Feeling worried or anxious about many things

“Worry” means thinking about bad things that might happen in the future. Worries make us feel scared or nervous. They remind us to be careful when things are new or different. This is a normal human response.

However, when these concerns are very frequent, excessive, or begin to interfere with learning, behavior, or coexistence, it is a sign that they need special attention.

Most of the time, the things children and teens worry about do not really happen. Students can’t always explain their feelings, but they can demonstrate this through their actions or even their bodies. Therefore, it’s crucial that educators and teachers know how to recognize when a child or adolescent is experiencing excessive worry.

As children get older, they worry less because they have more experiences. These experiences help them understand what might happen, so the world feels less scary.

What is typical?

Different ages bring different worries, and students worry about things that match their age and what they are going through. Here’s what you might expect to see at different ages:

• Around ages 5-6: Students worry about getting hurt physically, “bad people” who might harm them, imaginary creatures like ghosts or witches, and being or sleeping alone.
• Around ages 7-8: Students worry about being left alone or dropped off at school and have concerns about death and real dangers.
• Around ages 9-12: Students worry about school performance, tests, and exams, death and injuries, physical appearance, making friends, and meeting new classmates.
• Adolescents: Students worry about appearance and image, fitting in and being accepted by peers, performance in activities like sports and school, and worries about the future, such as career choices or life goals.

Observing these patterns is essential for planning interventions and seeking appropriate support from the family and school team.

When should I be concerned?

Be concerned if a student’s worries are frequent, intense, and interfere with school and daily life. For example, if a student is often anxious and cannot participate in class, work with others, or attend school, this is a warning sign.

Here’s what you might see if a student is struggling with excessive worry:

• Worries about lots of things: Grades, sports, tests, being on time.
• Feeling something bad will happen: A sense of dread or impending doom.
• Worrying too much: Even when there’s nothing to worry about.
• Physical tension: Feeling tense and finding it hard to relax.
• Physical symptoms: Stomach aches, headaches, sweating, feeling sick, or habits like nail-biting or teeth grinding.
• Restlessness: Being fidgety, nervous, or unable to sit still.
• Irritability: Getting upset or angry easily.
• Trouble focusing: Difficulty paying attention because of worries.
• Sleep problems: Trouble falling asleep, staying asleep, or feeling tired after waking up.
• Other signs: Disruptive behaviors, asking repetitive questions, complaining of stomach aches or frequent visits to the nurse, avoiding answering questions in class, attendance problems, not turning in homework, repeatedly erasing work, and avoiding group work or socializing.

When these signs interfere with learning and social interactions, it is important to talk to the family and the school’s support team.

Remember that criticism or punishment can increase a student’s insecurity. Support is essential for students to feel safe.

What can I do to help?

Teachers can help in several ways:

1. Talk about it.Calmly speak with the worried student to understand their thoughts and feelings. Show that you care by listening and responding with empathy.
2. Listen.Understand that the student’s worries are real to them, even if they seem unimportant to adults. Encourage them to express their feelings without fear of judgment.
3. Problem-solving.Help the student break down problems into smaller, manageable steps. Guide them to come up with solutions and practice them.
4. Create a predictable routine.Establish a consistent daily schedule in the classroom to help reduce uncertainty and anxiety. Clearly communicate any changes in advance.
5. Provide a safe space.Designate a quiet area in the classroom where the student can go to calm down when feeling overwhelmed.
6. Teach relaxation techniques.Introduce simple breathing or muscle relaxation exercises that students can use when they feel anxious. Practice these as a class to normalize their use.
7. Encourage positive self-talk.Help the student identify negative thoughts and replace them with positive, encouraging statements.
8. Promote a respectful environment.Advise classmates not to joke about a student’s fears or insecurities. If appropriate, discuss managing feelings in conversation circles, while always respecting student confidentiality.
9. Collaborate with school staff.If your school has a support professional, like a school psychologist or counselor, coordinate your actions to help the student feel more confident.

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 important to maintain an open dialogue with the family. This allows you to monitor the student’s progress and understand if other factors, such as family stress or bullying, might be contributing to their anxiety.