An Investigation of Supports: Understanding Students' and Educators’ Experiences of Anxiety in School and Classroom Settings
Abstract
The purpose of the current study was to understand the lived experiences of both students and educators who navigate anxiety at school, and to investigate how educators understand the experiences of anxiety in their students and strategies that students perceive as helpful in the classroom. Data was collected from 13 participants, 6 educators and 7 university students in London, Ontario through semi-structured interviews and an online demographic questionnaire. Thematic analysis revealed three key themes: commonly identified anxiety symptoms (e.g., physiological) desired classroom support & responsive approaches (e.g., student-centered approaches), and barriers to effective anxiety support & future recommendations (e.g., professional development). The findings revealed how students experience anxiety and educators perspectives of anxiety symptoms, identifying areas of focus for anxiety-specific support. The findings also identified potential barriers and future recommendations for school communities, highlighting the challenges educators face with increased demands to support students with anxiety, without sufficient resources and training. The study highlighted a direction for school communities by collaborating with students on what is needed to better support their anxious reactions at school, offering a practical framework for educators.