Generalized Anxiety
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While small amounts of anxiety can be productive and even motivating for students, too much anxiety can interfere with a student’s learning, self-confidence and overall social, emotional, and physical well-being. Here are some signs that a student might be struggling with anxiety or depression.
Meaningful decline in academic performance without another explanation
Unwillingness to participate in class
Disinclination to interact with other students
Be careful before assuming it is anxiety holding your student back, as the signs of anxiety can resemble behaviors typically associated with ADHD and other learning struggles. Consulting the school counselor or other professional is always the best way to ensure a student is receiving all the right supports.
understand how your child learns
-
Teachers can help calm an anxious student once they understand the primary cause. While it might take a student time to open up and share their “anxiety triggers”, just knowing there is a caring adult at school can make a world of difference to a student who feels anxious.
Specific supports for anxious students could include
Provide extra time for assignments
Give advance notice before calling on them in class
Allowing them to sit next to a supportive friend (or away from other students who might make them nervous).
Consider mindfulness and meditation in the classroom which can be calming and have positive impacts on academic performance for all students.
get strategies for anxiety
-
Reported anxiety in adolescents is on the rise. Anxiety can have a negative effect on students socially and emotionally, as well as academically. Adults play an important role in supporting students and helping them feel safe and confident so they are ready to learn.
get started
Behavior & Self-Control
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By 3rd grade, students should have self-control of their words and actions, even when needled by other students. While it is natural and expected for students to make an occasional mistake, chronic misbehavior might signal a student is struggling to control impulses or is experiencing built-up frustration with academic or personal challenges. While it is often appropriate to reprimand a misbehaving student, it is also important to understand why a student is consistently acting out and address the underlying reason.
understand behavior
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Students might misbehave or lack self-control for a variety of reasons. These are the most common but it is essential to understand the true why for a student’s misbehavior rather than make assumptions.
Social, personal or emotional struggles
Insufficient sleep or food
Struggling to learn and don’t know how to ask for help
Poor attention or inhibitory control
Weaker flexible thinking
Don’t understand they’re doing something wrong
Can’t handle disappointment
understand behavior challenges
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Adults can help students manage their impulses and coach them how to respond appropriately to unexpected or disappointing circumstances. Here are strategies that will help most students.
Weaker Attention, frequent, scheduled breaks provide the opportunity to release excessive energy and prevent the uncontrolled impulse that come when they are asked to sit quietly for longer than they can manage.
Weaker Flexible Thinking Coach them to step back and take a pause; provide advance notice that a change is coming.; Help older students create contingency plans so they are prepared for unfortunate situations.
If you believe a student might be misbehaving because they are struggling to learn it will be important to address the learning issue first.
get personalized strategies
Flexible Thinking
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It might surprise teachers when some of their brightest students struggle with solving novel problems or trying something new. They might appear stubborn when they are really struggling with flexible thinking. Signs a student is struggling with cognitive flexibility.
Refuses to try more than one way to solve a problem
Resists taking feedback
Gets very upset during transitions or unexpected changes in routines
Frequently disagrees with peers
Understands complex problems but gets stuck with a “twist”
Struggles with unstructured activities
Struggles to make decisions or choose a topic
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Students of all capabilities can struggle with cognitive flexibility. Some of the brightest students might not show signs of difficulties until middle or high school when they face academic challenges for the first time. If you are concerned a student might be struggling, consider an objective screener. If you know a student is struggling with flexible thinking, try these strategies.
Provide coaching to cope with ambiguity and novelty.
Notify students in advance of transitions or unexpected changes
Prepare students with contingency plans
Show empathy, even if their feelings might seem unrealistic to you
-
Flexible thinking is a key driver of creative thinking and problem solving in academic and social settings. As students improve their flexibility, they become better problem solvers and get along better with others, key skills for successful lifelong learning and collaboration. All students will benefit from these strategies to strengthen this critical life skill.
