anxietytoolkit

[anxietytoolkit]

Studies have stated that Generalised Anxiety Disorder (GAD) is a chronic illness that impacts children and adolescents (Portman, 2009). Individuals diagnosed with anxiety are constantly feeling fearful and are always worried about a number of different aspects of their life such as school, work, relationships, family, health and safety and world events (Craske & Stein, 2016). A person experiencing GAD develops avoidant behaviours and feels various uncontrollable and uncomfortable things from perceived threats in their surroundings and becoming restless over situations which negatively impacts how they function throughout their day (Craske & Stein, 2016).

Children that get diagnosed with Generalised Anxiety Disorder (GAD) come with impairments in various parts of their life such as work, school performance or other important areas of functioning in their daily life (Craske & Stein, 2016). In addition, an individual with anxiety can also feel various psychological and physical symptoms, including autonomic arousal, restlessness, fatigue, difficulty in concentration, irritability, as well as sleep disturbances and difficulty in concentrating (Cuijpers et al,. 2014). They experience behavioural and social characteristics that hinders their ability to be socially active as an individual experiencing anxiety can develop extreme shyness to unfamiliar people and peers, as well as have feelings of shame from even minor things, fear of rejection from peers and negative evaluation (Beesdo et al., 2009). Thus, they always feel on edge and they tend to have difficulty in controlling these feelings (Craske & Stein, 2016).

Anxiety has the tendency to hinder a student's ability to focus, comprehend, and use their working memory, which severely impacts their capacity to learn and actively participate in learning environments (Hull et al., 2019). As students experience GAD, they become distracted by fear and nervousness which distracts their learning processes, including preparation, participation, and self-reflection (Hull et al., 2019).Therefore, it is crucial for educators to address these issues by making the necessary adjustments to the learning environment, and apply innovative designs for contemporary school classrooms since they foster a sense of inclusivity (Benade, 2019).

Modifying Classroom

Such notions can entail altering their physical setting, designing lessons that allow for flexibility, and applying various teaching pedagogies to enhance a welcoming environment for all students (Wilson, 2017). Modifying classrooms is one way that enables inclusion. Developing non-traditional classrooms, known as ‘Modern Learning Environments’, ‘Flexible Learning Spaces’ and ‘Innovative Learning Environments’ assists in providing opportunities for educators to deliver learning content differently, and to better guide the expanding population of learners (Benade, 2019). Teachers can better satisfy the needs of children experiencing anxiety by creating a flexible classroom, which offers them the chance to interact with both new and old classmates (Benade, 2019). Students are given the option of working in groups or choosing private work when they feel overstimulated by social interactions in this situation.

Modifying Activities

Also, the utilisation and adaptation of various educational activities gives teachers the chance to expand their capacity for improved inclusion (Benade, 2019). It is important to take into consideration the different learning styles each student requires to demonstrate that they are supporting diversity and inclusion (Prentiss, 2021). Therefore, implementing strategies such as utilising multiple teaching techniques enhances the support students with anxiety are receiving which allows them to feel included in the classroom. Such notions can be met by allowing students with GAD to be exposed and to work on tasks gradually and allowing them extra time to complete the task (NSW Government, n.d). Moreover, they can be given the opportunity to watch other students model the activity to familiarise themselves first to reduce anxiety and inform them of any changes to their routine for the day (NSW Government, n.d).

Students with anxiety can feel apprehensive when participating in classroom activities and discussions in fear of being judged negatively. To encourage participation, digital technologies can be used as learning tools, curriculum adjustments can be made and activities such as games and performances can be included in class to boost participation.

In our modern world, technology has been heavily utilised in classrooms that creates a virtual learning environment which is a combination of two different types of learning, it is a blend of both face-to-face and online learning (Pearson & Koppi, 2006). This has become vital in 21st century learning due to the rapid emergence of advanced technologies that enhance learning by allowing a more interesting and highly interactive way of learning that gets children involved (Pearson & Koppi, 2006). Students that experience GAD require a flexible approach in order for them to have the motivation to engage and learn for a variety of reasons including the destructive symptoms that hinders their ability to concentrate and comprehend the learning content being delivered by educators.

