Community - Post-Covid Checklist - Help Reduce Increased Anxiety in Primary School

8 tips for teachers helping students with anxiety

Posted in: Blog

By Kaz Russell - Education Copywriter

Post-Covid Checklist - Help Reduce Increased Anxiety in Primary School

UK primary schools hope to head for a smooth year of education this autumn, but it’s unrealistic to expect all pupils to bounce back.

Future Uncertainty

We can’t predict the effects of Covid-19 during the ‘21/’22 academic year, but student anxiety is real. According to the National Foundation for Educational Research (NFER), senior leads have seen an increase in separation anxiety and even school refusal. This can spread to other areas of mental health, such as hypervigilance, germ phobia and performance anxiety.

Your ‘Keep it Steady’ Check List

You’re a good teacher, and you want to keep anxiety-related issues as low as possible. Cast your eye over this checklist of suggestions to help your class make a good start.

1. Begin from day 1

The human brain does not like uncertainty. Make sure you know the whole school strategy for your school and use it consistently from the beginning. This sets a structure that teachers, pupils and parents can all hold on to and trust. Your everyday classroom routines should be consistent. This will be stabilising for all children, especially those who are anxious. Explain the new routines clearly, and stick to them.

2. Who do you go to for help?

It’s normal to experience nerves when starting a new class. But what if a child exhibits behaviour that’s too much for you to handle? To avoid escalation, don’t wait before you discuss or report it to your line manager. If referrals or interventions are needed, they can’t always happen quickly, so check in advance that you know who to contact if you have any worries about a child in your class.

3. You set the tone

Remain calm, positive and confident, and avoid showing negative feelings. Let your pupils know you are available to talk to individually and set a class time where worries, changes, restrictions and difficulties can be discussed and understood. Focus on good things as far as possible, give regular praise and be aware of children with additional needs - they may need a more individual approach.

4. You can’t know everything

NHS (Every Mind Matters) suggests resisting the urge to have all the answers when you’re dealing with an anxious child. So balance your calm, positive approach carefully with some realism. It is OK to acknowledge that you cannot always be certain of everything, but can only do the best thing you can at the time. This is true of all life – and will help instil future resilience (and trust in you as a teacher).

5. Get moving

Physical exercise is vital for mental health. It keeps the body strong, supple and relaxed and reduces the time for dwelling or overthinking. Raising the heart rate releases endorphins. It also gives a feeling of control over what is close to you and promotes feelings of success. Why not add in mini exercise sessions on top of your usual P.E lessons? These could be as simple as a dance/exercise track between activities, jogging for a minute, bouncing a ball or everyone heading outside for a skip around the playground.

Outdoor Activity: A No-Brainer for Primary School Children’s Physical, Mental and Academic Health

6. Get mindful (and stretch)

Focusing can help some children deal with anxiety. Take time to allow and encourage children to observe small things: the feel of their feet as they walk around the class; the birds on the feeder; the ants in the grass. This stops the mind from catastrophising and puts brakes on negative thinking. Finding a routine or quick technique for your class will help keep young minds from running away with unhelpful worries. Devise a stretching sequence with calming music … or ‘borrow’ from GoNoodle or other channels and sites.

7. Check all pupils can share their emotions

Some children notice and articulate their emotions well. Many, whether due to age, experience or an individual need, cannot. Thankfully, there are great products available specifically designed to help pupils recognise and express a feeling that might otherwise be shown in negative or withdrawn behaviour. Emotion stones, for example, show emotion with a simple facial expression; they are also tactile and comforting to hold. Card sets and games include facial or situational photographs that display a feeling. Sad, frightened, confused or happy – don’t forget it can be easier to communicate indirectly and 1:1 than being put on the spot. There are plenty of products on the market that can help as tools for dialogue.

8. Know what’s available

Whilst £1.4 billion has been made available for education recovery, some feel it is not enough to support both learning and wellbeing. Kevin Courtney, joint secretary of the NEU teaching union, said: “We know what an important role schools play in helping children to regulate their emotions, build resilience and identify those who need more targeted or specialist support.”

Future funds for mental health support may be released for schools to tap into, so keep up with the news.

In summary