TEPRO310-24J.
Culminating Integrated Assessment (CIA) investigation.
8 November 2024
Tori Maheno - 1639172
Topic - Anxiety Learners
Reason for choosing this topic.
From what I’ve seen, anxiety can really affect how well a student does in school, how much they join in, and how they feel overall. When I’ve worked with small groups or one-on-one, I’ve noticed that some children have a hard time doing things that others seem to find easy. I’ve seen students freeze during group work, avoid looking at others, or not speak up, even when they know the answer. It’s clear that anxiety doesn’t just make them feel nervous it also stops them from getting involved and doing their best.
Seeing this has made me really interested in learning more about anxiety in students. I’ve watched kids who want to learn but are held back by the fear of making mistakes or being judged. It’s sad to see because I know they could do much better without that fear. This is why I want to find ways to help ease that anxiety and create a classroom where all students feel safe. I want to learn how to spot anxiety early and offer support that helps these students succeed both in school and emotionally.
What I already know.
What I know about anxiety in students is that it can show up in many different ways. Some students may avoid tasks, stay quiet, or refuse to join in with others. These students often hold back because they’re scared of making mistakes or being judged by their classmates or teachers. Others might show more physical signs of anxiety, like fidgeting, sweating, or getting upset easily. These behaviours come from the worry or fear they feel, and this makes it hard for them to focus on their work or take part in activities. The pressure to do things right, or the fear of failure, can stop them from giving things a try or doing their best.
Anxiety also affects how students think and process information. They may have trouble concentrating on what’s being said, find it hard to remember instructions, or struggle to keep up with their schoolwork. Even tasks that seem simple can feel too hard for a student dealing with anxiety, and this can cause more stress. This cycle can lead to more anxiety, which makes it harder for the student to cope. Socially, students with anxiety often have trouble making friends or talking to teachers, which can leave them feeling isolated or lonely. They may pull away from group activities, not wanting to risk embarrassment or judgement, which limits their social development as well as their learning.
According to New (2022), students with anxiety often need extra help to manage their stress in the classroom. Teachers play a key role in recognising the signs of anxiety and adjusting their teaching methods to make the classroom feel safer and more inclusive. Simple changes like offering quiet spaces, allowing extra time for tasks, or providing positive feedback can make a big difference in helping anxious students feel supported. Ehmke (2016) points out that anxiety can stop students from reaching their full potential, as it not only affects their ability to learn but also how they interact with others in class.
Hasan (2019) adds that anxiety isn’t just limited to tests or big events—it affects everyday learning as well. For many students, school becomes a stressful place where they don’t feel confident in themselves or their abilities. This can take away the joy of learning and lead to long-term struggles. According to Ako Aotearoa (2018), anxiety often increases during important tests or when students are moving to a new level in school. This added pressure can make it even harder for anxious students to cope, which is why it’s important for teachers to understand and address these challenges early on.
In my school, I’ve observed that anxiety in students can present in various ways. Some children seem to withdraw from activities such as cross country, Athletics, Jump jam or struggle with transitions between lessons. I've noticed that younger students become overwhelmed more easily and express anxiety through physical behaviours, like fidgeting or not engaging in discussions or appear more reserved due to a fear of failure or judgement. While reflecting on this topic, I have several questions:
How does our school identify and address anxiety in students early on? Do teachers have specific training or tools to recognise the signs of anxiety?
What interventions or support systems are in place for anxious learners? Does our school offer counselling services, or are there programs to help these students develop coping skills?
How does the classroom environment contribute to anxiety? Are there specific settings or teaching methods that might increase stress for students, and how can we change them to make the space more comfortable for everyone?
How do we ensure that anxious students are included and supported in all aspects of school life? Are there extra steps being taken to ensure they feel safe and encouraged to participate?
Information for beginning teachers in helping Anxious Students in the Classroom
New teachers need to look out for signs of anxiety in students, like fidgeting, hesitating to join in, or focusing too much on getting everything perfect. Knowing these signs helps teachers set up a classroom that feels safe and lowers anxiety.
Creating a safe and predictable space is key to helping anxious students. New (2024) explains that routines and clear rules make things more certain for students, so they feel less worried. When students know what’s coming, they feel more secure and can focus on their tasks. A steady routine helps students feel safe, which lowers anxiety and makes it easier for them to learn.
Having routines also lets teachers plan ahead for times when students might feel more nervous, like when switching between activities. By keeping things predictable, teachers can create a space where anxious students feel supported and ready to participate.
Letting students make choices in the classroom can also lower their stress. Hsu and Goldsmith (2021) say that when students have options—like choosing a topic, deciding how to show their work, or picking a way to complete a task—they feel more in control and less stressed. This sense of choice boosts confidence and helps reduce anxiety, as students aren’t just following strict rules. Giving choices shows students they’re respected and supported, which can help them feel calmer and happier.
Teaching coping skills is another good way to help students manage anxiety. Garey (2016) suggests using mindfulness, deep breathing, and short movement breaks in class. These can help students stay calm, especially when they feel anxious. Mindfulness lets them focus on breathing and the present moment, which can help ease their anxiety. Deep breathing slows them down, calming both mind and body, while movement breaks let them release tension and refocus. These techniques give students tools to handle anxiety in the moment, making them feel more in control.
