent, or a school leader, we invite you to join us on this meaningful journey. Let us build a future where every learner can face numbers with calmness, courage, and confidence.

— The Researchers