There are several approaches an educator can take in order to support students who may be dealing with issues around anxiety.
First and foremost is recognising the symptoms of anxiety; these can include, but are not limited to restlessness, an increased heart rate, and avoidance of particular situations (Beyond Blue, 2020). Spotting these symptoms within young learners and responding accordingly can be critical in providing support. It is also important to remember that experiencing anxiety is completely normal.
Secondly, is engaging with parents and carers. How this occurs will largely depend on the context of the student, as well as their age and their families. Remembering individual circumstances is vital; as some learners may not have a positive relationship with their parents, whereas others might be extremely close with their families. Below are some examples of approaches a teacher could take, that can be tweaked accordingly.
For example, an educator might recognise their year one student expressing some anxiety symptoms. It would be appropriate to contact the child’s family and ask if they have noticed similar behaviours in the home environment. This initial discussion can help establish the course of action needed in order to support the child. The teacher could suggest a professional, accredited resource to contact such as Kids Helpline, or even send home a book for the family to read that sheds light on the situation. Some examples of texts could be The Worry Box by Suzanne Chiew (2019), or Hey Warrior by Karen Young (2017).
In contrast, a different teacher might notice that their grade six student is displaying symptoms of anxiety. As the student is older, the educator could potentially approach the student themselves, privately and ask if everything is okay, and then also contact their family. Instead of sending a book home, it could be organised to have a collective conference where everyone sits down as a group and discusses resources that can be accessed by both the child and parents, and the most effective ways to support the student at school and at home. This would depend on the comfort level of the learner themselves; as some might find this context intimidating or stressful.
Thirdly, is accessing resources. Another piece we’ve posted outlines Australian organisations that support young people in various ways; but knowing who they are, how to access them, and the contexts in which to recommend them is vital. However, ‘resources’ do not strictly refer to these groups alone.
Engaging with other educators and professionals in the mental health field, can provide mass amounts of insight into how to best support a young learner dealing with anxiety. Combining reputable resources with the support and knowledge of other colleagues means that the educator will be well-equipped to help students facing mental health issues. Also, as the saying goes - the more the merrier! An increased number of resources handling an issue is going to naturally increase the variance in perspectives involved, and consequently will reach a solution at a faster rate than one would working independently. The professional engagement domain of the Australian Professional Teaching Standards requires that educators engage with other colleagues as well as external professionals (Australian Institute for Teaching and School Leadership, 2011). Therefore, utilising networks when needing to support a student is definitely encouraged, and a requirement of teaching.
References
Australian Institute for Teaching and School Leadership [AITSL]. (2011, n.d). Australian Professional Standards for Teachers. AITSL. https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards-for-teachers.pdf?sfvrsn=5800f33c_64
Beyond Blue. (2020). Signs and symptoms. Beyond Blue. https://www.beyondblue.org.au/the-facts/anxiety/signs-and-symptoms
Chiew, S. (2019). The Worry Box. Little Tiger Press.
Young, K. (2017). Hey Warrior: A book for kids about anxiety. HEY SIGMUND.
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