Ways to Support Learners with Anxiety Disorders
                     10 WAYS TO
SUPPOR
LEARNERS WIT
ANXIETH Y 
DISORDERS
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Anxiety Disorders
Anxiety disorders occur on a spectrum and can 
impact children in a variety of ways. Some 
children may deal with low levels of 
apprehension, while other children develop 
severe and intense anxiety. While students with 
anxiety will benefit from the following 
recommendations, consider implementing them 
in larger groups such as classrooms or group 
therapy. This promotes an inclusive environment 
from which all learners can benefit.
10 WAYS TO SUPPORT LEARNERS
01 USE STRUCTURE 06 USE CLEAR EXPECTATIONS
02 PROVIDE A ‘JUST 07 BE FLEXIBLE ABOUT 
RIGHT’ CHALLENGE PARTICIPATION
03 OFFER CHOICE 08 ELIMINATE 
BUSYWORK
04 USE POSITIVE IDENTIFY FEEDBACK 09 STRENGTHS
TEACH 
05 CHALLENGING 10 TEACH SELF-
SKILLS MANAGEMENT
01 USE 02 OFFER CHOICE
STRUCTURE
Incorporate daily and weekly routines By using a topic, subject, or medium that 
to help children learn what to expect. is exciting to students, they will naturally 
Post schedules in a visible area. This is gravitate toward engagement. Especially 
especially important for older children when an assignment or activity is new 
who have rotating or complex and daunting, a small piece of choice can 
schedules. If there are any upcoming motivate children toinitiate the task. This 
changes in routines (such as a could include anything from designing a 
substitute or a fire drill), give children math problem based on their favorite 
advance notice whenever possible. sports team to giving a book report on 
their favorite classic.
03 PROVIDE A ‘JUST RIGHT’ CHALLENGE
Allow students to learn and grow while building their self-confidence. Grade your 
activities so that they are just challenging enough to stretch the child’s learning.
04 USE POSITIVE 
FPosEitivEe DreiBnfoArceCmeKnt signals to children that 
they are doing what is expected and can be a 
great way to boost the confidence of children 
who have anxiety. Feedback can be in the form 
of a token system, a smile, nod, or words of 
affirmation. 
05 USE CLEAR 
LEetXtingP stEudCentTs AknoTw IeOxacNtly Swhat you expect is 
a great way to communicate mutual respect. 
Particularly when a project or activity is brand 
new, knowing the outcome will be helpful to 
children with anxiety. 
06 TEACH SELF-MANAGEMENT 
Another strategy that students with and 
without anxiety disorders can benefit from is 
self-management skills. Talk about self-
regulation, brainstorm symptoms of being 
dysregulated, develop language, and teach 
strategies. Use examples from your personal 
life to connect with students and 
demonstrate the importance of this life skill.
07 BE FLEXIBLE 
ABOUT 
PARTICIPATION 
Try making group participation optional. Let 
students know that they can contribute to the 
conversation when they are ready and that 
you will not call on them. 
08 ELIMINATE 
A child working on fracBtioUns SdoeYs Wnot nOeeRd toK 
complete 100 problems to master the skill and 
demonstrate competence. If a worksheet 
looks overwhelming or visually ‘busy’ , it could 
likely benefit from being revised or broken up 
into smaller assignments. 
09 IDENTIFY 
Use one-on-one tSimeT Rto EreNfleGct TonH pSas t  
successes, strengths, passions, and skills. If you 
want to use an example in a group setting to 
provide an example of problem-solving skills, 
ask for student permission beforehand.
10TEACH CHALLENGING 
SKILLS
Sometimes, learners need extra direction. 
Direct instruction can be a great way to improve 
skills and, therefore, confidence for activities 
with a physical component, such as writing or 
playing a sport. Break down tasks into smaller 
chunks, demonstrate skills to your students, 
and practice.
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