Strategies and Accommodations for Students with Anxiety Problems

While most school-aged children experience anxiety related to the social and academic pressures of the classroom, there are many children whose problems with anxiety affect them so adversely that it has an impact on their progress. A student diagnosed with anxiety related disorders such as Generalized Anxiety Disorder, Panic Disorder, OCD, Social Phobias, and other conditions could be eligible for accommodations under a 504 Plan or an IEP. Once the referral and eligibility process have taken place at the school to determine whether or not the student is eligible for special education services or accommodations, the school-based team will put together and implement a plan to help the student reach his or her maximum potential in the classroom. Because there are many students with anxiety problems who aren't eligible for services or who haven't been formally diagnosed, some of these strategies and interventions would be helpful for any teacher or parent trying to help a student who is overly anxious in class. Observe the student to identify any possible triggers for anxiety and communicate with his or her parents to determine which strategies would be most helpful.

The classroom should be organized with clearly stated expectations and consequences. If the student panics when there is a change in the routine, try to give him or her as much notice as possible of any changes. Students who feel anxious about being seated at the front of the room may feel more at ease at the back and away from any distractions. Of course, there will be some students who prefer to sit near the teacher. If the student is embarrassed to read out loud, write answers on the board, or answer questions orally, don't force him or her to do so. Try to work up the student's confidence by providing plenty of positive reinforcement for trying and create a respectful climate where students know that it is not appropriate to laugh at anyone for answering something incorrectly. Decreasing the importance of competition between students will promote them to do the best they can do instead of trying to be the "best" in the class. In time the student may become more comfortable in the setting and be more responsive to writing on the board or answering questions out loud. Also, a student with anxiety may be more comfortable answering simple "yes" or "no" questions rather than open ended questions. Allow students who are afraid to give oral presentations in front of the class to do a presentation alone with the teacher or seated at his or her desk. If a student experiences extreme anxiety during testing, allow him or her to have extended time to take tests and if during the test he or she needs to take a quick walk to the water fountain to calm down, that may help reduce test anxiety.