The majority of children or teens with social anxiety go unnoticed by teachers or parents. They are not children who act out; rather, they are the children who try to remain invisible. These children tend to get recognized when they begin to miss school or their grades start to drop.
I have found this to be true. These students can appear as if everything is going fine. Absences from school are often the first signs that something may be bothering the student.
Despite such extreme behaviours, young children are often unable to say why they are so worried or to identify what it is that is so upsetting.
This is a good reminder. When educators notice students who are exhibiting symptoms of social anxiety, it is important to simply ask them what is so upsetting.
Social anxiety disorder usually begins in early adolescence although can start earlier during the elementary school years.
This is something I notice teaching at the grade six level. There are often students who did not struggle with social anxiety in elementary, but begin to demonstrate anxious behaviour in middle school. It can be very difficult for both students and their parents to understand the changes in behaviour.
Loving and simple limits help surround children with a sense of consistency, safety and trust.
I agree. Although students may often test boundaries, it is actually beneficial for them to have limits. I also like the reminder about consistency, as this is so important!
Research Supports FLIP IT!
I appreciate that this resource is research based and that its success has been evaluated by a variety of outside sources.
Next, anxiety specialists have identified that when people experience anxiety more often (e.g. most days, and for months at a time), and more intensely than others, it can create significant disruption in their lives.
It is important to realize that adults also experience anxiety. When parents of our students are struggling with anxiety, this may also have a significant impact on a students ability to learn.
Fear of Public Speaking
I have found this to be a common fear of many students in middle school. I appreciate how this article provides some strategies to help students decrease their fears. I agree that it is beneficial for students to begin with low risk situations and then gradually increase the size of the audience. I also agree that it is helpful for some students to video their presentations in order to share their learning in a non-threatening way.
There is nothing wrong with having high standards and striving to be the best you can be. But, trying to be perfect is not only unhealthy, it’s impossible!
This is a good reminder. Sometimes students have very unrealistic expectations for themselves. In my school setting we often use a four-point scale to assess many of our assignments. I sometimes need to remind students that "there is no five". Exceeding expectations (4) is already enough! Some students have a hard time completing work because they keep wanting to add more and more detail to the assignment.
If you believe that a student is experiencing symptoms of anxiety that are excessive, intense, and disruptive we advise that you begin by consulting with your school counselor or principal.
I appreciate the reminder that addressing anxiety should be a team approach. It is good to remember that educators are not on their own, but we also have access to trained professionals who can offer support for both the teacher and the student.
Encourage extra-curricular activities. Organized clubs, lessons or sports are all opportunities for your child to meet peers. Your child is guaranteed to have at least 1 thing in common with the others. It also gives your child a chance to meet new peers outside of the classroom or school, which can diversify his/her social options.
Extra-curricular activities are a great way for students to develop strong friendships. These activities also provide students with opportunities to try new things and to identify and develop their personal strengths and interests. It is important for schools to provide a wide variety of extra-curricular choices including athletics, music, art, and drama. It is also wonderful when these types of activities can be incorporated into the classroom curriculum so that everyone can share in the experience.
Don’t be discouraged if your child has lapses and returns to his/her old behaviors every once in a while, especially during stressful times or transitions
This is a valuable reminder. It can be disheartening when a student who has been progressing appears to have a set back. It is helpful to remember the big picture and that coping with anxiety is a lifelong process.
Realistic Expectations It is important to have expectations for your child and help him/her meet those expectations. However, understand that an anxious child will have trouble doing certain things, and may need to go at a slower pace. Help your child break down goals into smaller steps that h/she can accomplish.
It is important for educators to remember that students with anxiety may need to have realistic expectations. When anxious students face unreachable expectations, this may actually increase their anxiety. It is okay for students to work at a slower pace. Also, remember to celebrate the progress that is being made!
Fight Flight Freeze – Anxiety Explained For Teens
I recently had a discussion with my class regarding Fight, Flight, Freeze. Most of the students were familiar with these terms as it relates to a response to danger. However, many of them commented on how it is interesting that when a person is feeling anxious the body can have this response even though there is no real danger. This was very helpful for them to understand the physical effects of anxiety.
The STOP Plan Handout
This is a user friendly handout that students can use when they are feeling stressed. Although, it is geared for elementary students, I can also see this being useful for a few of the grade six students at my school. The STOP acronym is easy to remember and provides good discussion points to help the student identify the cause of their stress.
How To Address Test Anxiety
This is a very helpful, student-friendly resource that can easily be used in the classroom. I think my whole class would benefit from working through this resource! I really like the section that helps students to identify and overcome "thinking traps" they may fall into when they feel anxious about a test. The resource also includes a wide variety of study and test-taking tips.
Reflective Practice is when we take the time to do just that! We must carve out time and make it a priority so that we learn from our experiences and continue to grow.
I agree that reflection is an important part of our professional development. I have found that all too often it is the step that is skipped when life gets busy. What structures can schools put in place to promote regular reflection?
Building Your Bounce: Simple Strategies for a Resilient You
The title of this resource caught my attention. I like the use of the word "bounce" as it implies the need for flexible thinking and responses in challenging situations. The title also suggests that although we cannot control the circumstances we face, we can choose what our response will be. I like the focus on "building" resilience, and I am curious to learn more about the strategies.
As this is a journey and not a race, you may choose to go through all 6 units, lesson by lesson, over the course of weeks or months. Alternatively, you may prefer to skip around the various units, focusing only on relevant lessons, knowing you can return at a later date and work through the rest.
I appreciate the approach of addressing anxiety as a journey rather than a race. It is important to remember that each person's experience with anxiety is unique. Also, healing can be a slow process and may take time. I like how this program can be individualized and recognizes that a "one size fits all" approach is not always best.
They had at least one skill that gave them a sense of pride and acceptance within their peer group.
I found this statement an important reminder of the power of words. A compliment or encouraging word can have a lasting impact on a child. It is also beneficial to provide students with plenty of opportunities to explore their talents and passions. Giving students a voice and choice in their learning is key!
They had at least one positive role model who supported their development of trust, autonomy, and initiative.
This statement really resonated with me. It is so important for children to connect not only with peers, but also with adults who support them and believe in them.
This disruption can interrupt or even stop him or her from participating in a variety of typical childhood experiences such as: Attending school Joining social, athletic or recreational clubs Meeting age expected demands such as sleeping through the night, doing homework, and making friends.
These are important observations to make in regards to anxiety. It is very common for students with anxiety to be absent from school. I have observed this at the middle school level. The students who miss a lot of school are often the same students who struggle to complete their homework. This can cause more anxiety for the student and negative patterns can develop. When things pile up, students with anxiety can feel so overwhelmed that they are unable to begin any of the tasks. How can educators motivate students to take the first steps towards success?
Anxiety is something that everyone experiences from time to time.
I think this is an important piece for students to understand. When I facilitate our grade six Stress Management module, I often provide examples of times when adults experience stress. A good personal example that students can relate to is report card writing time for teachers. The deadline may cause stress, but it also motivates teachers to get everything accomplished on time. This kind of short-term stress is normal, and can sometimes even be helpful.