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Being an educator carries a lot of responsibility. In education, following the curriculum and making lesson plans are part of the job description but it can also involve supporting students emotionally and academically. Students are in school a majority of the day during the school year and no matter what age group they are in, their emotional wellbeing should be talked about. Educators have a role to support anxiety in students in the classroom. This padlet explains some causes of anxiety in the classroom, where anxiety could stem from in a student, ways to support these children with anxiety, and many other articles related to anxiety in students and how educators can support them.

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A Control-Value Theory Approach: Relationships Between Academic Self-Concept, Interest, and Test Anxiety in Elementary School Children by Annette Lohbeck, Dennis Nitkowski, Franz Petermann

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A Control-Value Theory Approach: Relationships Between Academic Self-Concept, Interest, and Test Anxiety in Elementary School Children by Annette Lohbeck, Dennis Nitkowski, Franz Petermann

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This research-based article talks about the anxiety in the classroom when it comes to testing. This anxiety doesn’t just come from the test itself, it comes from a range of emotions that are caused by the child's educational setting. Children develop positive or negative learning emotions that can affect their behavior and cause them to become more anxious in school. The article explains the student's interests in certain subjects and how that can affect their anxiety in certain classes, specifically when it comes to testing. Gender can also make a difference in children's anxiety levels. Girls may experience it more than boys due to them having a higher academic self-concept.

Lohbeck, A., Nitkowski, D., & Petermann, F. (2016). A control-value theory approach: relationships between academic self-concept, interest, and test anxiety in elementary school children. Child & Youth Care Forum : Journal of Research and Practice in Children's Services, 45(6), 887–904. https://doi.org/10.1007/s10566-016-9362-1

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Anxiety-A Classroom Close-Up by Bert L Kaplan

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Anxiety-A Classroom Close-Up by Bert L Kaplan

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This research-based article focuses on the educators (teachers) role in understanding students' behavior and effective ways to handle anxiety in students. If educators understand theoretical concepts of anxiety then they can help their students become more successful emotionally and academically. Anxiety doesn’t have to be looked at as negative, and educators should understand this because in doing so they can shape this emotion into a positive feeling. Anxiety usually occurs when a person is feeling a feeling that they don’t recognize and is new to them. Educators can shape this into something positive and have them get excited to feel this way. The article talks about the strengths this can have on a student's behavior, their relationship with their educator(teacher), and how they feel/act in the classroom setting. Helping a student with anxiety doesn’t always mean getting rid of the feeling as long as educators understand the strength it can have.

Kaplan, B. L. (1970). Anxiety-a classroom close-up. The Elementary School Journal, 71(2), 70–77.

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Preschool Executive Control and Internalizing Symptoms in Elementary School by Timothy D Nelson, Katherine M Kidwell, Jennifer Mize Nelson, Cara C Tomaso, Maren Hankey, Kimberly Andrews Espy

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Preschool Executive Control and Internalizing Symptoms in Elementary School by Timothy D Nelson, Katherine M Kidwell, Jennifer Mize Nelson, Cara C Tomaso, Maren Hankey, Kimberly Andrews Espy

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This research-based article talks about depression and anxiety in children and the risk factors that may lead to these problems. Depression and anxiety can be seen in children as early as pre-school years due to a variety of factors. The article talks about a study with a broad range of children who are typically developing to see if they later developed an emotional or behavioral disorder. They focus on the deficits of executive control in the children. Executive control, according to the text, is a set of cognitive abilities for directing attention and behavior. The findings showed that poor executive control can lead to depression or anxiety symptoms to occur in children. It was found that forming executive control early on in life (between ages 2-5) can help a child regulate these emotions and reduce the likelihood of that child developing an emotional or behavioral disorder.

Nelson, T. D., Kidwell, K. M., Nelson, J. M., Tomaso, C. C., Hankey, M., & Espy, K. A. (2018). Preschool executive control and internalizing symptoms in elementary school. Journal of Abnormal Child Psychology : An Official Publication of the International Society for Research in Child and Adolescent Psychopathology, 46(7), 1509–1520. https://doi.org/10.1007/s10802-017-0395-1

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The Challenges of Classroom Strategy Instruction by Michael Pressley, Fiona Goodchild, Joan Fleet, Richard Zajchowski, Ellis D Evans

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The Challenges of Classroom Strategy Instruction by Michael Pressley, Fiona Goodchild, Joan Fleet, Richard Zajchowski, Ellis D Evans

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This evidence-based intervention talks about different types of strategies to use in the classroom that can reduce anxiety along with other issues students may deal with. The article goes on to explain these different types of strategies and when the appropriate time to use them is.

Pressley, M., Goodchild, F., Fleet, J., Zajchowski, R., & Evans, E. D. (1989). The challenges of classroom strategy instruction. The Elementary School Journal, 89(3), 301–342.

