Being scared of specific things or situations

Fear is when we feel scared because of something we think is dangerous. Students often worry about things that are not actually dangerous. If they’re around what they fear or even just think about it, they can feel anxious or worried.

It’s normal for students to sometimes be afraid. It’s actually rare for a student to never be scared of anything. The challenge for the educator is to recognize when this fear goes beyond what is expected for the age group and represents a real barrier to learning and social life.

What is typical?

Students experience different fears at different ages. Here’s what you might see:

• Babies (birth – 6 months): Loud noises, losing support, quick movements, unfamiliar objects coming close.
• Babies (7-12 months): Strangers, things getting close quickly, sudden or unexpected things and people.
• Young students (1-5 years): Strangers, storms, animals, the dark, being away from parents, objects, machines, loud noises, the toilet, monsters/ghosts, insects, getting hurt.
• Older students (6-12 years): Ghosts, getting hurt, illnesses, burglars, being alone, failing, criticism, punishment.
• Teenagers (12-18 years): Tests, school performance, getting hurt, appearance, friends’ opinions, sports performance, social embarrassment.

Younger students might cry, be nervous, freeze, cling to an adult, or avoid what they fear. They often do not realize their fears are too big or do not make sense. As students face their fears, they become more confident.

Teenagers usually understand their fears do not make sense but may still experience physical discomfort such as a racing heart or dizziness.

When a fear persists, gets stronger, or leads to the student avoiding people, objects, or places, it is a sign that the reaction goes beyond what’s expected. In these cases, the student may experience significant problems with academic performance and socializing.

When should I be concerned?

Fears are common, but they should not stop students from enjoying school or other activities. The educator should be concerned when a student’s fear becomes frequent, intense, and begins to limit their participation in school activities. For example:

• Being afraid of thunder is common, but panicking every time it rains can be worrying.
• Many children are afraid of insects, but refusing to play in the garden for fear of a butterfly could be a warning sign.
• It’s natural to feel uncomfortable around needles, but not being able to get required vaccines because of this fear can be a cause for concern.

Some common specific fears include:

• Animals(such as dogs, spiders, bugs, snakes, birds)
• Small, dark, or enclosed spaces(such as elevators, closets)
• High places(such as bridges, rooftops, or buildings)
• Seeing blood or medical procedures(like going to the dentist or getting an injection)
• Storms or water(strong winds, being near rivers, lakes, or the sea)
• People in costumes(like clowns)
• Certain types of transportation(plane, bus, car, subway, boat)
• Supernatural beings(monsters, ghosts, aliens)

What can I do to help?

The first step is to acknowledge the student’s fear, even if it seems exaggerated. Avoid exposing, ridiculing, or pressuring the student. Respect their pace and help them face the situation gradually.

1. Talk about it: Calmly talk with the student to understand their fear. Let them know you’re there to listen.
2. Listen carefully: Even if a fear seems silly, it’s real to the student. Listen before offering solutions.
3. Help with problem-solving: Help the student think about why they’re worried and find ways to worry less. This might involve breaking down a feared situation into smaller, manageable steps.
4. Create a safe and supportive classroom: Ensure the classroom is a predictable and welcoming environment where students feel comfortable expressing their feelings.
5. Provide positive reinforcement: Praise and encourage the student for facing their fears, even in small ways.
6. Communicate with caregivers: If fears interfere with daily activities, talk with the student’s caregivers.
7. Consult with school support staff: After talking to caregivers, consult with a school counselor or psychologist for additional support.

An educator does not need to solve everything alone, but an empathetic perspective can transform the school experience for a student who is suffering.

What kind of professional support can I seek out?

As an educator, you can guide families to the right support. You can recommend school psychology services, educational counselors, or suggest that the family speak with a clinical psychologist.

You can also inform families about free support available through the Unified Health System (SUS). Care often begins at the nearest Basic Health Unit (UBS), which can refer them to specialized services. These may include Child and Adolescent Psychosocial Care Centers (CAPS i), Medical and Psychosocial Specialty Centers, and outpatient clinics at university or regional hospitals.

It is also helpful to remind caregivers that mental health professionals can support both the child and the family. They offer strategies for managing challenges at home, at school, and during treatment.