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Kayla L. Malcolm
Abstract
For this action research project I decided to focus on determining how my students
experience and respond to anxiety. I provided them instruction on how to utilize anxiety
reducing strategies within a five week time frame to determine if the implementation of these
strategies would better prepare them for their middle school transition and the end of grade tests
they will be taking over the next month. I decided to address this issue because I have realized,
throughout my years as a teacher, that anxiety within the school setting does not receive much
attention. I realized that using my understanding of anxiety as well as some simple strategies
that can be utilized in any scenario, I can positively influence the students that I teach by sharing
this information. The limited understanding of anxiety and strategies my students exhibited the
beginning of the study resulted in a dramatic improvement. Not only did students learn about
anxiety, but they also learned proactive solutions to use for the rest of their life.
In this fast evolving world that we are living in, many challenges arise. Pressure to do
well in our academics, staying healthy, job security, financial obligations, personal obstacles
with family and friends, and living in general is a delicate balance for many. With all of these
pressures, stress and anxiety begin to take effect on our mind and body. Even in the elementary
schools there is testing being done at an early age, which results in a feelings of pressure to do
well on their end-of-grade tests. Other factors that result in an outstanding amount of stress and
anxiety for young students include transitioning to different schools, dealing with peers, and
learning the common core curriculum. Anxiety disorders are at a higher rate than ever before
with 31.4% of children and adults diagnosed with a generalized anxiety disorder (Minahan,
2015). If adults are struggling to manage their stress in healthy and positive ways, then in turn
the children are replicating those behaviors. What strategies can we teach our students to
manage stress in a healthy and positive way so that they may succeed in life?
Method
Throughout the school year, parents have shared their worries about their children
becoming overly worried about different events going on in the school year. Students worried
about making friends, moving from a different school, leaving home for a three day field trip, the
list of stressors that have been shared with me are more overwhelming than previous years.
Hearing about their worries with their grades, seeing them perspire during tests, hearing their
voice fluctuate during group presentations and sometimes even seeing individuals pull out their
own hair in what appears to them to be a stressful situation is causing a need to help these pained
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students to ensure their future success. With this group of students, there are multiple counselor
referrals a week, either by the parent or the student themselves, multiple breakdowns in the
classroom with refusal to do work as well as numerous multiple students that have missed fifteen
school days already this year. Anxiety that is so debilitating that it is affecting their school work,
is a serious problem that needs to be addressed and taken care of before it becomes a habit in
presenting to the class, feeling overly worrisome is affecting their performance in the classroom
every day. Anxiety disorders are at a higher rate than ever before with 31.4% of children and
adolescents diagnosed with a generalized anxiety disorder (Minahan, 2015). When students are
feeling anxious for one reason or another, it is difficult for them to focus, and in more severe
cases, not come to school at all. To better teach my students the required curriculum, I need
them to be at school and focused on the task at hand without other impeding stressors that get in
not taking action to observe what effects this is having on our students. From a neurobiological
viewpoint on anxiety, anxiety impairs the brains ability to process, acquire, or store new
information. (Minahan, 2015). From a psychological viewpoint, anxiety has debilitating effects
2011). Anxiety reduces students motivation to learn and students have a greater tendency to
avoid coping with problems with academics and in general. With these many effects of anxiety,
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teachers tend to interpret these as troubling behaviors which may then become an even more
Research Question
How do fifth grade students experience and respond to anxiety prior to and after
receiving instruction on anxiety-reducing strategies that are taught in the classroom? Knowing
the students since September and dealing with the many issues that comes with teaching I
wanted to get a better understanding of their viewpoint on the matter. I wanted to teach them
exactly what anxiety is and how to reduce some of it, because as we all know it will never go
Methodology
With the knowledge of the many effects anxiety has on students, the next and obvious
step is determining how to help our students learn to manage it in the classroom. Anxiety is not
something that just disappears, instead if it is ignored, more severe cognitive depressors surface
through eating disorders, depression and substance abuse, as well as severe physical effects
including high blood pressure, asthma, insomnia and obesity can occur (Wright, 2010).
