Abstract
ABSTRACT Anxiety adversely impacts boys’ and girls’ mental health. We assessed agreement on student anxiousness in 390 student and teacher reports from first to 10th grade. Of 67 self-reported anxious students, 56 (83.6%) were unrecognized by the teacher. Next, we explored classroom-related characteristics of anxious and unseen students in logistic regression. Multivariable analyses showed perceptions of being bothered in class to be typical for boys, whereas loneliness was most dominant for anxious and unseen girls. Lastly, we explored the influence of specific academic problems and teacher help. Dissatisfaction with teacher help and perceived problems in mathematics characterized girls, whereas boys reported problems with writing, mathematics, and English. However, it is worth noting that perceived teacher help lessened burdens of academic problems for anxious and unseen students. We discuss possible reasons for the large proportion of unseen anxiousness and suggest that reflective conversations among teachers may increase their attentiveness and engagement.
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