Managing anxiety in primary schools through day-to-day classroom practice

Thesis

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 for child anxiety. Research indicates that school-based interventions can be costly, difficult to schedule, school staff lack confidence to deliver them effectively, and outcomes are mixed. It is important to find approaches which focus on day-to-day classroom practices that take into account teachers’ already busy schedules, and best reflect the needs, preferences, and existing skills of school staff.

This thesis adopts a mixed-methods approach and aims to 1) improve understanding of the relationship between classroom practice and child anxiety through a systematic review of research literature, 2) use qualitative research with parents, children, and primary school staff to design and develop evidence- and practitioner-informed training for school staff on managing and minimising anxiety problems in primary school children through their day-to-day classroom practices, and 3) conduct an initial evaluation of the feasibility and acceptability of this staff training.

Findings indicate two potential key contributors to increased anxiety in the classroom: pressure and uncertainty. School staff can help by increasing predictability, cultivating connection, managing the environment, and providing structured support. Findings also suggest that training for school staff in managing anxiety through day-to-day practice is needed, welcomed, and acceptable. While it is feasible to deliver this training as part of schools’ regular professional development sessions, to maximise its usefulness, future training may need to be further tailored to the specific needs of individual schools. Additionally, to ensure that implementation is successful and sustained over time, this training needs active prioritisation, and ongoing support from school leadership and other specialist staff (e.g. Mental Health Support Teams). Further rigorous evaluation of this training is now warranted.

Authors: Manley, HL

• DOI: 10.5287/ora-ngnqamo5g
• Type of award: DPhil
• Level of award: Doctoral
• Awarding institution: University of Oxford
• Language: English
• Keywords: primary school; child anxiety; mental health; classroom practice
• Subjects: Education, Primary; Mental health