Educators need to teach students how to use strategies to help them manage their anxiety in the
I decided to break the interventions into five lessons which included an overview of stress
and anxiety, strategies to use inside and outside of the classroom as well as prevention strategies
to incorporate into their daily lifestyle. The interventions took place over a six week period with
Each lesson took 20 minutes with a 10 minute journal reflection afterwards. Day 1 took
place on March 15th with an introduction PowerPoint on what stress and anxiety is, the signs,
symptoms, causes and effects of stress. Day 2 took place on March 22nd with a lesson on
awareness and mindfulness. This concept was a bit abstract for the students therefore we
participated in many examples together. Teaching an awareness of what anxiety is and teaching
them to be mindful of what is happening in that moment creates a sense of control over any
situation (Palethorpe and Wilson, 2011). This is a new strategy that has been used and takes
some time to practice, but has had some positive results. Day 3 took place on April 5th with a
lesson on self-regulation, using positive self-talk to change our negative outlook. Students
received a handout (see appendix) to choose some positive self-talk phrases that they could use
and add some of their own. Using positive language can self-regulate feelings related to a task to
help students feel empowered in their learning. Using sayings such as I believe I can do this.
is a powerful strategy to build up confidence (Minahan and Schultz, 2015). Day 4 took place on
April 12th with a lesson on classroom relations, helping students acknowledge what they are in
control of in the classroom and using deep breathing to maintain control. Deep breathing can be
done silently without anyone even being aware, which is ideal for test taking time. Teaching
students to use self-calming strategies, including; deep breathing, meditation, and mindfulness
are great to use inside and outside the classroom. Day 5 took place on April 19th with a lesson
on preventative strategies to use daily to keep our lives in balance with regards to stress.
Possible stressful situations were discussed and alternative strategies were introduced to use to
handle those situations. Students came up with six proactive measures to put in place in their life
to lead a healthier life. Daily physical exercise (yoga or running), sufficient sleep, listening to
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music or practicing a musical instrument, laughing daily, partaking in something relaxing and
sharing your feelings either with someone who is trustworthy or in a journal. There are many
new ideas about the benefits of yoga in the classroom to calm ones minds and our bodies. Yoga
might help in some stressful situations but would be best taught with a combination of strategies
previously taught. Incorporating the use of mindfulness and deep breathing into yoga poses can
create a sense of calm right before a possibly stressful event. Teaching specific poses that are
simple yet effective can help learners use their bodies to reduce their anxiety as well as help care
for their body (Morgan, 2011). Journals are a great tool for students to use to release all the
stress when there is no one to talk about it with. Using the journal as an end of lesson reflection
helped students become more familiar with the idea of journaling, and it became a window for
me to see what each individual student was getting out of the lessons that were being presented.
Methods for data collection included qualitative data from three sources. Students
completed a pre- and post-questionnaire of their understanding on anxiety and how to handle it.
Students wrote a reflection in their journal after each lesson, mostly open-ended to express their
thoughts and feelings as a way of reflecting on the lesson. This journal was a continuation of a
morning journal that they already have been writing in, therefore they are clear on what is
expected. Prompts were given to those who needed some assistance getting started.
Observational notes were also taken after lessons with their participation in the exercises,
common themes in their writing, and if they needed prompts to complete a full page.
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Findings
In analyzing the data from the pre- and post-questionnaires I was able to group similar
answers to notice themes in my students responses. In the observation notes that I took during
their journaling time I confirmed those themes that were developed through the questionnaires.
Theme 1
did not have an understanding of what anxiety was or did not experience anxiety. 54% of
students did not know of a strategy that they used when feeling anxious. 27% of students didnt
do anything when they felt anxious. Students answers in the pre-questionnaire were very vague
but it was clear that they were not familiar with the term anxiety. After the survey and during the
introductory lesson they became very conversational about their thoughts on the topic. They
saved those thoughts for the journal entry. Observational notes concluded that students were not
familiar with the term anxiety but were familiar with the term stress. The journal entries on the
first day were filled with more notes than reflection on what anxiety is, symptoms of anxiety and
how it can affect minds and bodies. Some students even drew comical pictures of what anxiety
Theme 2
understanding of the term anxiety, therefore only 4% of students replied that there were not times
in school when they felt anxious. Clarifying the term anxiety for students gave them the
understanding that they needed to answer the post-questionnaire thoughtfully and truthfully.