Have them solve problems in multiple ways
Work on problems without a single “right answer”
Allow opportunities debating both sides of important issues
Encourage group work, with the appropriate supervision, to help students adapt to alternative perspectives
strategies to strengthen flexibility
Self-Monitoring
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Here are common signs of a student who struggles to self-monitor:
Doesn’t understand why he gets in trouble
Needs to be reprimanded repeatedly for the same thing
Makes careless mistakes
Often interrupts others or invades personal space
Gets in frequent fights or arguments
Has trouble waiting for his turn or needs to be first
understand self-monitoring
-
Most self-monitoring difficulties have their roots in the following challenges in the executive functions skills of
Knowing if your student is struggling with executive functions, and which one(s) is a key first step. If your student’s executive functions are good but still showing signs of behavior challenges, you might begin to explore social, emotional or personal concerns.
-
Students who self-monitor tend to be more effective and efficient learners. They find it easier to complete assignments to the best of their ability, are more likely to enjoy school, and often find it easier to make friends. Generally speaking, the earlier these skills are learned, the happier your students will be.
Talking in class or misbehaving, require them to take a pause.
Too many questions in class, learn how to save up their questions.
If homework has scattered errors, teach explicit strategies of how to check their work
personalized self-monitoring strategies
Generalized Anxiety
Signs of Anxiety
While small amounts of anxiety can be productive and even motivating for students, too much anxiety can interfere with a student’s learning, self-confidence and overall social, emotional, and physical well-being. Here are some signs that a student might be struggling with anxiety or depression.
Meaningful decline in academic performance without another explanation
Unwillingness to participate in class
Disinclination to interact with other students
Be careful before assuming it is anxiety holding your student back, as the signs of anxiety can resemble behaviors typically associated with ADHD and other learning struggles. Consulting the school counselor or other professional is always the best way to ensure a student is receiving all the right supports.
understand how your child learns Strategies to Support Anxiety
Teachers can help calm an anxious student once they understand the primary cause. While it might take a student time to open up and share their “anxiety triggers”, just knowing there is a caring adult at school can make a world of difference to a student who feels anxious.
Specific supports for anxious students could include
Provide extra time for assignments
Give advance notice before calling on them in class
Allowing them to sit next to a supportive friend (or away from other students who might make them nervous).
Consider mindfulness and meditation in the classroom which can be calming and have positive impacts on academic performance for all students.
get strategies for anxiety Why Act Now
Reported anxiety in adolescents is on the rise. Anxiety can have a negative effect on students socially and emotionally, as well as academically. Adults play an important role in supporting students and helping them feel safe and confident so they are ready to learn.
get started Behavior & Self-Control
Self-Control Difficulties
By 3rd grade, students should have self-control of their words and actions, even when needled by other students. While it is natural and expected for students to make an occasional mistake, chronic misbehavior might signal a student is struggling to control impulses or is experiencing built-up frustration with academic or personal challenges. While it is often appropriate to reprimand a misbehaving student, it is also important to understand why a student is consistently acting out and address the underlying reason.
understand behavior Understand source of self-control
Students might misbehave or lack self-control for a variety of reasons. These are the most common but it is essential to understand the true why for a student’s misbehavior rather than make assumptions.
Social, personal or emotional struggles
Insufficient sleep or food
Struggling to learn and don’t know how to ask for help
Poor attention or inhibitory control
Weaker flexible thinking
Don’t understand they’re doing something wrong
Can’t handle disappointment
understand behavior challenges Behavior Strategies
Adults can help students manage their impulses and coach them how to respond appropriately to unexpected or disappointing circumstances. Here are strategies that will help most students.
Weaker Attention, frequent, scheduled breaks provide the opportunity to release excessive energy and prevent the uncontrolled impulse that come when they are asked to sit quietly for longer than they can manage.
Weaker Flexible Thinking Coach them to step back and take a pause; provide advance notice that a change is coming.; Help older students create contingency plans so they are prepared for unfortunate situations.