Furthemore, as an educator providing encouragement, positive feedback and acknowledging a student with anxiety’s strengths and efforts in class motivates them to be active participants (NSW Government, n.d).

Types of adjustments in the curriculum that enables participation within lessons:

Setting clear instructions

Normalising mistakes

Giving them options between tasks

A pool of questions with different levels of difficulty

Allowing small group works, think-pair-share, individual work

Supportive and structures classroom environment

Moreover, creating a positive classroom culture where students are able to feel safe and valued is important for their holistic wellbeing as it reduces their anxiety. Such notions can be met by incorporating games within their lessons that are both educational and fun in order to help normalise the feelings of fear and anxiety, allowing both children and teachers to talk about their feelings (Lobman, 2013). Additionally, creating performances that conveys their fears assists children deal with their anxiety by allowing them to access and reflect on their fears and demonstrating what they would look like (Lobman, 2013). This alters their relationship with their anxiety and by having their peers as an audience or as coperformers, it gives them an opportunity to be collaborative, creative and playful with an experience that is often private and painful (Lobman, 2013).

Communication impacts

Inability to Initiate and maintain relationships with their peers

Unable to participate in school/class activities

Overthinking from nervousness

Trouble listening

Distracted Thinking and Stuttering

Strategies to help communication

As an educator, it is important to foster a supportive and motivating atmosphere in the classroom as it proposes many opportunities for students to achieve their goals and better their academic performance (Prentiss, 2021). Improving communication skills has the power to enable students to feel less anxiety, enhance their confidence and acquire crucial knowledge and skills that support self-efficacy (Prentiss, 2021). Furthermore, effective communication skills are essential for developing and maintaining friendships and forging stronger bonds with others. This is due to the importance of being a team player having the ability to work collaboratively with others (Falkner et al., 2013). Such notions are important in educational environments as collaborative learning encourages deeper learning, which has a major positive impact on young student’s learning results (Falkner et al., 2013). Therefore, the incorporation of collaborative activities in classrooms has grown due to both effective learning benefits and social benefits (Falkner et al., 2013).

Additionally, in our contemporary society, online education and computer mediated communication offers valuable insights into effective teaching practices and adjustments to create engaging and supportive spaces, encouraging students to use their voices and share their stories (Hilliard et al., 2020). Including activities such as ice-breakers and face-to-face meetings before or at the beginning of the learning experience are thought to be helpful in fostering these positive relationships between students (Hilliard et al., 2020).

To help encourage a student struggling with anxiety to speak up and communicate with others teachers can offer one-on-one assistance to a student that allows them to work on the activity together or in pairs (NSW Government, n.d). As the student learns to employ communication skills for academic and social gains, this can assist in decreasing anxiety by reducing performance-related nervousness and improving their relationship. Also, our communication classrooms must be welcoming environments where students are motivated and supported to confront difficulties like anxiety disorders and mental health issues (Prentiss, 2021).

[anxietytoolkit]

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REFERENCES

Ashcraft, M. H. (2002). Math Anxiety: Personal, Educational, and Cognitive Consequences. Current Directions in Psychological Science : a Journal of the American Psychological Society, 11(5), 181–185. https://doi.org/10.1111/1467-8721.00196

Beesdo, K., Knappe, S., & Pine, D. S. (2009). Anxiety and Anxiety Disorders in Children and Adolescents: Developmental Issues and Implications for DSM-V. The Psychiatric Clinics of North America, 32(3), 483–524. https://doi.org/10.1016/j.psc.2009.06.002

Beyond Blue. (n.d.). Generalised Anxiety Disorder. Beyond Blue. https://www.beyondblue.org.au/mental-health/anxiety/types-of-anxiety/gad

Beyond Blue Ltd (n.d.). Signs and symptoms - Beyond Blue. https://www.beyondblue.org.au/mental-health/anxiety/signs-and-symptoms?gclid=Cj0KCQiAgaGgBhC8ARIsAAAyLfG30E3jOCpDSP8cIlnO9pLR6RS2A31bSWqsO58QbYlB7BlZK2mLD0oaAjExEALw_wcB