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Journal entries confirmed that they were not familiar with the term anxiety but after the
strategies that were taught in the lessons. The strategies that students used the most and wrote
about the most were deep breathing exercises and positive self-talk. 50% of students said that
they used deep breathing and 36% of students said that they used positive thinking. Journal
entries confirmed that deep breathing helped them be in control of something when it seems as
though they are not in control. Positive thoughts were discussed in journals and students added
their own phrases that were more personal. Some students now add positive phrases on their
topic and apply it in the daily routine tells me that these strategies are more than just during a
Conclusion
In the duration of this action research project I found that my students were very engaged
in the lessons, knowing that this was something relevant to their lives at this moment in time.
Many students expressed situations where they felt an overwhelming amount of stress and how
they managed to get through it because of something that they learned. In realizing what anxiety
is, it is apparent that many students are suffering from anxiety but didnt have any strategies to
In reaching out to all students at my school and this need to manage stress, I will be
sharing my information to my team members so they will be able to present the information and
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strategies to their students before the End of Grade tests. Two teachers have already used my
Reflection
In the end of this action research project I am pleased with the amount of positive
feedback I have seen and heard from my students and parents. Not only are they using the
strategies that I taught them, they are following up with our six proactive measures to stay in a
healthy balance with stress. In return, my students have reminded me to slow down, take some
Working on this action research project has taught me to lessen my enjoyment activities
to get the work that is needed done on time and correctly during the work week, waiting till the
weekend to work on a large project like this is not thinking about the time management that is
needed. Working a full time job, taking classes as a part time student, managing a household and
all of the other responsibilities that need to be taken care of is extremely stressful. Finding time
throughout the week to gradually work on this project was difficult to do, but I could dedicate
certain days of the work week to devote to school work. Procrastination is a cause of stress,
knowing the causes and being proactive does not always solve everything, but being
Effects of Stress
Mindfulness
Positive self-talk
Deep breathing
Daily proactive
measures
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Pre-Questionnaire
Your teacher is working together to learn more about when you feel anxious in school and
what you do to when you feel anxious? To help better understand, please answer the
following three questions:
1. Have there been times in school when you have felt anxious? Explain.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What did you do when you felt anxious during those times?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. What else do you know about handling situations that make you feel anxious?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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When I notice negative thoughts coming into my mind, I quickly replace them with
I have the power to control the thoughts I want to think. If I dont like my thoughts, I can
change them.
I can do this.
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Post-Questionnaire
A few weeks ago, I asked you to think about times you felt anxious in school and how you
handled those anxious situations. Now that you have had a chance to think about this, I
would like to ask you those same questions again to see if you have anything to add to your
previous answers.
1. Have there been times in school when you have felt anxious? Explain.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What did you do when you felt anxious during those times?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. What else do you know about handling situations that make you feel anxious?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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References
Costello, E., & Lawler, M. (2014). An Exploratory Study of the Effects of Mindfulness on
Delany, C., Miller, K. J., El-Ansary, D., Remedios, L., Hosseini, A., & McLeod, S. (2015).
Replacing Stressful Challenges with Positive Coping Strategies: A Resilience Program for
Minahan, J., & Schultz, J. J. (2015). Interventions Can Salve Unseen Anxiety Barriers. Phi Delta
Morgan, L. (2011). Harmonious Learning: Yoga in the English Language Classroom. English
Palethorpe, R., & Wilson, J. P. (2011). Learning in the Panic Zone: Strategies for Managing
Wright, M., Banerjee, R., Hoek, W., Rieffe, C., & Novin, S. (2010). Depression and Social
Anxiety in Children: Differential Links with Coping Strategies. Journal Of Abnormal Child