Physical cues when they are upset (sweating, heart rate, butterflies in stomach, agitated, etc.)
Have them label the fear and emotion
Then we need to help them learn: are they at risk or is anxiety tricking them?
We need to empower them to take charge
Strategies to Manage Anxiety:
Academic Tools
Movement breaks
Use multiple modalities for instruction (verbal and visual)
Create a predictable daily routine (structured, consistent, and predictable)
Reminders during transitions
Incorporate students' interests and strengths
Segment assignments/tasks into smaller
Less demanding tasks in the morning, more demanding in the afternoon
Set a worry time (set limits on worry, check it at certain times of day)
Emotional and Behavioural Tools (Regulation Activities)
Worry Temperature
- Individual rates their level of worry - Have them go for a walk or practice a distracting task (name all animals that start with 'd', count to 20 by 3's, etc.)
Grounding Exercises: increases alertness, mental and emotional relaxation; decreases nervousness, anxiety, and stress
- Pretzel (cross arms, interlock finger, twist arms up and in, cross legs) - Scalp Flick - Finger Press - Breathing (4-7-8: in for 4, hold for 7, out for 8; Blow feather across the table, Take pulse then practice deep belly breathing)
Fidgets (rings, velcro, rock, putty, tube on pencil)
Visuals Incorporate visuals into your classroom to remind children and to enhance their understanding of a concept.
Helpful Resource: Anxiety and depression in the classroom: a teacher's guide to fostering self-regulation in young students by Nadja Reilly I highly suggest this book as a resource to further your understanding of anxiety, self regulation, and depression. It provides an excellent definition, description and includes behavioural and cognitive signs to look for in each disorder. An emotional wellness guide for students, parents, and school wide mental health is provided as well. This resource is filled with strategies and tools for specific domains such as identifying feelings and managing somatic symptoms, cognitive restructuring, contingency management, behaviour support, increasing positive affect, active coping, relaxation skills, social support. Examples include:
References: Andrews, B. (2017). Understanding and Managing Anxiety in Children and Youth. [PowerPoint Presentation]. Reilly, N. (2015). Anxiety and depression in the classroom: a teacher's guide to fostering self-regulation in young students. New York: W.W. Norton & Company.