Introduction
School anxiety is a mental health problem that can interfere with students’ learning progress, confidence, and social interactions. Research shows that social phobia is a common issue that can manifest in different ways and impact a child’s development. In particular, elementary school students displaying internalizing behaviors can experience difficulties coping with stress and emotions, as well as communicating with other people (Keeling et al., 2017). Moreover, a study by Raccanello et al. (2019) revealed that “anxiety-related negatively to achievement” among elementary school students (p. 449). Therefore, it is essential to examine this problem and identify efficient ways to support young children. This paper aims to explore the issue of overcoming school anxiety in elementary school students aged 9-10, develop an assessment of the needs and challenges in the elementary school setting, and perform a risk assessment.
Chosen School Setting
To begin with, it is necessary to determine the context of the problem selected for the assessment. This analysis focuses on the urban setting and elementary school students who face the problem of school anxiety. In this regard, considering children’s backgrounds is pivotal to obtaining a comprehensive perspective on the issue and determining efficient ways of resolving it. An urban school setting is typically associated with additional possibilities, progressive approaches to teaching, and multicultural education (Raccanello et al., 2019). At the same time, other challenges appear such as low achievement in students, high dropout and poverty rates, as well as a lack of teaching personnel (Keeling et al., 2017). As a result, urban school students can experience anxiety which in turn is associated with reduced academic performance, increased intake of junk food, and, consequently, the development of further mental and physical health issues (Parad et al., 2019). Therefore, addressing the root cause can help resolve relevant problems.
Students’ Needs, Risks, and Protective Factors
The needs of elementary school students in the urban setting should be evaluated with regard to their learning abilities, behavior, family situation, school environment, and other factors involved, such as age, gender, character, and risk factors. In general, children with school anxiety need to develop relevant coping skills that can reduce their symptoms and facilitate learning, such as problem-solving, communication, and stress management (Raccanello et al., 2019). Another essential aspect involves family support and positive communication with peers and teachers (Keeling et al., 2017). The risks can include problematic behavior, discipline problems, poor relationships with other students, and parents’ lack of knowledge regarding effective strategies for responding to their child’s anxiety. A combination of these influences can aggravate the problem and prevent elementary school children from succeeding at school and in future life. At the same time, the following protective factors can be involved: parental supervision, support from school staff, stable housing, and income, as well as developed parenting skills in the patient’s family. These aspects can provide a foundation for addressing the issue and overcoming school anxiety.
Risk Assessment
The risk assessment process for elementary school children in the urban setting will involve a consideration of various factors that might indicate a school anxiety problem and threaten successful learning and development. In this regard, a questionnaire was developed based on research findings that highlight the main challenges children aged 9-10 face in school (Keeling et al., 2017; Raccanello et al., 2019; Parad et al., 2019). It is recommended that the students do not overthink when answering the questions and provide the first answer that comes to their mind. It is crucial to remind children that the test is meant to help them rather than evaluate their knowledge, and there are no correct or incorrect answers. The following yes-or-no questionnaire is suggested for risk assessment of children aged 9-10 in the urban school setting:
- Do you feel like other students are more successful in class than you?
- Are you very nervous when the teacher tests your knowledge of the material?
- Is it difficult for you to complete the tasks that your teacher gives you?
- Are you afraid of answering the teacher’s questions in front of your classmates?
- Do you often keep silent even when you think you know the answer to the question because you are afraid of making mistakes?
- Do your classmates make fun of you, your appearance, voice, or behavior?
- Do your knees, hands, or voice tremble when you answer the teacher’s questions?
- Do you worry about what your classmates think about you?
- Do you worry about your homework more than other children in the class?
- Do you often feel like you would fail to perform school tasks?
- Are you often frustrated that the teacher speaks too fast for you to understand the material?
- Do you often have dreams where the teacher is mad at you, or your classmates laugh at you for not knowing the answer?
When the student answers the majority of the questions positively, it might indicate a school anxiety problem. The interpretation of the results should be made with the consideration of other aspects such as the child’s attendance rate, grades, and family background.
Possible Solutions
The possible solutions should be informed by evidence and data obtained during the screening and discussions with the patient, family, and teachers. A risk assessment needs to be performed to identify the core aspects of the problem in elementary school children in an urban setting. Based on the findings, the following methods can be recommended as a solution: cognitive-behavioral therapy, competence enhancement, focus on reducing antisocial behaviors, and positive reinforcement (Raccanello et al., 2019). In this regard, I will fulfill a crucial role in implementing the strategy as a social worker. My core objectives will be to provide risk assessments of elementary school students in urban settings and ensure that the family and school staff are informed about the problem of school anxiety and recommended solutions. Furthermore, social workers play an essential role in behavior management, students’ mental health improvement, and the development of individualized plans for intervention measures.
Strategies to Meet the Student’s Needs
Based on the findings of the assessment, elementary school students’ needs can be met if several measures are implemented. In particular, it is essential to conduct individual therapy sessions with affected children to discuss their anxiety problem, its influence on their achievements and life overall, as well as possible ways to manage the issue. As noted by Keperling et al. (2017), cognitive behavioral therapy can be particularly effective for handling school anxiety in elementary students. Furthermore, it is essential to involve a multidisciplinary team in the treatment process, including the child’s parents, teachers, and peer students. I will teach the patient’s family members how to recognize and reduce the signs of anxiety in a child. Furthermore, I will ensure that the student’s teachers are informed of the problem and educated on appropriate methods of managing the child’s behavior and providing the necessary support. Finally, as a social worker, I will conduct training for other students to teach them how to recognize and manage anxiety effectively. In doing so, I can raise awareness of the issue and improve children’s tolerance and empathy towards peers who need additional support.
Barriers and Challenges Involved
The barriers and challenges involved in the proposed intervention strategy include students’ poor compliance with recommendations, as well as teachers’ and parents’ neglect. To address these potential difficulties, I will develop a trusting relationship with patients to ensure their compliance and positive response to the selected treatment method. Moreover, I will emphasize the importance of addressing the problem when communicating with the family and school staff. Social anxiety can aggravate elementary students’ performance and result in the development of serious mental health problems (Parad et al., 2019). As mentioned above, these issues are common in an urban school setting, which increases the need to address school anxiety and its complications (Raccanello et al., 2019). Therefore, it is essential to overcome the challenges and implement effective solutions to meet the individual needs of patients.
Conclusion
To conclude, school anxiety in elementary school students can become a significant challenge preventing their effective development and academic success. In an urban setting, this issue can be aggravated by other challenges that children face, such as high poverty rates and a lack of qualified teaching personnel. This problem can result in physical, mental, social, and emotional health issues, reducing the academic achievement of elementary school children aged 9-10. Therefore, it is essential to inform families and teachers of the importance of support, therapy, and relevant strategies to reduce school anxiety and meet the needs of elementary school students.
References
Keperling, J.P., Reinke, W.M., Marchese, D., & Ialongo, N. (2017). Group interventions in schools: A guide for practitioners. Guilford Press.
Parad, M., Kajale, N., Vartak, V., & Khadilkar, A. V. (2019). Scholastic performance, test anxiety, dietary intakes and their interrelationship in urban and rural adolescents. The Indian Journal of Pediatrics, 86(9), 790-796. Web.
Raccanello, D., Brondino, M., Moè, A., Stupnisky, R., & Lichtenfeld, S. (2019). Enjoyment, boredom, and anxiety in elementary schools in two domains: Relations with achievement. The Journal of Experimental Education, 87(3), 449-469. Web.