SUPPORTING MINDS / ASSIST REVIEW TUTORIAL SERIES

Tutorial #2: Recognizing and Responding to Anxiety in the Classroom

ONLINE SM/ART SERIES TUTORIAL #2 INTRODUCTION
SUPPORTING MINDS / ASSIST REVIEW TUTORIAL SERIES
Tutorial #1 – Creating and Sustaining Mentally Healthy Classrooms
Tutorial #2 – Understanding Anxiety Problems in the Classroom
Tutorial #3 – Understanding Mood Problems in the Classroom
Tutorial #4 – Understanding Attentional Problems in the Classroom

Brought to you by School Mental Health ASSIST

Working alongside the Ministry of Education, School Mental Health ASSIST is provincial
implementation support team helping Ontario school boards to promote student mental health and
well-being. This online professional learning series features highlights from facilitated workshop
materials produced to support school board Mental Health Leadership Teams with educator mental
health literacy. For more information about additional resources, contact your school board’s Mental
Health Leader, or School Mental Health ASSIST.

ONLINE SM/ART SERIES TUTORIAL #2 INTRODUCTION

 Recognizing and
Responding to
Anxiety in the
Classroom

ONLINE SM/ART SERIES TUTORIAL #2 INTRODUCTION

SUMMARY OF MODULE CONTENTS

3
Introduction Classroom Strategies

1 4
What is Anxiety? Specific Strategies

What are the Signs


2 i
More Information
and Symptoms?
On-Line Learning Series
Module #1
ONLINE SM/ART SERIES TUTORIAL #2 INTRODUCTION
SUMMARY
REFLECTION OF MODULE CONTENTS

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On-Line Learning Series
Module #1
ONLINE SM/ART SERIES TUTORIAL #2 INTRODUCTION
SUMMARY
PERSONAL OF MODULE
RESILIENCY CONTENTS
AND SELF-CARE

CLICK HERE FOR THE DOCUMENT

4

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On-Line Learning Series
Module #1
ONLINE SM/ART SERIES TUTORIAL #2 INTRODUCTION
SUMMARY OF
SUPPORTING MODULE
MINDS CONTENTS

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http://www.edu.gov.on.ca/eng/document/reports/SupportingMinds.pdf On-Line Learning Series
CLICK HERE FOR THE DOCUMENT
Module #1
ONLINE SM/ART SERIES TUTORIAL #2 INTRODUCTION
SECTION ONE:

2
What is
3
Anxiety?
4

ONLINE SM/ART SERIES TUTORIAL #2 SECTION ONE

WHAT IS ANXIETY?

Learning Objectives 1
To provide an introduction
to the concept of anxiety 2

To explore typical 3
responses to stress
4
To distinguish between
healthy and unhealthy
aspects of anxiety i

ONLINE SM/ART SERIES TUTORIAL #2 SECTION ONE

PERSONAL REFLECTION

Have you or someone you 1

know experienced anxiety?
How do you know that it 2
was anxiety?
3
Did the anxiety cause a
physical reaction? Did it 4
impact the person’s thinking
or emotions? Did it impair
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social ability?

ONLINE SM/ART SERIES TUTORIAL #2 SECTION ONE

ADAPTIVE VS. PROBLEMATIC

ONLINE SM/ART SERIES TUTORIAL #2 SECTION ONE

ADAPTIVE VS. PROBLEMATIC

Patricia Marra 1
Stapleton
is a Psychological
Associate and Mental 2
Health Leader with the
Toronto Catholic District
School Board. She has a
focus on creating
3
Mentally Healthy
Schools, classrooms and
students, believing that 4
mental health underpins
student achievement and
well-being. i

ONLINE SM/ART SERIES TUTORIAL #2 SECTION ONE

PREVALENCE OF ANXIETY DISORDERS

Anxiety disorders occur in
 1

6 to 10% of youth. It is one of

the most common mental

health disorders.
2
AACAP Official Action, 2007.

3
In an average class, 2 or 3 Anxiety disorders frequently
students may experience originate during childhood 
 4
anxiety-related symptoms. or adolescence.

Manassis, 2012. Keeton et al, 2009.

