Anxiety can affect academic performance. Here are 10 things parents and teachers can do to relieve the pressure

Many children across Australia are returning to classrooms after months of confinement and distance learning. Understandably, students may be concerned about what the uncertainty of the return may mean for them academically and socially.

Some may have worries at home, such as financial difficulties in the family, which can impact their mental health.

Studies have shown anxiety and depression increased in young people during the pandemic. While the social and emotional effects of anxiety are often explored, many people may not realize that anxiety can have a significant impact on children’s schoolwork as well.

A feeling of panic

One in seven Australians is currently experiencing anxiety. The prevalence of anxiety in children is worrying: 6.1% girls and 7.6% boys. And research shows that the median age onset of anxiety is 11 years old.

Mostly, it was about statistics before the pandemic. In August of this year, the Journal for the American Medical Association (JAMA) published research showing that 25% of young people worldwide suffer from clinical anxiety. The study showed that the prevalence of symptoms of depression and anxiety during COVID-19 had doubled from pre-pandemic estimates.

Read more:
5 ways parents can help kids adjust to school after months of confinement

Anxiety occurs when you experience uncomfortable nervousness, worry, dizziness, rapid heartbeat, an overturning stomach, restlessness and / or a feeling of panic.

We are supposed to feel anxious or a little worried before stressful situations, like taking an exam, because it motivates us to perform better. But while anxiety performs an important function, it is a problem if it starts to become unbearable and interfere with our daily function.

How it can affect children’s academic ability

Attentional control theory provides a well-researched explanation of how anxiety can manifest in the classroom. The theory holds that increased anxiety impairs the efficiency of mental processes (executive functions) but does not always impede the accuracy of performance.

Research demonstrates the negative impact of anxiety on executive functions in adults. It may affect our inhibition (the ability to control an impulse), shift (where we switch or switch between tasks or requests), and update (monitoring and updating information in the cognitive system where information is stored and manipulated so that we can accomplish a task – called working memory).

Some studies have examined the consequences of anxiety-related problems with executive function for academic success in children. But research is still limited.

Read more:
Graduation delayed, no formalities – the class of 2021 has had one hell of a year. They need mental health support, and fast

A study found that the ability to inhibit and shift attention, and update information in working memory, were associated with literacy and numeracy problems. For example, poorer updating (or working memory) was linked to poorer math, while lower inhibition was associated with poorer overall scores.

Our lab is currently testing precisely how anxiety involves children’s cognitive processes and, therefore, classroom achievement. But here is what we are speculating so far.

How theory can help explain difficulties in the classroom

Based on attentional control theory, it is likely that the attention of a child with heightened anxiety is focused on worrying thoughts rather than their classroom task.

A child may be unable to control their thoughts. For example, they may think this job is too difficult or they may fail. This can cause difficulty shifting their attention to focus on academic work.

When new information is presented, a child’s working memory must be updated and their attention must remain focused on the task to absorb the new material.

But, if attention is drawn to information that is irrelevant to the task, such as negative thoughts, then performance is less efficient (takes longer) and sometimes less accurate (lower quality).

So what can we teachers and parents do to help?

Tips for parents and teachers

There is a lot that teachers and parents can do to help, but here are ten tips:

1. Reassure yourself and normalize mistakes with statements such as: “Minor mistakes or setbacks are an integral part of learning something new.”

2. build trust. It means praising a child’s effort and reminding them of a time when they did well.

3. Be proactive. Having difficult discussions about the divorce of their friends’ parents or their fears related to the global pandemic, using language appropriate to their age. When you talk to a five-year-old, you might say, “It sounds like you are worried because Joey’s parents have split up, yours too?” One thing is certain, Joey’s parents the two like it a lot like we do like your parents ”. Or when talking to a 16-year-old, a teacher might say, “I hear you don’t know if you need to get the vaccine or not? Getting information from reliable sources, such as doctors, will allow you to weigh the pros and cons of your decision and feel more comfortable. Reduce the unknown makes us less inclined to worry

4. be ready to listen and empathize

5. make adjustments. Allow extra time. Deliver larger tasks in smaller chunks

6. provide structure and routine

7. remove the distractions and set aside a moment to worry later. A parent might say, “OK, let’s do your homework, let’s have dinner, take Scooby around the block, then you and I are going to sit down and talk about what’s bothering you.” If you wish, we can schedule a regular “worry time”. “

8. practice mindfulness. Breathe, exercise, rest, and eat well. Take regular breaks

9. remember that anxiety is contagious. If adults at school or at home are anxious or worried, this affects the child

10. seek professional help if necessary.

Keep in mind that providing a calm environment allows the child to improve his executive functioning and maximize his potential for success in school.

It is important to note that this approach provides an improvement feedback loop, that is, the more successful the child feels, the less worries he or she worries about.

Read more:
More and more children have self-harm since the start of the pandemic. Here’s what parents and teachers can do to help