Benade, L. (2019). Flexible Learning Spaces: Inclusive by Design? New Zealand Journal of Educational Studies, 54(1), 53–68. https://doi.org/10.1007/s40841-019-00127-2

Craske, M. G., & Stein, M. B. (2016). Anxiety. The Lancet (British Edition), 388(10063), 3048–3059. https://doi.org/10.1016/S0140-6736(16)30381-6

Cuijpers, P., Sijbrandij, M., Koole, S., Huibers, M., Berking, M., & Andersson, G. (2014). Psychological treatment of generalized anxiety disorder: A meta-analysis. Clinical Psychology Review, 34(2), 130–140. https://doi.org/10.1016/j.cpr.2014.01.002

Davis, T., Ollendick, T., & Nebel-Schwalm, M. (2008). Intellectual Ability and Achievement in Anxiety-Disordered Children: A Clarification and Extension of the Literature. Journal of psychopathology and behavioral assessment 30(1), 43-51. https://doi.org/10.1007/s10862-007-9072-y

Falkner, K., Falkner, N. J., & Vivian, R. (2013, March). Collaborative Learning and Anxiety: A phenomenographic study of collaborative learning activities. In Proceeding of the 44th ACM technical symposium on Computer science education (pp. 227-232).

Folk, J. and Folk, M. (2021). Anxiety And Sensory Overload. AnxietyCentre.com. https://www.anxietycentre.com/anxiety-disorders/symptoms/sensory-overload-anxiety

Headspace. (n.d.). What is anxiety & the effects on mental health. https://headspace.org.au/explore-topics/for-young-people/anxiety/

Hilliard, J., Kear, K., Donelan, H., & Heaney, C. (2020). Students’ experiences of anxiety in an assessed, online, collaborative project. Computers and Education, 143, 103675–. https://doi.org/10.1016/j.compedu.2019.103675

Killu, K., Marc, R., & Crundwell, A. (2016). Students With Anxiety in the Classroom: Educational Accommodations and Interventions. Beyond Behavior, 25(2), 30–40. https://doi.org/10.1177/107429561602500205

Langley, A. K., Bergman, R. L., McCracken, J., & Piacentini, J. C. (2004). Impairment in Childhood Anxiety Disorders: Preliminary Examination of the Child Anxiety Impact Scale-Parent Version. Journal of Child and Adolescent Psychopharmacology, 14(1), 15–114. https://doi.org/10.1089/104454604773840544

Langley, A. K., Falk, A., Peris, T., Wiley, J. F., Kendall, P. C., Ginsburg, G., Birmaher, B., March, J., Albano, A. M., & Piacentini, J. (2014). The Child Anxiety Impact Scale: Examining

Lobman, C. (2014). “I Feel Nervous . . . Very Nervous” Addressing Test Anxiety in Inner City Schools Through Play and Performance. Urban Education (Beverly Hills, Calif.), 49(3), 329–359. https://doi.org/10.1177/0042085913478621

National Institute of Mental Health (2022). Generalized Anxiety Disorder: When Worry Gets Out of Control. https://www.nimh.nih.gov/health/publications/generalized-anxiety-disorder-gad

NHS (2021). Symptoms - Generalised anxiety disorder in adults. nhs.uk. https://www.nhs.uk/mental-health/conditions/generalised-anxiety-disorder/symptoms/

NSW Government. (n.d). Curriculum considerations for anxiety. https://education.nsw.gov.au/campaigns/inclusive-practice-hub/all-resources/primary-resources/understanding-disability/mental-health/anxiety/curriculum-considerations

NSW Government. (n.d). Evidence-based strategies for anxiety. https://education.nsw.gov.au/campaigns/inclusive-practice-hub/all-resources/primary-resources/understanding-disability/mental-health/anxiety/evidence-based-strategies