Building strong connections with students is also important for reducing anxiety. Chuter (2020) highlights how creating trust and a sense of belonging helps students feel safe and supported. When teachers take the time to learn about each student’s needs and worries, it builds a positive environment where students feel understood. Knowing that a teacher cares and understands their struggles makes students more likely to trust them, reducing feelings of loneliness. This support helps anxious students feel more comfortable and willing to join in.
Encouraging peer support also helps anxious students feel connected. The Ministry of Education (2019) explains that having positive peer relationships boosts students' well-being. One way to do this is by using buddy systems or small group work. Buddy systems give anxious students a reliable friend, which can lower feelings of loneliness, and working in groups lets students share ideas and help each other, making them feel more confident and less stressed. By promoting these peer connections, teachers can build a classroom where everyone feels safe and supported.
In short, teachers who pay attention to anxiety and create a supportive, structured, and inclusive classroom help anxious students feel more comfortable and ready to succeed in school.
Connections to Our Code Our Standards Supporting Student Well-Being and Building a Welcoming Classroom
This topic focuses on "promoting student well-being" and "creating a safe and inclusive classroom." Supporting students’ well-being is essential because anxiety can strongly affect their emotions and mental health. The Education Review Office (2016) says that a safe and supportive environment helps students feel good and succeed. For new teachers, it’s important to build a classroom where students feel emotionally safe and learn skills like resilience and self-control.
When students feel emotionally safe, they can better handle stress and anxiety. Helping students become resilient means they can face challenges more easily, and teaching self-control helps them manage their feelings. These skills are useful not only for students with anxiety but for everyone’s success in school and life.
Creating a safe and welcoming classroom makes all students feel included and valued. According to Te Pakiaka Tangata Strengthening Student Wellbeing for Success (n.d.), spotting anxiety early helps teachers build a supportive space. When teachers notice and respond to signs of anxiety, they create a positive environment where students feel understood and cared for.
This approach supports Manaakitanga (Caring), which means showing kindness and respect. Helping students with anxiety shows that teachers care about each student’s well-being. This creates a classroom where everyone feels safe and ready to learn, building strong connections and a sense of belonging.
Teaching students how to handle their emotions is also important for school and life. Howley-Rouse (2024) explains that when students can manage their feelings, they can respond to different situations in healthier ways. Teachers can help by showing students how to recognise and manage their emotions.
When students learn to understand and control their emotions, they develop emotional intelligence. This helps them stay calm and focused, even in tough situations. Learning self-control also helps them build resilience, improve relationships, and handle life’s challenges, which are important skills for their well-being and growth.
Challenges and Positives in Helping Students with Anxiety
Challenges: One challenge in helping students with anxiety is recognizing it when it shows up in ways that aren’t obvious. Anxiety doesn’t always look like emotional distress; it can cause physical signs like stomach aches or headaches. Harvard Health (2020) explains that students may not realise these physical pains are connected to their worries or stress. Teachers need to be aware of these signs so they can offer the right help to make students feel more comfortable.
Another challenge is giving anxious students extra support while still meeting the needs of the rest of the class. Nelson (2019) suggests offering extra help to anxious students, like one-on-one time or breaks, but this can be tough when trying to keep the whole class engaged. Teachers can help by setting clear routines and giving students different ways to share their thoughts, such as writing or drawing. Using small group activities can also give anxious students a more comfortable space, while other students work independently or in larger groups. This way, everyone gets the help they need while keeping the class moving forward.
It’s also important to reduce the stigma around anxiety. Nelson (2019) says teachers can do this by talking openly about mental health in a positive way, so students feel comfortable talking about their feelings and asking for help. By making it normal to talk about anxiety, teachers can help students feel supported without feeling ashamed.
Positives: On the positive side, with the right support, anxious students can learn to handle their feelings better and become more resilient. Howley-Rouse (2020) explains that when students are taught how to cope with their emotions, they can face challenges in a healthier way. Teachers can help by giving emotional support, teaching ways to deal with stress, and encouraging students to see challenges as opportunities to grow. This creates a caring classroom where students feel stronger and more in control.
Anita (2023) says that when teachers notice signs of anxiety early, they can help students succeed. When teachers pay attention and provide support, students feel safer and more confident in class. This not only helps reduce anxiety but also helps students learn better, as they feel more comfortable in an environment where their feelings are understood.
Drexel University School of Education (2024) highlights that classrooms that focus on safety, inclusion, and emotional support create a place where students feel free to take risks and fully join in learning. When students feel safe and included, they are more likely to participate and explore new ideas. This supportive environment helps students grow academically and build confidence, making them more successful in school and beyond.
In summary, with the right support, teachers can help anxious students overcome challenges and thrive in the classroom.
Questions and Implications
How can schools implement more comprehensive professional development programs to help teachers recognise and respond to anxiety?
What role do parents and caregivers play in supporting students with anxiety, and how can teachers collaborate with them more effectively?