If you believe a student might be misbehaving because they are struggling to learn it will be important to address the learning issue first.
get personalized strategies Flexible Thinking
Understanding Flexible Thinking
It might surprise teachers when some of their brightest students struggle with solving novel problems or trying something new. They might appear stubborn when they are really struggling with flexible thinking. Signs a student is struggling with cognitive flexibility.
Refuses to try more than one way to solve a problem
Resists taking feedback
Gets very upset during transitions or unexpected changes in routines
Frequently disagrees with peers
Understands complex problems but gets stuck with a “twist”
Struggles with unstructured activities
Struggles to make decisions or choose a topic
Support Flexible Thinking
Students of all capabilities can struggle with cognitive flexibility. Some of the brightest students might not show signs of difficulties until middle or high school when they face academic challenges for the first time. If you are concerned a student might be struggling, consider an objective screener. If you know a student is struggling with flexible thinking, try these strategies.
Provide coaching to cope with ambiguity and novelty.
Notify students in advance of transitions or unexpected changes
Prepare students with contingency plans
Show empathy, even if their feelings might seem unrealistic to you
Srengthen Flexible Thinking
Flexible thinking is a key driver of creative thinking and problem solving in academic and social settings. As students improve their flexibility, they become better problem solvers and get along better with others, key skills for successful lifelong learning and collaboration. All students will benefit from these strategies to strengthen this critical life skill.
Have them solve problems in multiple ways
Work on problems without a single “right answer”
Allow opportunities debating both sides of important issues
Encourage group work, with the appropriate supervision, to help students adapt to alternative perspectives
strategies to strengthen flexibility Self-Monitoring
Signs of Self-Monitoring Challenges
Here are common signs of a student who struggles to self-monitor:
Doesn’t understand why he gets in trouble
Needs to be reprimanded repeatedly for the same thing
Makes careless mistakes
Often interrupts others or invades personal space
Gets in frequent fights or arguments
Has trouble waiting for his turn or needs to be first
understand self-monitoring Understand Self-Monitoring Challenges
Most self-monitoring difficulties have their roots in the following challenges in the executive functions skills of
Knowing if your student is struggling with executive functions, and which one(s) is a key first step. If your student’s executive functions are good but still showing signs of behavior challenges, you might begin to explore social, emotional or personal concerns.
Self-Monitoring Strategies
Students who self-monitor tend to be more effective and efficient learners. They find it easier to complete assignments to the best of their ability, are more likely to enjoy school, and often find it easier to make friends. Generally speaking, the earlier these skills are learned, the happier your students will be.
Talking in class or misbehaving, require them to take a pause.
Too many questions in class, learn how to save up their questions.
If homework has scattered errors, teach explicit strategies of how to check their work
personalized self-monitoring strategies Read the
research about...
Generalized Anxiety
-
HOW LIVING IN POVERTY AFFECTS CHILDREN’S BRAIN DEVELOPMENT
The stress of living in poverty can have long-term impact on children’s brain development, most particularly executive functions, without intervention. Please contact Mindprint if you'd like to learn more about how we can help you identify which ... View Article
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Why Are More American Teenagers Than Ever Suffering from Severe Anxiety
This NYT Magazine article uses personal stories to do a deep dive into the increasing rates of severe anxiety among teens in middle class and affluent households. View Article
-
How Anxiety Leads to Disruptive Behavior
Child Mind Institute explains why anxiety is often misunderstood as ADHD, bad behavior, or OCD. Anxiety often needs to be treated first, even if there is another concurrent condition. View Article
-
Brains in Pain Cannot Learn!
Edutopia explains how trauma can interfere with learning. In this context, the author broadly defines trauma as not only abuse or neglect but also tired, hungry, worried, rejected, or extended feelings of isolation, worry, angst, and fear. She ... View Article
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WHAT CAUSES MIND BLANKS DURING EXAMS?
The edvocate explains the neurological causes of why some students experience a "brain freeze" during an exam. It provides strategies on how to prevent them, including a few stress relieving techniques and the importance of preparation. View Article
Read the
research about...
