Managing Anxiety Problems at school

1. Managing Anxiety Problems at school A Resource for Teachers

2. Anxiety • Most, if not all, children experience some episodes of fear and worry in ordinary situations. • For some children, anxiety interferes in their daily lives. There are many definitions of anxiety, but a useful one is apprehension or excessive fear about real or imagined circumstances.

3. Healthy vs. Unhealthy Anxiety

4. Anxiety on a Continuum

5. What We Know About the Anxiety Rates of DSB Ontario North East Students

6. Some Key Indicators That A Child May Be Struggling With Anxiety • Frequent absences from school • Decline in grades or unable to work to potential • Excessive worrying about homework or grades • Frequent bouts of tears • Refusal to join in social activities or new situations • Extreme need for reassurance • Avoidance of stressful situations (tests, public speaking) • Physical complaints that are not attributable to a health problem • Easily frustrated • Persistent perfectionism – schoolwork erased and rewritten many times • Repeating rituals • Working exceedingly slowly to feel it has been done properly • Avoidance of locations in school or of certain people

7. Developmental Considerations Children • More pronounced physical symptoms or behavioural changes Adolescents • Problems less fluid • May display irritability and anger

8. Developmental Considerations Note: This is only a guide.

9. What To Do If One Suspects Anxiety • Start by bringing together the appropriate people for discussion. • This could include the parents/guardians, principal, SERT and Mental Health Team • Encourage families to see a physician or pediatrician Source: hubertk on Flickr

10. General Strategies Improve resiliency factors/strengths: • Improve connections to supportive, nurturing adults • Ensure school personnel know how to identify anxiety http://www.hincksdellcrest.org/ABC/Teacher-Resource/The-Worried-Child/Introduction.aspx?viewType=Professional Development • Ensure that students can turn to school personnel who will listen and provide support http://cymhin.offordcentre.com/downloads/Making%20a%20Difference%204-0.pdf • Engage the child or youth to participate in activities that develop their confidence

11. General Strategies Listen and avoid being judgmental. • Avoid being overly critical. • Avoid expressing frustration. • Be empathetic. • Avoid confrontation with the child or youth. Provide reassurance and information.

12. General strategies Provide incentives for brave behaviour • gradual and patient approach • helps with motivation • needs to be: • immediate • simple and consistent • small and frequent Source: dolanh on Flickr

13. General strategies Provide predictability and consistency • Children and youth usually do best when expectations are consistent. • schedules and routines • need for one person in charge • use of same reassuring phrases • plan ahead

14. General strategies Reduce unnecessary stressors • Identify stresses at school. • Create a plan to reduce stresses or problem solve. Help identify adaptive thinking. • Coping self-talk • What can I think about or do to reduce my anxiety? • Create a card or other concrete reminder Model calm, effective coping. Source: tamurray5 on Flickr

15. Calming/distraction strategies Relaxing the mind and relieving stress can be accomplished through: • abdominal breathing ex. http://www.anxietybc.com/sites/default/files/calm_breathing.pdf • progressive muscle relaxation http://childrenwithanxiety.com/articles-resources/how-to-teach-children-progressive-muscle-relaxation • Mindfulness exercises http://www.mindfuleducation.org/mindfulnessforchildren.pdf Have a chill out zone Source: Clarkston SCAMP on Flickr

16. THANK YOU! • We hope that you found this a useful introduction to managing anxiety at school. • Should you have questions, your Mental Health Leader is available to provide ongoing support and leadership to your team.