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Please indicate group member's names in the 'Subject'.

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Please indicate group member's names in the 'Subject'.

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Post your group's responses to the discussion questions in each column!

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What other signs and symptoms do you notice in your students who may struggle with social anxiety?

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What other signs and symptoms do you notice in your students who may struggle with social anxiety?

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1. Heart Pounding

2. Sweaty palms

3. Froze in front of audience

4. Procrastination

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(Sec_Pre-U Facilitation Slides) Shedding the (Spot)light on Social Anxiety

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(Sec_Pre-U Facilitation Slides) Shedding the (Spot)light on Social Anxiety 2

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(Sec_Pre-U Facilitation Slides) Shedding the (Spot)light on Social Anxiety 3

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If you are Anna’s teacher, how would you prepare yourself and carry out a conversation to support her well-being?

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If you are Anna’s teacher, how would you prepare yourself and carry out a conversation to support her well-being?

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What are the signs and symptoms of social anxiety that Anna is exhibiting?

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What are the signs and symptoms of social anxiety that Anna is exhibiting?

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Palms sweaty

Heart racing

Stuttering

Fidgeting

Freezing

Inability to speak/read

Social withdrawal

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Heart racing, palm sweaty, freezing up, forgetting words during public speaking

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The thought if having oral presentation make her heart race, her palms sweaty. She also recalls her brain being fuzzy. During presentation she would stutter, fidget and even freeze up (In primary school)

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Trauma from past stage frights : Heart pounding, foggy brain, frozen and loss for words.

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Sweaty palms, racing heart and cold sweat

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Heart racing, palms sweaty, stutter, fidget, freezing up.

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Mrs Indra, Vani, Mdm Jas, Mdm Sharm, Mdm Jennifer, Premila

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Mrs Indra, Vani, Mdm Jas, Mdm Sharm, Mdm Jennifer, Premila

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Perspiring, heart rate increase, freezing, pounding heart, having past thoughts.

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1. Refusal to contribute (especially presentation in front of others)

2. Absent / Skip lessons for "selected" days/periods

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Immediate symptoms

sweaty palms

stutter

fidget

froze

Longer term symptoms

withdrew from friends and family

procrastinated on work related to public speaking

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Frozen body, avoid eye contact, clammed up

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Avoidance, skipping classes, skipping school, long term absenteeism, unhealthy coping mechanism

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No eye-contact, stuttering, shutting down when being addressed, breaking out in tears, clenching fists and tensing up

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1. frozen in front of people.

2. brain being fuzzy

3. fidget

4. stutter

5. sweating

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1. Panic-stricken expressions

2. Absence (sometimes at the last minute, or no update at all)

3. Grounded in staying where they are, refuse to come in to the class or step forward

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Avoidance such as being absent, going to the toilet., wearing of mash. Avoiding eye contact.

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1. Sweaty Palms

2. Heart Racing

3. Brain Fuzzy

4. Stutter and fidgety

5. Freezes up

6. Tongue Tied

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1. Refuse to do any presentation

2. Avoid eye contact when it comes to presentation

3. Skipping school

4. Unable to enter school, cry outside school gate

5. Sudden breathlessness during lesson

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1) No eye contact

2) Selective mutism

3) Avoidance of any social situations

4) Tantrums/ refusal to participate

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1. Prepare script well before hand

2. Start casually

3. Focus on listening and affirming

4. Offer small steps of support

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Stutter, fidget, freezing during presentations, heart pounding, sweaty palms

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We will turn to our wonderful SWOs, school counsellors, and SEN officers for advise on how to strike the conversation with the student and on how to provide a wrap around support for the student.

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1. Mild aggression

2. Selective mutism

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1. School refusal

2. prefer to be alone

3. avoid group work

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1. Avoiding eye contact

2. Will not respond to questions asked

3. School refusal

4. Withdraw from group related activities

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Little eye contact during interaction,

Body trembles / shivers

Speaks softly

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remove themselves from situations, avoid eye contact

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Missing lesson time by choosing to spend long time in the toilet or sick bay/skipping school entirely

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Her heart began to race, her palms turned sweaty, her mind felt foggy, and she couldn’t stop fidgeting. During the presentation, she froze up and later withdrew from her friends and family.

