Managing Anxiety in a Classroom Setting - Tips for Teachers
Recently, a young client’s school contacted me to arrange a meeting to gain some strategies for managing her anxiety. They had been noticing that she was becoming increasingly anxious at school, to the point she was becoming angry and defiant towards them as well as other students. Her behaviour was escalating to the point that she was putting other students and staff members in danger, and understandably, they wanted to address this quickly.
(For the purpose of confidentiality, the client will be referred to as ‘Student’)
The teachers wanted to discuss the following items with me:
1. How can we reduce Student's anxiety in the school setting?
2. What strategies could our staff use to assist Student when she is feeling anxious/angry?
3. How should we respond to Student when her train of thoughts escalate to drastic/worst case/'end of the world'- type scenarios?
4. What can we do to prevent meltdowns at school?
5. What strategies should we use to discuss and enforce consequences with Student?
6. What strategies can we implement to prevent and de-escalate a situation in which Student has been defiant?
7. What strategies could we employ to calm the Student after she has exhibited violent/defiant behaviour?
First and foremost, it is important for me to emphasise the magnificent, tireless work that teachers do. In attempting to answer the questions put forth by my clients’ teachers, I was attempting only to support their efforts from my particular discipline’s perspective, by no means direct them in how to do their job. The advice given was not ground breaking in any sense, but some tried and true methods. My aim was to assist them in the amazing work that they already do – truly inspiring, selfless and fundamental work within our communities.
I must also clarify here that I was also working intensively with the parents of this client, and the client herself, alongside my work with the teachers. This aimed to address any issues that may have been perpetuating these behaviours from a systemic perspective at home and other areas outside of school.
The questions raised by the teachers were addressed as follows:
1. How can we reduce Student's anxiety in the school setting?
Set up a clear daily structure before the day begins
Set clear expectations and give advanced warning of what will happen 1) now, 2) then, and 3) later
Create rules in collaboration with Student – if she has buy-in into the process, she will be more likely to cooperate
Use the rules and routines set up at the beginning of the day and follow up to make sure she is doing what she is supposed to (keep in mind that behaviour tends to get worse before it gets better)
Break tasks into small chunks to reduce feelings of being overwhelmed, using visual cues wherever possible
2. What strategies could our staff use to assist Student when she is feeling anxious/angry?
Get her to bring something comforting from home to hold (i.e. soft toy or blanket)
Create a space where she can gather her thoughts with minimal distraction - not for misbehaviour. Call the area a special name, and equip it with items that promote relaxation - sensory items, books, comfortable beanbag or cushion, music, headphones etc.
Reward her for going there independently, have a timer there so she knows how long she has been there and knows when to come back
3. How should we respond to Student when her train of thoughts escalate to drastic/worst case/'end of the world'- type scenarios?
Relaxation breaks - counting, deep breathing, music, imaginary world
Challenge her thoughts - What happened last time? What would you tell a friend? What would be the worst thing that could happen? How could we manage that together?
4. What can we do to prevent meltdowns at school?
When she is calm and focused, speak with her about how she knows when she is feeling or getting upset, help to identify internal cues for these feelings, e.g. 'what does it feel like in your head or tummy?'. Write these down or draw them in pictures or colours. This will help her to identify those feelings.
Talk with her about things that may soothe or calm her. Use yourself as an example to give some context and normalisation (normalisation and validation of feelings might be the most important strategies altogether!). Encourage or help her to practice some of the strategies on her list. Some examples could include: o Taking a walk, drawing, listening to favourite music, jumping on a trampoline, watching TV, reading, playing a favourite game, holding a favourite toy, squeeze balls, stuffed animals etc.
Create a plan for both home and school and decide which strategies are more appropriate or useful in each situation
Decide on specific people with whom she can discuss these strategies when she is feeling calm
Have Student try to imagine the feelings and sensations of rising anger and rehearse a calming strategy with her (try anxietybc.com for progressive muscle relaxation). This is because when she is beginning to get angry she will not remember the strategies - practice helps to make them automatic.
