Journal article : Review
The relationship between teachers' day-to-day classroom management practices and anxiety in primary school children: A systematic review
- Abstract:
- Anxiety problems are common in children and can have profound adverse effects on personal, social and academic life. Almost 40% of anxiety disorders emerge before age 14, making primary schools invaluable settings for prevention and early support of child anxiety. Research indicates that school-based interventions can be costly and difficult to schedule, school staff lack confidence to deliver them effectively, and outcomes are mixed. One solution may be for school staff to adapt and enhance their day-to-day practices to better support children with anxiety. This systematic review aims to summarise what is known about the relationship between teachers' classroom management and anxiety in primary school-aged children. We searched ASSIA, British Education Index, Education Abstracts, Embase, ERIC, MEDLINE, PsycINFO and Scopus in December 2020 and June 2022, using a predefined strategy. We included studies of any design, published in peer-reviewed journals at any time, in any language, reporting associations between day-to-day classroom management strategies/methods and anxiety/internalising outcomes in children aged 4–11 years, taught in mainstream primary schools. Studies were assessed for quality/risk of bias. We identified eight studies (six quantitative, two qualitative) including 4505 children. We found some evidence that authoritarian, controlling and punitive classrooms may be linked to higher levels of anxiety, although, overall, existing evidence indicates either a weak or no association between classroom management and anxiety. This review highlights a paucity of research in this area. Furthermore, variability in design, measures and quality makes drawing firm conclusions difficult. Recommendations for future research are discussed.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
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(Preview, Version of record, pdf, 488.0KB, Terms of use)
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- Publisher copy:
- 10.1002/rev3.3385
Authors
- Publisher:
- Wiley
- Journal:
- Review of Education More from this journal
- Volume:
- 11
- Issue:
- 1
- Article number:
- e3385
- Publication date:
- 2023-01-31
- Acceptance date:
- 2023-01-04
- DOI:
- EISSN:
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2049-6613
- Language:
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English
- Keywords:
- Subtype:
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Review
- Pubs id:
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1327671
- Local pid:
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pubs:1327671
- Deposit date:
-
2023-04-26
Terms of use
- Copyright holder:
- Manley et al.
- Copyright date:
- 2023
- Rights statement:
- © 2023 The Authors. Review of Education published by John Wiley & Sons Ltd on behalf of British Educational Research Association. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
- Licence:
- CC Attribution (CC BY)
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