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1. Poor eye contact

2. Soft voice

3. Low energy

4. Withdraw from friends and social circle

5. Frequent avoidance such as going to the toilet

6. Deflect questions

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Speak to other teachers to find out more about his/her behaviour - is the behaviour consistent?

Learn from others on whether there have been successful efforts

Affirm their efforts if any

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Prior to a big group presentation, prepare the student and also do check in with the student privately.

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1. Recall - try to identify a time when she was successful.

2. Recall - why is she nervous / anxious

3. Rationalise - Is the reason(s) for the feelings valid? or overly amplified

4. Replace - Would things be different if she tried?

5. Replace - manageable goal(s)

6. Replace - positive thoughts (e.g. people will still be encouraging)

7. Affirm her for opening up

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1. MODEL AFTER NADIA FROM HUMANITIES DEPT

2. Don't appear like you are judging them

3. Arms NOT folded

4. Rationalize rather than scolding/punishing

5. Tone and volume of our voices

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Refer to the CARE team to ensure that the right support is given to the child. At the same time, we would seek the CARE team's advice and instructions to align efforts across.

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1. Start with small talk and slowly lead her to talk about her anxiety, try to find out the key trigger point.

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1. Be aware of our emotions and body language.

2. Be sensitive to the feelings of the student. Create a safe space.

3. Keep a look out for positive things of the student and inform her of her strengths.

4. Affirm her efforts and contributions

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1. Avoidance of people and tasks

2. Find excuses, e.g. say they don't know when a question is being asked, when in actual fact they do know but choose not to share as they are fearful of being judged

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Recall: Asking Anna why she is so anxious

Rationalise: Talk Anna through her thoughts and what she thinks might happen during the Science project presentation.

Replace: Work out more positive thoughts about encountering failure / unexpected situations. Could also offer Anna a more manageable task such as allowing her to present a smaller section or co-presenting with a groupmate.

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Find 1 on 1 time to chat outside of classroom

Gather evidence from different subject teachers to compare anxiety levels/behaviour across different subjects

Seek support from CARE team to prepare the talking points to focus on student wellbeing rather than 'misbehaviour'

Focus on student's feelings then apply 3Rs

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Mrs Indra, Vani, Mdm Jas, Mdm Sharm, Mdm Jennifer, Premila

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Mrs Indra, Vani, Mdm Jas, Mdm Sharm, Mdm Jennifer, Premila

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1. Social withdrawal

2. Skipping selected lessons

3. Truancy from curriculum and CCA

4. Lack of eye contact

5. Hiding behind a mask

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1) Identify the ANTs [that ppl might judge her]

2) Maybe encourage to present a part of the presentation instead of presenting entirely.

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Acknowledge student's social anxiety / problems that they are facing

Hear from different points of view (across different subjects) to see if anxieties are subject-specific

Acknowledge student's effort when they try to speak in front of their peers

Be welcoming and open - do not judge student for their social anxiety, and allow them to feel free to share with you their struggles

Use the Recall-Rationalise-Replace strategy - get students to realise and challenge their interpretation bias

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have regularly 1-1 check ins with the student, be calm and regulated in classroom settings

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Possible signs of social anxiety in students:

Avoids speaking or making eye contact in class

Appears nervous or shaky during presentations

Withdraws from group activities or peers

Worries excessively about being judged

Complains of physical discomfort before social situations

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the most important step is to validate her feelings privately while emphasizing that choral reading is a group activity where her voice will be supported and blend with others. Ensure she has maximum support by starting with the entire class reading in unison from a short, familiar text, and let her choose a safe seat or a supportive buddy. The key is using a graduated approach: avoid surprising her with solo work, offer her choices (like seating), and if any individual parts are necessary, agree on them in advance. Finally, keep all feedback directed at the whole group to avoid singling her out, even for praise, and acknowledge her effort privately to reinforce that her participation and courage are valued.

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Validate the feeling(s), let student feel comfortable to share, ignore poor sentence structure, let student pour out in whatever way comfortable, observe and be sensitive to body language, get the trust first.