Teachers can practice calming strategies each morning in the class before the day begins, a good strategy for all kids in the class to practice
Remember that meltdowns are always involuntary. Meltdowns also occur as a result of different stages that we can keep an eye out for:
Stage one is build-up - change in body posture, facial expression, movement, communication, routine or interaction
Stage two is survival - withdraws from activities, seek reassurance or seek repetitive activities
Stage three is the ‘meltdown’- try to reduce her stimulation levels, let it take its course
5. What strategies would you suggest we use to discuss and enforce consequences with Student? • Be consistent
Always enforce consequences at time of unwanted behaviour
Discuss unwanted behaviours and consequences with entire class – the Student must be aware of rules and consequences before they are able to be enforced, check that she understands the rules
No bargaining or compromise
Assign ‘lunchtime buddies’ that notice and compliment good behaviour in the other, can result in earning rewards to deter unwanted behaviour
6. What strategies can we implement to prevent and de-escalate a situation in which Student has been defiant?
Find the best way to communicate:
Only give concise instructions – be very directive, avoid "no", use language like "finish" and "later"
Use sensory tools
Redirect to calming activities
Use a physical break: trampoline, rolling on exercise ball, star jumps, walk, run
Send her on an errand - let her be your helper
Give her space and solitude
Ignore if she is looking for a specific reaction, where possible turn and walk away
Send her on a break
In days following discuss with her what behaviour happened, why it may have happened, what she can do next time if she feels the same, practice the correct way to handle the situation
7. What strategies would you employ to calm Student after she has exhibited violent/defiant behaviour?
Calming area of the classroom as above
Sensory breaks - music, blanket, heavy rocks, books, weighted vest
Physical break - trampoline, rolling on exercise ball, star jumps, walk, run
Relaxation break - counting, breathing, music, imaginary world
Send on errand, get her to do a job for you
Solitude
Toilet break, drink, food, talk to mentor
Rumination and Mental Health
Ruminating is when you repeatedly go over and over things from your past. It’s a bit like your mind continuously pressing replay on your past; it keeps going on and on and on. I guess you could say its obsessive thinking. It would be lovely if those thoughts going around and around in our minds were positive, but unfortunately, it’s all those negative events, or things we would have preferred to happen differently, that we ruminate or obsess over.
What’s the Difference Between Worry and Rumination?
Worry focuses on the future, tends to use “what if” type thoughts, and we feel anxious or afraid. For example, “What if people don’t like my speech” or “What if I make a fool of myself”. Whereas rumination focuses on the past, involves “I should have” or “if only” type thoughts, and we feel guilt or remorse.
Is Rumination Normal?
To some extent everyone ruminates or dwells on problems or concerns they have with work, relationships, and life in general. Thinking about our problems can be helpful especially if we reach a solution and put it into action. Hence for most people, ruminating is time-limited, it stops when they have solved their problem. However, excessive use of rumination can become problematic.
Unhelpful Rumination
Rumination tends to focus on what has gone wrong in the past and can lead to negative thinking. It can become a fast track to feeling helpless as it paralyses problem solving skills. We become so preoccupied with the problem that we’re unable to push past our cycle of negative thoughts. Unhelpful rumination tends not to be solution focused. Instead it focuses on causes and consequences e.g. “What did I do to deserve this”; “Why do these things always happen to me” and “Will my life get any better?” Instead of “How can I make my life better?”. When people who are depressed ruminate, they remember more negative things that happened to them in the past, they interpret situations in life more negatively, and they feel more hopeless about the future.
Stopping the Rumination Cycle
The first step to gaining control over rumination is to recognise when it happens. Once you think you may be ruminating, continue what you’re doing for two minutes, then stop and ask yourself three questions:
1. Am I making progress toward solving a problem?
2. Do I understand more about my problem or my feeling?
3. Do I feel less self-critical, or less depressed than before I started thinking about this?
Unless the answer to one of these questions is a clear yes, chances are you’re ruminating. Once you catch yourself rumination, try and get some distance from your thoughts. The simplest way to do this is by saying to yourself “I notice I’m ruminating about …”. Gaining distance from your ruminating thoughts will be difficult at first, especially if you are and excessive ruminator. However, like anything, the more you practice, the easier it becomes.
Take the time to notice what’s around you (ground yourself), using your five senses, when you catch yourself ruminating. What can you see, touch, hear, smell, and, taste? You can also use your rumination as a cue to do get active. For example, if you catch yourself ruminating while driving, turn on the radio and start singing. It’s very difficult to ruminate while you are singing. You could also use rumination to cue you to read a book, exercise, garden or watch a movie.
