Have you been told your child has A.D.H.D?
Do you hear a lot of people talking about anxiety? Whether someone is discussing their own, someone else’s or just trying to understand it, it’s all around us. But do we truly understand the difference between anxiety and having an anxiety disorder?
Anxiety can be defined as intense, excessive, and persistent worry and fear about everyday situations. Symptoms can be increased heart rate, rapid breathing, sweating, and general fatigue. However, an anxiety disorder tends to be:
When fear (or worry) about a specific event or area of life is present and prevalent
The fear (or worry) is extreme as compared to what their peers are experiencing
The fear (or worry) leads to avoidance or refusal of situations
The fear (or worry) causes distress and could interfere significantly with daily activities
Anxiety to some extent is natural and normal. New experiences or challenges can create these feelings which are to be expected. For example, I was always anxious for the first day of school. This was all through my childhood and continued into my teaching career. I like the structure and routine of the school year and am fine once the first day of school is completed, but would worry and not sleep well the night before.
Anxiety that begins to interfere with everyday functioning can happen to our children as well. For example, children may consistently blurt out in class or constantly talk. More often than not, the adults misread this behavior. This could lead to the belief that the student is a behavior problem, is being disrespectful, lacks focus, or more seriously showing signs of A.D.D. (Attention Deficit Disorder) or A.D.H.D. (Attention Deficit Hyperactivity Disorder). As adults, we need to help our children, listening and observing, ensuring we do not jump to any conclusions which result in misreading a student’s behavior.
Breaking this down even further, the student who is unable to focus gets their seat moved to be closer to the teacher. When the behaviors don’t improve the teacher may discuss with the parent the idea of seeing a doctor and/or possibly the need for medication. Problem is, could we be misreading the student’s behavior? Is there really a lack of focus or is the true issue that their anxiety is overwhelming and creating the behavior.
Think about how this manifests itself in yourself or others you know. Have you ever been so nervous that you speak rapidly about random things? Was it because you lacked focus or because you were anxious? We all experience anxiety, so in these moments we usually can recognize it or someone helps by providing feedback. Once you understand what is causing the anxiety, you can work on techniques to slow your speech and remain on topic.
I’ve written in previous blogs about understanding when students are exhibiting behaviors they are trying to communicate with us. Behaviors exhibited when a student is anxious are also a form of communication. First, it is important to understand anxiety. Try helping students work through the anxiety by creating a safe and welcoming classroom. Make notes on when the behaviors seem to be more prevalent than others. Approach the situation with a willingness to help the student. Here are some potential strategies:
Introduce deep breathing techniques and practice them
Create time to take breaks which may include going for a walk outside
Talk through the anxiety
Introduce and practice movement breaks
Remain positive
Help students to create healthy choices
Create opportunities for students to express themselves (journaling, drawing, etc.)
Individualize accommodations for more severe students.
The biggest piece of advice would be to consult with a doctor. By no means am I equating consulting a doctor and needing medication. However, a doctor can help with a strategy to support your child. As educators, our role is not to diagnose but to help create a safe learning environment for our students. As we build relationships with our students, let's avoid putting a label on them. Instead, work as a partner in their education and communicate concerns with parents.
For more information check out: Child Mind Institute.
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