Bringing the Calm to School

How to Manage Anxiety in Your Classroom

Slowly our lives are returning to normal, with Covid lockdown leaving uncertainty and anxiety in its destructive wake. No doubt you have seen increases in signs of anxiety in your students, such as upset tummiess, struggling to concentrate, aggression or separation anxiety.

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Anxiety impacts children in three main areas:

  • Physical – increased heart rate, panic breathing, tummy aches, headaches
  • Thoughts – Worry, ruminating, catastrophising, such as everyone hates me
  • Behavioural – Avoidance, aggression, clinging, difficulty with transitionsReducing anxiety in the classroom falls to the teacher, and starts with knowing how the brain works. In my school presentations on managing stress and anxiety, I describe the brain as having three parts:
    • Thinking brain (prefrontal cortex) – logical thinking, problem solving and planning
    • Functioning Brain (brain stem) – automatic bodily functions, digestion, sweating and heart rate
    • Feelings brain (limbic system) – includes our internal watchdog (amygdala)When the internal watchdog senses danger, it activates the stress response (sympathetic nervous system) and releases a surge of stress hormones (cortisol and adrenalin).Stress and anxiety are normal and healthy in small doses, as it protects and prepares us. For example, being nervous about a test or public speaking means we put more effort into preparation.

      Anxiety is when our internal watchdog is overacting constantly alerting us to danger that doesn’t exist.

      Unhelpful levels of anxiety is like having an overactive watchdog, barking constantly at perceived threats. Just as we would become exhausted and unable to concentrate when a real dog barks non-stop at the cars driving past, so do people whose internal watchdog constantly alerts them to perceived danger. Their stress response is switched on continually, and the body is overloaded with toxic levels of stress hormones affecting their ability to learn.

      The American Psychological Association describes an anxiety disorder as, “Having recurring intrusive thoughts or concerns that interferes with daily function.” When anxiety becomes a default mood, an impending sense of dread that affects everyday life, a student should see their family doctor or mental health specialist for a professional assessment and support plan.

      Anxious children aren’t learning children.

      If you come across a bear on the loose in the zoo, your internal watchdog activates your stress response to act fast with a surge of energy, exactly what stress hormones are designed to do. The functioning and feeling brains take charge and shut off access to the thinking brain as it slows reactions and diverts energy away from where it is most needed. That is our beautiful brain’s way of keeping us alive. Remember how you react when a lion on TV lunges at the camera? Your thinking brain didn’t get consulted so instead you jump in fright and your heart rate increases. When children are kept in a state of alert and anxiety by their overactive internal watchdog, their thinking brain remains offline. They will struggle to learn, retain information and concentrate, making teaching so much harder.

      Here are five steps to reduce students’ anxiety in your classroom:

      Step 1 – Create a Safe, Calm Environment
      • Decrease Visual Stimulation: declutter your desk, the classroom and walls.
      • Bring Nature Inside: pictures of scenery, rocks, wood, leaves.
      • Decrease Your Own Anxiety and Stress: use the following techniques in steps 2 and 3.

      Step 2 – Decrease Stress Hormones
      • Belly breathing
      • Progressive muscle relaxation
      • Focused attention/meditation
      • Spending time in nature
      • Non-directed play

      Step 3 – Increase Happy Hormones Feel Good Hormones (endorphins)
      • Exercise, sports, dancing, obstacle courses
      • Laughter and fun

      Reward Hormones (dopamine)
      • Ticking off a to-do list
      • Celebrating small goals achieved
      • Anticipate positive experiences: “What are you looking forward to today?”

      Bonding Hormones (oxytocin)
      • Interpersonal touch, hugs, high fives
      • Petting animals
      • Singing together
      • Tactile Stimuli – squares of velvet, corduroy, velcro

      Significance Hormones (serotonin)
      • Reflect on happy memories
      • Practice gratitude every day
      • Power poses, see Amy Cuddies’ Ted talk for more information
      • Recognition, awards, certificates

      Step 4 – Re-engage the Thinking Brain
      • Give their feelings a name (my emoji mood cube is a fun way to do this)
      • Spell their name backwards
      • Do a wordfind or crossword

      A child’s primal need is to feel safe, accepted and connected. Humans are dependent on adult caregivers for much longer than other mammals, so their brain is wired to associate acceptance from caring adults as vital for their survival. This primal need is threatened when adults around them are stressed, making them feel they don’t feel they belong or aren’t wanted. Under stress, we reduce eye contact, our body language is more closed and we are less attuned to our students’ needs and emotions.

      As educators, we have very little control over the child’s home environment, or world events inducing anxiety. However, our biggest impact is in investing in our own stress releasing, calm inducing activities. By managing our own stress and anxiety, we are better able to provide safe, loving calm havens for the
      children where they can thrive in their learning experience.

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Cat Levine


Cat Levine is a Youth Speaker based in Auckland, New Zealand. She recently toured with 2019 NZ of the Year, Mike King, speaking in schools about mental health. Their tour with the Gumboot Friday Tractor Trek was cut short by Covid Lockdown. Once restrictions lift, she looks forward to completing the tour and continuing to visit schools around the country in her Postman Pat campervan helping students use their beautiful brains to overcome stress and anxiety.
For more information visit:
www.catlevine.com