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For many reasons, most students who suffer from anxiety do not receive support.
ONLINE SM/ART SERIES TUTORIAL #2 SECTION ONE
ANXIETY DISORDERS

CLINICAL TERMS YOU
 1

MAY NEED TO KNOW

• Generalized anxiety 2
disorder
• Separation anxiety disorder
• Social anxiety disorder 3
• Panic disorder
• Specific phobia
• Obsessive Compulsive 4
disorder*
CLICK HERE FOR THE DOCUMENT

* Redefined in DSM-5 ESPECIALLY PAGE 29-30
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ONLINE SM/ART SERIES TUTORIAL #2 SECTION ONE

LEARNING CHECKPOINT

1
Anxiety can be a healthy and adaptive response to
danger that keeps us safe.
2

Anxiety becomes unhealthy when it does not 3

subside over time and impairs the normal day to day
functioning of students. 4

Anxiety can have a profound impact on learning. i

ONLINE SM/ART SERIES TUTORIAL #2 SECTION ONE

SECTION TWO: SIGNS AND SYMPTOMS
What do Anxiety Problems Look Like?
1
LEARNING OBJECTIVES
2
To gain a basic understanding of the 

physical, social, emotional and cognitive 

signs of anxiety. 3

To provide a brief overview of anxiety’s 


4
impact on the brain.

To better recognize indicators of anxiety 
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in students.

ONLINE SM/ART SERIES TUTORIAL #2 SECTION TWO

ANXIETY IMPACT

ONLINE SM/ART SERIES TUTORIAL #2 SECTION TWO

THE TIP OF THE ICEBERG

CLICK HERE TO WATCH THE VIDEO

4

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http://smh-assist.ca/wp-content/uploads/Iceberg.jpg
CLICK HERE FOR THE DOCUMENT

ONLINE SM/ART SERIES TUTORIAL #2 SECTION TWO

ANXIETY RELATED ISSUES

Children and youth with anxiety 1

may present with:
School problems

(based on worry and anxiety) 2
Attention difficulties
Issues with attendance 3
Recurrent physical symptoms
Social and relational concerns 4
Irritability and mood symptoms
Preoccupation with achievement i
Alcohol and drug use

ONLINE SM/ART SERIES TUTORIAL #2 SECTION TWO

RECOGNIZING ANXIETY

1
THINK ABOUT

YOUR STUDENTS
2
Do you see any
signs of anxiety?
3
What appears above
the iceberg?
4
What might be going
on below?
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ONLINE SM/ART SERIES TUTORIAL #2 SECTION TWO

WHEN TO BE CONCERNED

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Anxiety disorders are categorized based on the features 

of the anxiety. Anxiety may be present in many forms.
ONLINE SM/ART SERIES TUTORIAL #2 SECTION TWO
THE MOST PROMINENT 

SIGNS & SYMPTOMS OF ANXIETY
ELEMENTARY SECONDARY 1
• Attendance/separation • Performance on test not
issues matching abilities 2
• Social issues − • Social and relational
extreme shyness concerns 3
around peers • Recurring physical
• Difficulty speaking in symptoms with no
medical explanation 4
groups or class
• Refusal/avoidance (e.g. nausea)
• Panic i

ONLINE SM/ART SERIES TUTORIAL #2 SECTION TWO

LEARNING CHECKPOINT

Anxiety can be difficult to recognize. Indicators can be both 2

obvious and less apparent.
3
By recognizing the symptoms of anxiety, we can know when
help is needed from a mental health professional through
the referral process. 4

ONLINE SM/ART SERIES TUTORIAL #2 SECTION TWO

SECTION THREE: CLASSROOM STRATEGIES
What Can Educators Do?
1
LEARNING OBJECTIVES
2
To increase familiarity with
universal strategies that can
support students with anxiety 3

To understand anxiety and how

4
to apply strategies that will be
supportive in the classroom
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ONLINE SM/ART SERIES TUTORIAL #2 SECTION THREE

SUPPORT FOR ALL - SOME - FEW

ONLINE SM/ART SERIES TUTORIAL #2 SECTION THREE

SUPPORT FOR ALL - SOME - FEW

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http://smh-assist.ca/wp-content/uploads/Info-Sheets-Supporting-Minds-Anxiety-1.pdf
CLICK HERE FOR THE DOCUMENT

ONLINE SM/ART SERIES TUTORIAL #2 SECTION THREE

SUPPORT FOR ALL - SOME - FEW

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http://smh-assist.ca/wp-content/uploads/Info-Sheets-Supporting-Minds-Anxiety-1.pdf
CLICK HERE FOR THE DOCUMENT

ONLINE SM/ART SERIES TUTORIAL #2 SECTION THREE

WHAT CAN TEACHERS DO?

Jennifer Kolari 2
MSW, RSW is a
therapist, author and 3
international speaker.

