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In Sync: Inclusive school communities supporting students with anxiety
Dr Susan Carter1, Cecily Andersen1, Lindy-Anne Abawi1
1University of Southern Queensland, Toowoomba, Australia.
Heliyon
|July 10, 2023
Summary
Inclusive school educators intuitively support students with anxiety using intrinsic, intuitive, and inclusive (3I
Area of Science:
- Educational Psychology
- Clinical Psychology
- Special Education
Background:
- Student anxiety and anxiety-related disorders present challenges in inclusive school settings.
- Educators' experiences in supporting these students are crucial for effective interventions.
- Inclusive practices are intended to support a diverse range of students, including those with mental health needs.
Purpose of the Study:
- To investigate how educators in inclusive schools support students experiencing anxiety.
- To understand the strategies and approaches educators utilize.
- To identify challenges and successes in supporting students with anxiety and anxiety-related disorders.
Main Methods:
- A qualitative refractive phenomenological case study approach was employed.
- Data was collected from 44 participants, including educators in various roles.
- The study involved six Australian primary and secondary schools identified for their inclusive practices.
Main Results:
- Educators used intrinsic, intuitive, and inclusive (3I's) methods to support learning needs.
- Students reported feeling supported despite a lack of explicit anxiety-reduction strategies.
- Internalized anxiety and co-occurring disabilities posed challenges in recognition.
Conclusions:
- A culture of inclusion appears to reduce student anxiety, even when unrecognized by staff.
- Parents often first identify anxiety in their children.
- Professional development is needed for educators on recognizing and managing student anxiety.
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