Anxiety is a natural part of the human process. It cannot be fixed, and it cannot be cured; it is actually an alarm system in our brains, trying to protect us from danger. We need anxiety in our lives because it tunes us into our bodies—our natural instincts and our gut intuition are rarely wrong. Listening to our bodies is, unfortunately, a learned behaviour. It is not inherent. Remembering that our body is our natural defence system, which indicates when things are out of balance, can help us when we feel unsafe, unprepared, or ill-advised on how to proceed.
But sometimes, in children, the symptoms of anxiety are overt, obvious, and distracting for both the kids and the adults in their lives. As a teacher, you serve as a very important adult in a child’s life!
Since anxiety is a natural human process, you may find yourself in a classroom with multiple kids experiencing a variety of symptoms, including increased heart rates, heavy breathing, sweaty hands, panic, an inability to sit still, changes in behaviour, fatigue, and tummy aches, all in the same moment. This may result in your own bout of anxiety and feelings of overwhelm. The cycle continues.
So, let’s talk about what you, as a teacher, can do to make your lives and the lives of your little pupils easier.
Don’t Be Afraid to Talk about Anxiety
School is a place where a teacher can create and provide a predictable environment to help their students’ nervous systems feel calm. Talk openly about anxiety—what it looks like and how they may feel about it. Answer their questions when they ask about it. Let the children know what their day or class is going to look like to increase predictability and feelings of safety. Tell them who they will see in their classrooms that day, what the expectations are for them, and who to seek out if they are struggling. Keep the discussion with them open and non-judgmental. When children know they are being heard and their feelings matter, this allows them to relax into their bodies. It can nip any signs of less-than-compliant or discourteous behaviour in the bud!
Get Moving!
Distract the kids with movement. Maybe have a five-minute dance party to expel some of that extra energy, perhaps letting the extra energetic kids lead the dance moves. There is even a button that can be purchased called the 30-second dance party that they could hit to help with those breaks!
Take Deep Breaths
This is a very effective technique that everyone can do since we already breathe instinctually! Control the breath by using Box Breathing, taking a deep breath into the belly for three counts, holding it for three counts, and then releasing it for three counts. This breathing practice can immediately lower one’s heart rate, slow the moment down, and result in a more regulated nervous system. Repeat this for a minute or two, or as long as your age group can tolerate.
Journal
Writing (or drawing) is a great way to get big feelings out of children’s bodies and onto paper. This is a secret place for them to express exactly how they feel without the fear that they are going to get in trouble or be judged for their emotions. Once they write their feelings down, have them rip the paper to shreds so their big feelings are released, and they never have to worry someone is going to know what they wrote or drew.
Share Experiences
Let the class know that if their feelings are too big and scary, they can ask for help from an adult or someone they trust. Help them identify who those people are and the importance of talking about their feelings so they don’t get overwhelmed.
Suggest Comfort Items
If you want to extend the calming experience, you can discuss tactics they can use at home, such as a weighted blanket or stuffy. You can speak about things that they may use to feel calm at home. Ask them for suggestions! This can be helpful in evoking feelings of safety and regulation.
Make Tactile Connections
Encouraging children to ask for hugs from an appropriate person (their parents, their family members, or their best friend) when they feel big feelings is a great way for children to feel safe and stimulate co-regulation, which kids often need. Not all children (especially those on the autism spectrum) feel comfortable with touch, but you can suggest hugging something else that makes them feel calm in stressful situations.
Teachers have a very important, multi-faceted job to inspire and educate the adults of tomorrow. Helping our little ones learn how to manage big feelings, self-soothe, and communicate that they need help is equally important for their future emotional intelligence and future quality of life—arguably, just as important as the educational piece! The things that you do, as a teacher, to try to mitigate these symptoms, both premeditatively and in the moment, are essential to classroom management, the children’s mental health, and, most importantly, YOUR mental health. Your job is hard enough; managing dozens of little human behaviours on top of inspiring the brains of our future leaders is no easy task, so make sure you practise what you preach, listen to your body, and take the breaks and time you need to feel regulated and cared for too. Your classroom and schools need you!
ABOUT THE AUTHOR
Stacey MacLean
Stacey MacLean, MA, LCT, is a mental health therapist, consultant, and author living in Fredericton, NB. She enjoys spending time with her beloved dogs (who are featured in her first children’s book publication, Penny’s Triumphant Turnaround), as well as her family and friends. She has worked and lived coast to coast and loves travelling and being active through trail running and mountain climbing.
This article is featured in Canadian Teacher Magazine’s Winter 2025 issue.