Macdonald, K., Cirino, P., Miciak, J., & Grills, A. (2021). The Role of Reading Anxiety among Struggling Readers in Fourth and Fifth Grade. Reading & Writing Quarterly 37(4), 382 - 394. https://doi.org/10.1080/10573569.2021.1874580

Malanchini, M., Rimfeld, Kaili., Wang, Z., Petrill, S., Tucker-Drob, E., Polmin, R., & Kovas, Yulia. (2020). Genetic factors underlie the association between anxiety, attitudes and performance in mathematics. Translational Psychiatry 10(1), 1- 12. https://doi.org/10.1038/s41398-020-0711-3

Mathews, G. (1986). The effects of anxiety on intellectual performance: When and why are they found? Journal of Research Personality 20(4), 385 - 401. https://doi.org/10.1016/0092-6566(86)90121-2

Owens, M., Steverson, J., Hadwin, J., & Norgate, R. (2014) When does anxiety help or hinder cognitive test performance? The role of working memory capacity. The British Journal of Psychology 105(1), 92 - 101.

Parent- and Child-Reported Impairment in Child Anxiety Disorders. Journal of Clinical Child and Adolescent Psychology, 43(4), 579–591. https://doi.org/10.1080/15374416.2013.817311

Pearson, E., & Koppi, T. (2006). Supporting staff in developing inclusive online learning. M. Adams & S. Brown (Eds.), Towards Inclusive Learning in Higher Education: Developing Curricula for Disabled Students (pp. 97–112). Taylor & Francis Group.

Portman, M. E. (2009). Generalized Anxiety Disorder Across the Lifespan An Integrative Approach (1st ed. 2009.). Springer New York. https://doi.org/10.1007/978-0-387-89243-6

Prentiss, S. (2021). Speech Anxiety in the Communication Classroom During the COVID-19 Pandemic: Supporting Student Success. https://www.frontiersin.org/articles/10.3389/fcomm.2021.642109/full

Queensland Health (2022). Sensory overload is real and can affect any combination of the body’s five senses: learn ways to deal with it. www.health.qld.gov.au.https://www.health.qld.gov.au/news-events/news/sensory-overload-is-real-and-can-affect-any-combination-of-the-bodys-five-senses-learn-ways-to-deal-with-it

Tysinger, J., Tysinger, D., & Diamaduros, T. (2010). The effect of Anxiety on the Measurement of Reading Fluency and Comprehension. Georgia Educational Researcher, 8(1), 1 -13, https://doi.org/10.20429/ger.2010.080102

Wilson, J. D. (2017). Reimagining Disability and Inclusive Education Through Universal Design for Learning. Disability Studies Quarterly, 37(2). https://doi.org/10.18061/dsq.v37i2.5417

Yanman, H. (2014). The Relation General Anxiety Levels, Anxiety of Writing, and Attitude for Turkish Course of Secondary School Students. Educational Sciences : Theory & Practice, 14(3), 1117–. https://doi.org/10.12738/estp.2014.3.2151

[anxietytoolkit]

Welcome to ‘anxietytoolkit’, a place for educators to learn about students with generalised anxiety disorder. Please feel free to explore the blog’s many features and take the quiz at the end to test your learning. This blog will equip you with evidence-based strategies to support your students in an inclusive classroom setting.

To begin, what is generalised anxiety disorder and how does it impact learning? Generalised anxiety disorder is defined by Beyond Blue (N/A) as the presence of consistent and intense worried thoughts which interfere with daily life.

There is still an ongoing debate surrounding the breadth of impact anxiety has on intelligence and learning (Matthews, 1986). Children with generalised anxiety are thought to achieve lower scores due to an internal disruption caused by consistent and intrusive worried thoughts (Killu et al., 2016). Whilst anxiety was found to be no more intellectually impairing than other psychiatric disorders, a significant academic difference was noted between students with and without anxiety (Davis et al., 2008). Anxiety can also manifest across social spheres and impact a students’ ability to communicate.

All educations should keep up to date with policy and guidelines on how they can make the classroom a better space for students with disabilities. The Department for Education, NSW strategy for inclusion (2022) states that:

“Inclusive education means all students can access and fully participate in learning, supported by reasonable adjustments and teaching strategies tailored to meet their individual needs.”