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Biofeedback-Assisted Relaxation Training in the Elementary Classroom by Linda B Zaichkowsky, Leonard D Zaichkowsky, John Yeager

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Biofeedback-Assisted Relaxation Training in the Elementary Classroom by Linda B Zaichkowsky, Leonard D Zaichkowsky, John Yeager

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This evidence-based intervention explains biofeedback-assisted relaxation training in the elementary classroom. The article talks about how children can be stressed due to biological factors, phycological factors, and/or cultural factors. The study that was conducted was to answer these three research questions:

1. Can children trained in biofeedback-assisted relaxation demonstrate positive self-control as measured by the physiological variables of heart rate, respiration rate, and skin temperature?

2. Can children trained in biofeedback-assisted relaxation demonstrate a positive effect as measured by the psychological variables of state anxiety and self-concept?

3. Are there age-related differences in the ability to achieve self-regulation?

The study resulted in the conclusion that biofeedback can help counselors (educators) in creating stress-controlled training in elementary schools.

Zaichkowsky, L. B., Zaichkowsky, L. D., & Yeager, J. (1986). Biofeedback-assisted relaxation training in the elementary classroom. Elementary School Guidance & Counseling, 20(4), 261–267.

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Exploring Mindfulness and Meditation for the Elementary Classroom: Intersections across Current Multidisciplinary Research by Kayli Routhier-Martin, Sherron Killingsworth Roberts, Norine Blanch

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Exploring Mindfulness and Meditation for the Elementary Classroom: Intersections across Current Multidisciplinary Research by Kayli Routhier-Martin, Sherron Killingsworth Roberts, Norine Blanch

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This evidence-based intervention explains mindfulness and meditation programs and the benefits they can have for elementary education. The interventions focus specifically on psychology, elementary education, and exceptional education. The research shows the positive outcomes that meditation and mindfulness can have in elementary education by improving student behavior, students' social-emotional environments (stress, anxiety, poverty), and there are academic benefits. The article explains the different techniques to help with these emotions and the appropriate time to use them along with the benefits they can have on students and educators. There are many sections explaining psychological benefits and studies, the helpfulness in an elementary setting, and how these techniques can benefit students with exceptionalities.

Routhier-Martin, K., Roberts, S. K., & Blanch, N. (2017). Exploring mindfulness and meditation for the elementary classroom: intersections across current multidisciplinary research. Childhood Education, 93(2), 168–175.

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All educators should research and get current knowledge on how to help anxiety in students in the classroom. In any school setting, there will most likely be at least one or more students sitting in the classroom that struggle with anxiety. Some of the research-based articles explain that gender, race, and behavioral differences can be a factor in the cause of anxiety in some students. In the early years, there are clear signs of anxiety in children and sometimes parents and educators might not see that right away. The articles in this padlet are for current and future elementary educators, parents/guardians, students, and other people or educators who would want to help and educate those who have or who know someone who deals with anxiety in school. There are several interventions listed and studies that show certain strategies that can help these individuals. Once a parent/guardian sees the signs of anxiety in their child, there are ways to help and advocate for them in school and other settings. Some of the articles focus on the students while some focus on the educator's role in the classroom. If educators understand anxiety and the concepts around it, then they can better help their students emotionally and academically. Anxiety doesn’t have to be looked at as negative, all anxiety is an emotion and educators can shape this emotion into something positive rather than negative. It was shocking to read how early on anxiety can be seen in a child and how quickly it follows them throughout their lives. As an educator, it is important to pay attention to these signs of anxiety and be aware of how to react in certain situations. Learning the strategies from the articles was helpful because they can be used in the classroom on a daily basis. There should be more up-to-date peer-reviewed research and interventions on this topic of educators' role in supporting anxiety in students in the classroom. A lot of the time anxiety in schools focuses on middle and high school students but the research should be equally geared towards elementary-level students.

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Kaplan, B. L. (1970). Anxiety-a classroom close-up. The Elementary School Journal, 71(2), 70–77.

Lohbeck, A., Nitkowski, D., & Petermann, F. (2016). A control-value theory approach: relationships between academic self-concept, interest, and test anxiety in elementary school children. Child & Youth Care Forum : Journal of Research and Practice in Children's Services, 45(6), 887–904. https://doi.org/10.1007/s10566-016-9362-1

Nelson, T. D., Kidwell, K. M., Nelson, J. M., Tomaso, C. C., Hankey, M., & Espy, K. A. (2018). Preschool executive control and internalizing symptoms in elementary school. Journal of Abnormal Child Psychology : An Official Publication of the International Society for Research in Child and Adolescent Psychopathology, 46(7), 1509–1520. https://doi.org/10.1007/s10802-017-0395-1

Pressley, M., Goodchild, F., Fleet, J., Zajchowski, R., & Evans, E. D. (1989). The challenges of classroom strategy instruction. The Elementary School Journal, 89(3), 301–342.

Routhier-Martin, K., Roberts, S. K., & Blanch, N. (2017). Exploring mindfulness and meditation for the elementary classroom: intersections across current multidisciplinary research. Childhood Education, 93(2), 168–175.

Zaichkowsky, L. B., Zaichkowsky, L. D., & Yeager, J. (1986). Biofeedback-assisted relaxation training in the elementary classroom. Elementary School Guidance & Counseling, 20(4), 261–267.