What long-term strategies can be implemented in the classroom to prevent anxiety from affecting learning in the first place?
Recommendations for Improvement
To make my findings more practical and relevant, here are some suggestions:
Make Stronger Connections: I could improve by clearly showing how ideas like mindfulness and routines can be used in my classroom. For example, routines at the start and end of each lesson can help students feel calm and ready to learn. Explaining these connections more clearly will help show how these ideas meet the needs of my students.
Give Clear Examples: Including specific examples of activities or lessons using these strategies would make the report more useful. For instance, starting a lesson with a simple breathing exercise can help settle the class, and clear routines can guide students smoothly between activities. Adding a sample lesson plan or outline could show exactly how these ideas work in practice.
In conclusion, anxiety can make it hard for students to learn and feel comfortable in school. It can stop them from joining in activities or speaking up, which affects their confidence and success. From what I’ve seen, recognizing anxiety early and creating a safe and supportive classroom is key to helping anxious students. Simple things like having routines, giving students choices, and teaching ways to manage stress can make a big difference in how they feel and learn.
As a teacher, I want to create a space where all students feel safe, understood, and encouraged. By noticing signs of anxiety and using helpful strategies, we can help students build confidence and cope with their worries. It’s also important to make sure anxiety isn’t something students feel ashamed of and to encourage open conversations about mental health.
In the end, by supporting students with anxiety, we can help them feel better, learn more, and succeed in school. This has helped me understand how important it is to create a caring classroom where every student has the chance to do their best.
REFERENCE:
Anita. (2023, May 2). 15 Ways Teachers Can Help Students Manage Anxiety at School. WholeHearted School Counseling. https://wholeheartedschoolcounseling.com/2023/05/02/15-ways-teachers-can-help-students-manage-anxiety-in-the-classroom-at-school/
Chuter, C. (2020, January 20). The importance of social connection in schools. The Education Hub. https://theeducationhub.org.nz/social-connection/
Education Review Office. (2016). WELLBEING FOR SUCCESS: A RESOURCE FOR SCHOOLS. https://ero.govt.nz/sites/default/files/2021-05/Wellbeing%20for%20success%20a%20resource%20for%20schools.pdf
Ehmke, R. (2016). How Does Anxiety Affect Kids in School? Child Mind Institute; Child Mind Institute. https://childmind.org/article/classroom-anxiety-in-children/
Garey, J. (2016, February 2). Mindfulness in the Classroom. Child Mind Institute; Child Mind Institute. https://childmind.org/article/mindfulness-in-the-classroom/
Harvard Health Publishing. (2020, August 1). Recognizing and Easing the Physical Symptoms of Anxiety. Harvard Health. https://www.health.harvard.edu/mind-and-mood/recognizing-and-easing-the-physical-symptoms-of-anxiety
hasan, shirin. (2019). Anxiety Disorders Factsheet (for Schools) (for Parents) - Nemours KidsHealth. Kidshealth.org. https://kidshealth.org/en/parents/anxiety-factsheet.html
Howley-Rouse, A. (2020, February 20). Strategies for helping students build their resilience. THE EDUCATION HUB. https://theeducationhub.org.nz/strategies-for-helping-students-build-their-resilience/
Howley-Rouse, A. (2024, February 29). Understanding and supporting emotional self-regulation at school. THE EDUCATION HUB. https://theeducationhub.org.nz/understanding-and-supporting-emotional-self-regulation-at-school/
Hsu, J. L., & Goldsmith, G. R. (2021). Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students. CBE—Life Sciences Education, 20(1), es1. https://doi.org/10.1187/cbe.20-08-0189
New, E. (2022, December 19). Inclusive Education. Inclusive Education. https://inclusive.tki.org.nz/guides/dyslexia-and-learning/recognise-and-manage-stress-and-anxiety/
New, E. (2024, April 4). Inclusive Education. Inclusive Education. https://inclusive.tki.org.nz/guides/behaviour-and-learning/create-structure-and-routine/
Nelson, K. (2019, October 1). 10 Ways to Help Students Who Struggle With Anxiety. WeAreTeachers. https://www.weareteachers.com/help-students-with-anxiety/
SECTION 1 | THE PRIORITY OF STUDENT WELLBEING -HAUORA 1 TE PAKIAKA TANGATA | STRENGTHENING STUDENT WELLBEING FOR SUCCESS «Te Pakiaka Tangata Strengthening Student Wellbeing for Success Guidelines to Assist New Zealand Secondary Schools and Wharekura in the Provision of Good Practice in Pastoral Care, Guidance and Counselling 2. (n.d.). https://assets.education.govt.nz/public/Documents/School/Supporting-students/Pastoral-Care-Guidelines-Te-Pakiaka-TangataNov2017.pdf
Zealand, M. of E., New. (2019, October 21). Support positive peer relationships. Inclusive Education. https://inclusive.tki.org.nz/guides/behaviour-and-learning/support-positive-peer-relationships/
https://www.facebook.com/AkoAotearoa. (2018, November 30). Understanding Assessment Anxiety during the Student Transition to University. Ako.ac.nz. https://ako.ac.nz/knowledge-centre/understanding-assessment-anxiety