Tools for Educators

Classroom Interventions

Class presentations: Children with extreme social anxiety may have difficulty with oral reports. Consider having the child present to the teacher alone, or have the child audiotape or videotape the presentation at home.

Answering questions at the board: For children with social anxiety, the combination of getting the answer wrong, and being visible to the whole class may be so overwhelming that they may opt to avoid school altogether. Consider having the child exempt from going up to the board until they are ready to handle that challenge, or, begin to approach that situation by eliminating the risk of being wrong, by simply asking the child to write the date on the board.

Testing conditions: Extended time on tests will ease the pressure on anxious children, and just knowing that the time is available may obviate the need to use it. Sometimes anxious children become distracted when they see other children working on their tests or turning them in, they may inaccurately assume that they don't know the material as well. Testing in an alternate, quiet location may be preferable for some children. Consider the use of word banks, equation sheets, to cue children whose anxiety may make them "blank out" on rote material.

Lunchroom/recess/unstructured activities: Free choice times can be a welcomed and necessary break from the pressures of school, but fears of rejection in the cafeteria or on the playground can take the fun out of free time. Bridge the gap socially by creating ties between small groups of children. A lunch bunch with two or three children can create a shared experience which kids can then draw on later. When working in pairs or small groups, don't always have children choose the groupings themselves, alternate this with a "counting off" technique or drawing straws to allow variability in the groupings.

Safe person: Having one person at school who understands the child's worries and anxieties can make the difference between a child attending school and staying home. A guidance counselor, principal, nurse, or teacher can be identified as a point person for the child to check in with briefly (5-10 minutes) to help dispel worry thoughts, take deep breaths and return to class.

Cool down pass: Pressures build for anxious children, being able to leave the situation briefly to get a drink of water or wash their face can allow them to clear their heads and return to class on a less anxious track. Since anxious children may be hesitant to ask for this and risk being the center of attention, use an orange card which the child simply places on his desk, or the teachers desk, which signals they are out on break. In general anxious children are exceedingly honest and responsible and will not take misuse this privilege.

Assemblies/large group activities: Some children become anxious in crowds, until a child has mastered the auditorium, allow them to sit where they feel most comfortable (e.g., at the end of the row in the back of the auditorium), see if they can gradually rejoin their class.

Return after illness Ever responsible, anxious kids may be very distressed about work they have missed while they were out. Assign a responsible buddy to copy notes and share handouts. If tests are given the day of the child's return, give them the option to take the test at another time and use the test-time to make up any other missing work.

Field trips Compounding the daily stress of the anxious child, field trips include the factors of being away from home and parents, and a change in routine. Accommodate the child's level of readiness so that he or she can participate as fully as possible. Consider having the child in the "teachers's group," or having parents accompany the group until the child is ready to handle an excursion without these supports in place.

Change in routine/substitute teachers Because anxious children try very hard to please and predict what is required in a situation, changes of any sort may be experienced as very stressful. When possible, send a note home the day before to alert the child/family to a change in routine, this will allow the child to process the change in his or her comfort zone and will make the transitions go more smoothly the next day.

Fire/Safety Drills While these drills are for a child's safety, anxious children may be very distressed by imagining that these events were actually happening. If there is an opportunity to signal the child in person just before the alarm sounds, this may buffer the surprise of the drill and allow children to mobilize with less distress.

Homework expectations If children are spending inordinate amounts of time on homework because of OCD redoing, rechecking, rereading, or simply worrying that the assignment wasn't done thoroughly enough, the teacher can set a reasonable amount of time for homework and then reduce the homework load to fit into that time frame. Teachers can also provide time estimates for each assignment (this could be helpful to the entire class), so that the anxious child can attempt to stay within 10% of the estimated time. Eliminate repetition by having the child do every other math question, reduce reading and writing assignments, consider books on tape if a child is unable to read without repetition, for a child with writing difficulties, consider having a parent, teacher, or another student "scribe" for the child while he or she dictates the answers.

Classroom Tools

Sensory Tools- play dough, kinetic sand, fidgets, stress balls, weighted ball,

Feelings or Emotions posters, visuals, books

Dedicated "break" space for self- regulation ("cool" or "calm down" corner)

Success or Gratitude Journals

Worry Box

Size of the Problem Visual

Zones of Regulation Visual

Yoga Cards

Hoberman Sphere

Mind Jar

Alternative Seating: bumpy cushions, bean bag chairs

Classroom Read Aloud Books

Title: You’ve Got Dragons

Author: Kathryn Cave

Ages: 5-9

Description: A little boy is afraid of dragons (representing every day worries), it describes physical worry responses such as rumbly stomach and shaky knees and gives some tips at the end as well.

Title: Is a Worry Worrying You?

Author: Ferida Wolff

Age: 4-8

Description: This book addresses different ways of dealing with worries from confronting it to using happy thoughts, humorous

Title: Silly Billy

Author: Anthony Browne

Ages:

Description: This book is about a little boy who worries about a variety of things, his grandmother introduces him to the concept of worry dolls and using his imagination to overcome fears.

Title: Ready for Anything

Author: Keiko Kasz

Ages: 3-8

Description: This story gives examples of two friends with different thinking styles and how positive and negative thinking affect experiences.

Title: Cool Cats, Calm Kids

Author: Mary L Williams

Age: 7-12

Description: This book offers practical strategies for relaxation and stress management, through the world of a cat.

Title: When My Worries Get Too Big

Author: Kari Dunn Buron

Ages: 5-8

Description: This books includes activities for teachers and parents included with a children’s book to develop self-regulation and calming strategies.

Title: David and the Worry Beast

Author: Anne Marie Guanci

Ages: 4-9

Description: Story on conquering fears, and not avoiding them. Strategies on controlling the “worry beast.”

Title: Wilma Jean the Worry Machine

Author: Julia Cook

Ages: 7-12

Description: Humorous book that addresses common worries and strategies that can be used to lessen the severity of the response. Very child friendly.

Title: Violet’s Cloudy Day

Author: Roz MacLean

Ages: 4-8

Description: First day of school jitters that turn into worry clouds that follow the child around. Strategies for managing anxiety including how to be a resilient and empowered thinker, using positive self talk and a self-compassionate attitude to overcome anxiety.

Title: Peaceful Piggy’s Meditation

Author: Kerry Lea MaClean

Agues: 3-9

Description: The young pigs in this story use meditation to deal with a busy and stressful world. Finding peace and calm.

Title: Wemberly Worried

Autho: Kevin Henkes

Ages: 4-8

Description: Wemberly worries about a lot of different things, especially her first day of school. She does end up meeting a friend who also worries which seems to help. This book introduces children to the idea of having worries. It is a good beginning point to discuss coping strategies.

Title: The Invisible String

Author: Patrice Karst Links

Ages 4-8 years

Description: This books describes how even if we can’t always be with our loved ones, we are always connected by our hearts. Good for discussions of separation, loss, and death as well.

Title: What to Do When You Worry Too Much: A Kid’s Guide to Overcoming Anxiety

Author: Dawn Huebner

Ages: 6-12

Description: An interactive book that uses cognitive behavior strategies to help children overcome worries. Having specified worry time, naming the worries or creating a worry box are some of the tools suggested in this book that includes opportunities for drawing.