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Addison Douglas

Jackie Burr, Instructor

English 2010

6 April 2019

ADHD and Anxiety Within School Settings

ADHD and anxiety: two mental illnesses that have dominated today’s society. These two

mental illnesses have grown over time, becoming more prevalent than ever before. Why do these

two illnesses have such an affect? In an interview with Mr. Glenn Williams, a Jordan School

District psychologist who has worked in the mental health field for over 25 years, he explained

that these two mental illnesses specifically work together and it becomes more commonly found

that an individual instead has both of the illnesses rather than just one. Williams added that

having one of these can usually cause the other to slowly appear, therefor making a child have

both overtime. The focusing trouble that comes with ADHD may cause failing grades for a child,

bringing them increased anxiety in school. The insomnia of anxiety may cause a child to become

more distracted in the classroom which is a major sign of ADHD. Yet while both mental

illnesses do exhibit different symptoms and signs, both also share many of them same. To take a

quick glance, both include: “Be[ing] inattentive, fidget[ing] constantly, work[ing] slowly,

fail[ing] to turn in assignments, [and] struggl[ing] to make friends” (Rosen). These types of

symptoms can obviously prove to only make a child’s time in school more difficult than normal.

Anxiety and ADHD are more relevant than ever in today’s society; therefor, more and

more people are being affected by these symptoms. It can only be correctly assumed that more

students are facing anxiety and ADHD more than ever before.
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(Alharbi et. al 504) (Hurley)

The above graphic shows a study done in the Qassim Region with school students. The

study included surveying current students and seeing how many girls versus boys had anxiety.

The graphic also includes common symptoms of stress that, when in large amounts or in long

time frames, becomes signs of anxiety as well. This graphic shows that many students are

suffering from just anxiety alone. When taking into account what Williams stated, it means that

these same students most likely also experience ADHD tendencies and symptoms.
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So what does anxiety and ADHD look like when applied to a classroom setting? An

online article by C8 Sciences gives many examples such as talking out of turn, failing to

complete or remember schoolwork, difficulty following instructions, poor handwriting plus other

fine motor skill techniques, and difficulty with subjects that require concise steps such as long

division in math (​Managing Student Anxiety and ADHD in the Classroom​). The school setting

becomes much more difficult than necessary for the students. Concentration, core learning, and

valuable information gets left behind all while the student struggles with each passing exam.

Other examples of classroom struggle can include, “Clown[ing] around too much in class,

seem[ing] irritable or argumentative, l[ying] about schoolwork or other

responsibilities...withdraw[ling] from people perhaps by retreating to the...bathroom” (Rosen).

Knowing that ADHD and anxiety are prominent in today’s students, what then is

occuring to help those same students? Harris suggests a method called self-monitoring.

Self-monitoring is a process done by the student where, “they are encouraged to assess, evaluate,

and record particular aspects of their academic performance (e.g., number of problems attempted

or performed correctly, number of correct practices, time spent planning), thus concentrating on

academic accomplishments” (146). While the study stays fairly new, the outcomes prove to be

positive. Harris continues on to explain that the study found that, “self-monitoring paired with

reinforcers improved both on-task behavior and percentage correct on a reading comprehension

task among three elementary students with ADHD” (146). Not only did the study help the

student with behavior and focus, but as a consequence the students reading comprehension

improved as well.
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Self-monitoring, of course, stays as only one of the many ways students in the classroom

with ADHD or anxiety can be helped. Plausible methods also include thought stopping, deep

breathing, and psychotherapy (Hurley). Thought stopping entails teaching the student to “talk

back” to the incoming worrisome thoughts. This simplistic method becomes a stepping stone for

the student to begin learning how to sort through incoming, overwhelming thoughts. The next

method, deep breathing, focuses on the more physical aspect of the mental illness. By deep

breathing the heart rate slows and muscle tension releases. A four count method is common

where the students breaths in, holds, breathes out, and then rests. Each step goes by a count of

four. The last method suggested, psychotherapy, allows aid from a mental health professional.

When the case seems too far gone and the student is completely overwhelmed by the mental

illness, psychotherapy allows the professional to help handle the student’s emotions, thoughts,

and habits. (Hurley)

While the previous techniques work specifically for the child and parent, some methods

specifically let the school and teacher accommodate the student’s needs. In an online article,

three different ideas for teachers come to light: accomodation, instruction, and intervention

(​Managing Student Anxiety and ADHD in the Classroom​). Accomodation suggests changing the

seating chart around so that less focused students are sat near the front where the teacher can

more fully instruct and teach those individuals. Accommodation can also include starting lesson

with a aural cue such as a horn or a bell (​Managing Student Anxiety and ADHD in the

Classroom​)

The next suggested method, instruction, has to do with how the teacher teaches.

Repetitiveness helps many students with distraction trouble. If the student, unfocused at the time,
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hears a phrase repeated or is asked to answer a question, the information then has a better chance

of processing within the students mind. Another change of instruction includes changing how the

material gets explained. Rather than explaining in the same exact way with each lesson, changing

the idea up into new forms can help the troubled student understand. Lastly, the final method

allows the teacher to intervene with the student. Sitting down with the child, relisting the

homework that is due and the lesson overview. The teacher may also ask how to accommodate

the lessons specifically for the student, asking how to help. Intervening, though carrying a

negative connotation, can instead provide one-on-one communication for the student’s personal

needs. (​Managing Student Anxiety and ADHD in the Classroom)

Overall, students with anxiety and ADHD are a very common occurrence in modern

society. Schools nationally and worldwide should look into more abstract ways to accommodate

these students so that they might have a great education as well. Whether the methods include

physical, mental, or emotional help, all can provide an amazing source of relief. The two mental

illnesses, though different in overall definition, show to link together much more than ever

recognized before. Public educators and parents need to look for the signs of both mental

illnesses in the students.

To conclude, education has taken major steps in currently helping students in the

classroom with both, or one, of these mental illnesses. The outcomes turn out positive whether it

is through self-monitoring or even through a teacher taking action within the classroom. If this

progress can continue through history, then the mental illnesses shall no longer have suffocating

control over hundreds of thousands of students. For the first time ever, society could take back

education from the hands of mental illness.

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Works Cited

Alharbi, Reem, et al. “Depression and Anxiety among High School Student at Qassim Region.”

Journal of Family Medicine & Primary Care, vol. 8, no. 2, Feb. 2019, pp. 504–510. EBSCOhost,

doi:10.4103/jfmpc.jfmpc_383_18.

Harris, Karen R., et al. “Self-Monitoring of Attention Versus Self-Monitoring of Academic

Performance: Effects Among Students with ADHD in the General Education Classroom.”

Journal of Special Education, vol. 39, no. 3, Fall 2005, pp. 145–156. EBSCOhost,

doi:10.1177/00224669050390030201.

Hurley, Katie. “The Connection Between ADHD and Anxiety in Children.” ​PsyCom.net -

Mental Health Treatment Resource Since 1986​, Vertical Health LLC, 25 Nov. 2018, Web. 1 Apr.

2019.

“Managing Student Anxiety and ADHD in the Classroom.” ​C8 Sciences​, C8 Sciences, 8 May

2018, Web. 1 Apr. 2019.

Rosen, Peg. “ADHD and Anxiety: What You Need to Know.” ​Understood.org,​ Understood.org

USA LLC, Web. 1 Apr. 2019.

Williams, Glenn. Telephone Interview. 3 Apr. 2019.