Behavior & Self-Control
-
HOW LIVING IN POVERTY AFFECTS CHILDREN’S BRAIN DEVELOPMENT
The stress of living in poverty can have long-term impact on children’s brain development, most particularly executive functions, without intervention. Please contact Mindprint if you'd like to learn more about how we can help you identify which ... View Article
-
Why Are More American Teenagers Than Ever Suffering from Severe Anxiety
This NYT Magazine article uses personal stories to do a deep dive into the increasing rates of severe anxiety among teens in middle class and affluent households. View Article
-
How Anxiety Leads to Disruptive Behavior
Child Mind Institute explains why anxiety is often misunderstood as ADHD, bad behavior, or OCD. Anxiety often needs to be treated first, even if there is another concurrent condition. View Article
-
Brains in Pain Cannot Learn!
Edutopia explains how trauma can interfere with learning. In this context, the author broadly defines trauma as not only abuse or neglect but also tired, hungry, worried, rejected, or extended feelings of isolation, worry, angst, and fear. She ... View Article
-
WHAT CAUSES MIND BLANKS DURING EXAMS?
The edvocate explains the neurological causes of why some students experience a "brain freeze" during an exam. It provides strategies on how to prevent them, including a few stress relieving techniques and the importance of preparation. View Article
Read the
research about...
Flexible Thinking
-
HOW LIVING IN POVERTY AFFECTS CHILDREN’S BRAIN DEVELOPMENT
The stress of living in poverty can have long-term impact on children’s brain development, most particularly executive functions, without intervention. Please contact Mindprint if you'd like to learn more about how we can help you identify which ... View Article
-
Why Are More American Teenagers Than Ever Suffering from Severe Anxiety
This NYT Magazine article uses personal stories to do a deep dive into the increasing rates of severe anxiety among teens in middle class and affluent households. View Article
-
How Anxiety Leads to Disruptive Behavior
Child Mind Institute explains why anxiety is often misunderstood as ADHD, bad behavior, or OCD. Anxiety often needs to be treated first, even if there is another concurrent condition. View Article
-
Brains in Pain Cannot Learn!
Edutopia explains how trauma can interfere with learning. In this context, the author broadly defines trauma as not only abuse or neglect but also tired, hungry, worried, rejected, or extended feelings of isolation, worry, angst, and fear. She ... View Article
-
WHAT CAUSES MIND BLANKS DURING EXAMS?
The edvocate explains the neurological causes of why some students experience a "brain freeze" during an exam. It provides strategies on how to prevent them, including a few stress relieving techniques and the importance of preparation. View Article
Read the
research about...
Self-Monitoring
-
HOW LIVING IN POVERTY AFFECTS CHILDREN’S BRAIN DEVELOPMENT
The stress of living in poverty can have long-term impact on children’s brain development, most particularly executive functions, without intervention. Please contact Mindprint if you'd like to learn more about how we can help you identify which ... View Article
-
Why Are More American Teenagers Than Ever Suffering from Severe Anxiety
This NYT Magazine article uses personal stories to do a deep dive into the increasing rates of severe anxiety among teens in middle class and affluent households. View Article
-
How Anxiety Leads to Disruptive Behavior
Child Mind Institute explains why anxiety is often misunderstood as ADHD, bad behavior, or OCD. Anxiety often needs to be treated first, even if there is another concurrent condition. View Article
-
Brains in Pain Cannot Learn!
Edutopia explains how trauma can interfere with learning. In this context, the author broadly defines trauma as not only abuse or neglect but also tired, hungry, worried, rejected, or extended feelings of isolation, worry, angst, and fear. She ... View Article
-
WHAT CAUSES MIND BLANKS DURING EXAMS?
The edvocate explains the neurological causes of why some students experience a "brain freeze" during an exam. It provides strategies on how to prevent them, including a few stress relieving techniques and the importance of preparation. View Article
-
Academic Skills
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Under- performers
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Executive Functions
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Social-Emotional