Students achieve their best when supported and inspired by a variety of actors, including educators, their wider school community, family, friends and more (Killu et al., 2016). In this way, they are given an equal opportunity to excel academically and socially so that they may live a fulfilled and independent life post-schooling.

Engaging with this blog will teach you all you need to know as an educator about generalised anxiety disorder and how to support your students.

Introduction to Inclusive Education

To strategically tackle anxiety in the classroom, teachers should consider the principle of inclusive education. As outlined by the Department of Education, NSW (2022), inclusive education means providing students with an adaptable environment in both design, structure and teaching method that is accessible to everyone.

The Principles of Inclusion as are follows:

Student agency and self determination

Parent and cater inclusion

Social and cultural inclusion

Curriculum inclusion

Workforce capacity for inclusion

For more information, access the below link.

Intellectual and Cognitive Capacities

The impacts of anxiety on intellect are somewhat inconsistent as some evidence is only circumstantial (Matthews, 1986). As a result, studies continue to investigate the effect of anxiety disorders on learning. However, it has been made abundantly clear that anxiety impairs working memory which in turn, has a direct effect on academic performance (Matthews, 1968). Working memory involves the ability to continually store and manipulate information within one’s mind to solve a problem (Owens et al., 2014). An impaired working memory as a result of generalised anxiety negatively impacts upon learning in both literacy and numeracy.

What does this mean?

Anxiety diverts a student’s attention from learning material. Feelings of insecurity, apprehension and worry associated with anxiety were found to be the most negatively impactful on performance (Matthews, 1986). In some cases, this may result in learned helplessness where the student simply believes themselves to be incapable of attempting or completing a task (Matthews, 1986). A student suffering from too much anxiety may drop out of school entirely or fail to enter higher education (Owens et al., 2014). It is imperative that a child is supported through their education to avoid instances of unemployment, criminal activity and incarnation which are all linked with dropping out of school (Tysinger et al., 2010).

In mathematics, anxiety is characterised by avoidance behaviour. Students with anxiety surrounding maths are less likely to choose more maths related subjects in highschool or university and underperform compared to their peers (Ashcraft, 2002). Ashcraft (2002) suggests that anxiety surrounding mathematics may in part stem from the social construct that maths is inherently a difficult subject where only the naturally talented excel. As a result of missing or avoiding content, a students’ development in numeracy is slowed and their future potential, diminished (Ashcraft, 2002). A student with GAD may also experience low motivation or confidence in their ability to complete numeracy related tasks (Ashcraft, 2002).

Generalised Anxiety and Literacy

Alternatively, in literacy, anxiety is associated with more frequent self-oriented distractions and lower self-regulation (Macdonald et al., 2021). Students with generalised anxiety are likely to be behind their peers in reading comprehension which relies heavily upon their working memories (Tysinger et al., 2010). Reading comprehension includes word recognition as well as the rate, accuracy and prosody of their reading (Tysinger et al., 2010). Students with generalised anxiety may also feel high levels of discomfort when asked to read aloud to the class. When completing a writing task, studies have shown that students with high anxiety generally write less, lack depth in syntax and express language at a lower level compared to their peers (Yanman, 2014).

Strategies and Adjustments

While it is important to note that a student’s test results do not wholistically represent their intelligence, it is equally important that each student be given equal opportunity to demonstrate their knowledge during testing.

Intervention plans should be individualised for each student to meet their needs. Parents should be involved in this process so that together, a combined effort can be made to address any deficits in academic skill (Killu et al., 2016). Killu, et al (2016) suggests that this is the most effective way to prevent a student from failing classes. This sentiment is also reflected by the second part of the NSW Department of Education Disability Strategy (2022), Resources and Flexibility. This section states that schools should aim to operate under flexible teaching models and that staff need to work in tandem with one another as well as families in order to support all students.

According to Killu, et al (2016), the below strategies and adjustments are helpful in improving performance for students with generalised anxiety disorder.