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https://psychologyfoundation.org/Public/Programs/Copy_of_Stress_Lessons/Public/
Programs/Stress_Lessons1/Stress_Lessons.aspx
CLICK HERE FOR THE WEBSITE

ONLINE SM/ART SERIES TUTORIAL #2 SECTION THREE

LEARNING CHECKPOINT

Universal Tier 1 strategies provide foundational elements by 1

normalizing anxious feelings, reducing potential sources of
severe stress at school, promoting positive mental health
and de-stigmatizing mental illness.
2

There are many universal classroom strategies which will 3

help manage anxiety within the classroom.
4
Balancing stress is important and students will learn by 

observing their teachers who use personal anxiety reducing
strategies. i

ONLINE SM/ART SERIES TUTORIAL #2 SECTION THREE

SECTION FOUR: SPECIFIC STRATEGIES
What Can Educators Do?
1
LEARNING OBJECTIVES
2
To become familiar with strategies in
the Supporting Minds document
3
To develop a repertoire of strategies
to support students with anxiety

To help students develop a voice

4
around self-advocacy

To become familiar with your board’s i

referral process

ONLINE SM/ART SERIES TUTORIAL #2 SECTION FOUR

TEACHING THE ANXIOUS STUDENT

CLICK HERE FOR ANXIETY

2
PROGRESS CHART

CLICK HERE FOR THE

STUDENT SAMPLE
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ADVOCACY CARD

ONLINE SM/ART SERIES TUTORIAL #2 SECTION FOUR

TEACHING THE ANXIOUS STUDENT

Get to know the student 1

Take the student’s concerns seriously
Think about the iceberg and look at the 2
reason underneath the behaviour,
rather than just what you see outwardly
3
Acknowledge the concerns that the 

student has
Collaborate with parent(s)/guardian(s) 4
Connect with a mental health
professional if necessary CLICK HERE FOR ANXIETY
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PROGRESS CHART
CLICK HERE FOR THE
“OSR” Ontario School Record STUDENT SAMPLE
ADVOCACY CARD

ONLINE SM/ART SERIES TUTORIAL #2 SECTION FOUR

TEACHING THE ANXIOUS STUDENT

Work together to set realistic goals and

identify priorities for intervention 1
Identify both short and long-term goals
Develop realistic expectations
2
Provide accommodations for learning
3
Define priorities for well-being and
adjustment at school, not just getting 

work done 4
Promote optimism about the student’s 

ability to manage anxiety both in the
short term and the long term
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CLICK HERE FOR ANXIETY INFO SHEET

ONLINE SM/ART SERIES TUTORIAL #2 SECTION FOUR

MANAGEMENT AND INTERVENTION

1
Dr. Katharina
Manassis 2
M.D., FRCP(C):
Author, certified Child 3
Psychiatrist, and
Professor Emerita at
the University of
Toronto. 4

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http://smh-assist.ca/wp-content/uploads/Info-Sheets-Supporting-Minds-Anxiety-1.pdf
CLICK HERE FOR THE WEBSITE

ONLINE SM/ART SERIES TUTORIAL #2 SECTION FOUR

MANAGEMENT AND INTERVENTION AT SCHOOL

ONLINE SM/ART SERIES TUTORIAL #2 SECTION FOUR

KNOW WHO TO REACH OUT TO

Who in your school can provide support? 1

How do you refer a student for a case conference?
Who is/are the mental health professionals for your school? 2
Who is your board’s Mental Health Leader?
Who can help you make a connection to community agencies? 3
What is the process for making contact with each of the above?
4

ONLINE SM/ART SERIES TUTORIAL #2 SECTION FOUR

LEARNING CHECKPOINT

While general classroom strategies to reduce anxiety are helpful for all students, 1
some students will require more targeted approaches

2
A repertoire of strategies is necessary to meet the specific needs of students

For students diagnosed with anxiety disorders, it is important that teachers and 3
mental health professionals collaborate with students and their parents to
develop a support plan and specific strategies
4
Be familiar with and use your school board’s referral process when needed to
engage mental health professionals and community partners
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ONLINE SM/ART SERIES TUTORIAL #2 SECTION FOUR

MORE INFORMATION

Visit us online at: http://smh-assist.ca/ 1

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If you have any questions,
please contact us at: 3
info@smh-assist.ca

Follow us on Twitter @SMHASSIST

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ONLINE SM/ART SERIES TUTORIAL #2 MORE INFORMATION

MORE INFORMATION
Need help now? You can find support and resources at:
1

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http://www.mentalhealthhelpline.ca/ https://ontario.cmha.ca/mental-health/services-and-support/crisis-support/

ONLINE SM/ART SERIES TUTORIAL #2 MORE INFORMATION