Abstract
The purpose of this study was to describe and explore early elementary school teachers’ practices with regard to addressing student anxiety, focusing on the types of anxiety-reducing strategies they teach in their classes, the level at which they teach them (i.e., on an individual, small group, or whole class level), and the nature of the approach they use (i.e., proactive or reactive). Using a modified version of Tailored Design Methodology (TDM; Dillman, Smyth, & Christian, 2014), survey results (N=190 teacher participants; 64% response rate) indicated that almost two-thirds (66%) of teachers affirmed that student anxiety was impacting their classrooms. Almost all teachers (i.e., 90%) acknowledged teaching multiple anxiety-reducing strategies to their students, contrary to expectations. Survey participants most commonly reported teaching strategies to the whole class, as opposed to teaching strategies to small groups of students or to students on an individual basis. Use of reactive, as opposed to proactive approaches to teaching these strategies were more often reported. Implications are provided for how school personnel can support teachers in using a more proactive approach and ensuring that targeted instruction is available for students with more intensive needs.
Highlights
Despite the numerous mental health challenges that children and adolescents face, there are regrettably few available resources to meet the overwhelming need; mental health professionals are in serious demand (Albee, 2006)
Research has shown that teachers have indicated anxiety as a major concern in their classrooms and the findings of this survey-based study further support the scope of this concern
Almost two-thirds (66%) of teachers surveyed agreed or strongly agreed that anxiety was impacting their classrooms. When considering this finding within the context of prior research showing that only 34% of teachers felt they had the skills needed to properly support children with mental health needs (Reinke et al, 2011), questions arise about how teachers are addressing the pervasiveness of anxiety within their classrooms
Summary
Despite the numerous mental health challenges that children and adolescents face, there are regrettably few available resources to meet the overwhelming need; mental health professionals are in serious demand (Albee, 2006). The inability to meet the scope of the problem suggests that mental health prevention efforts must be undertaken (Donovan & Spence, 2000). Prevention is important to reduce the incidence of anxiety disorders which are the most widespread mental health disorders in childhood and adolescence with prevalence estimates ranging between 2%-27% (Sulkowski, Joyce, & Storch, 2012). Experts contend that it is often difficult to treat mental illness after the fact, suggesting it is much more effective to prevent mental health challenges rather than try to manage them after they have manifested (Doll & Cummings, 2008; Donovan & Spence, 2000; Kendall, Settipani, & Cummings, 2012; National Association of School Psychologists, 2009). Younger children have more neuroplasticity, meaning that many unwarranted behaviors are more altered at an earlier stage in development (Hirshfield-Becker & Biederman, 2002)
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