What are typical worries?
There are many different types of worries that children and adolescents may experience in school at different points in their lives. Worries are usually related to the challenges and experiences children and adolescents are going through at each developmental stage. Some typical worries are:
|
5-6 years |
Being hurt physically "Bad people" that could do them harm Imagined or pretend things and creatures (e.g., ghosts, witches, or other supernatural beings) Being or sleeping alone |
|
7-8 years |
Being left alone and dropped off for school Beginning to worry about death and real-life dangers that could harm them, or people they care about |
|
9-12 years |
Beginning to worry about school performance, including tests and exams Death and getting injured Beginning to worry about physical appearance and making friends Meeting classmates in a new classroom |
|
Adolescents |
Physical appearance and image Fitting in and being accepted by peers Performance on different activities (e.g., sports, school, hobbies, etc.) Beginning to worry about the future, including career choices or accomplishing life goals |
When should I be concerned about a student’s worries?
The best way to differentiate worries that typically occur during development from those that elicit concern is frequency, intensity, context, and impact on daily lives. For example, when a student feels anxiety that lasts a long time and prevents them from doing things like participating in class activities, working with classmates, or even going to school it becomes more concerning. Also, worries that occur most days of the week and that occur several times a day might also be indicating that more attention is needed.
Worries and anxiety are also typically accompanied by other difficulties that may indicate a problem could be present. When a student is worrying, there are several things that teachers may see in the classroom:
- Inattention or trouble focusing.
- Disruptive behaviors, such as tantrums, or mood swings and irritability.
- Asking many questions, including repetitive ones.
- Getting into arguments.
- Complaining about stomach aches or other physical problems resulting in frequent visits to the school nurse.
- Avoiding answering questions in class.
- Attendance problems.
- Squirming while seated or restlessness.
- Not turning in homework assignments.
- Erasing work over and over again.
- Avoiding group work or socializing.
What can I do to help a student with excessive worries?
A concerned teacher may attempt to do a few things to help a student with excessive worries:
- Talk about it. Teachers may calmly speak with a worried student to learn more about what he or she is experiencing. Let the student know that you want to acknowledge and understand what they are thinking and feeling.
- Listen to what the student says. While some worries can be unrealistic or unimportant for adults, they are real and important for children and adolescents. So, before the teacher brings any solutions to worries, they can try to listen and understand what is distressing them and acknowledge their point of view.
- Demonstrate problem solving. Without disregarding a student's point of view, teachers may try helping them to think about factual reasons why they may be worrying, and then help them to find realistic ways to worry less.
- Communicate concerns to the student’s caregivers. If a student has been showing worries that seem to be interfering with daily activities, a teacher should set up a meeting with the student’s caregivers.
- Speak with a school mental health professional. After speaking with a student’s caregiver, teachers may also consult with a school mental health professional to determine if further support or evaluation is needed.
- Seek support. With a caregiver’s permission, teachers may consult other professionals who specialize in helping children with Concerns about emotions.
Pediatricians or family physicians can help to address initial concerns and refer to specialized professionals. Also, whenever possible, a consultation with a mental health professional may be helpful.
The public system provides services through the Child and Adolescent Mental Health Services (CAMHS) and Centers of Multidisciplinary Assessment, Counseling, and Support (KEDASY).
Excessive worries that are too frequent, intense, present in different contexts, discrepant from those faced by other children the same age, and that negatively interfere with classroom daily activities, may indicate the possibility of Generalized Anxiety Disorder (GAD).
Where to find more information
Specific, detailed, and clinical information on Generalized Anxiety Disorder (GAD) can be found at [clinical short guide at the program website].
If you want to know more about the closest available services for educational and public health systems for children and adolescent assistance across the country, go to our Services Mapping webpage here.
You can also find more information by pointing your phone camera at the QR code below or by clicking here.
