Supporting Students With Anxiety

Supporting Students with Anxiety

Building Brave Steps

Instructions: Click on a context to explore examples.

Writing

Math

General (MS/HS)

General (ES/MS)

Writing

Step 5: The final goal

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Step 4: Ready for a big challenge!

Step 3: A modest challenge

Step 2: A bit more challenging, but doable

Step 1: What's the easiest, safest way to begin?

Math

Step 5: The final goal

Click to download

Step 4: Ready for a big challenge!

Step 3: A modest challenge

Step 2: A bit more challenging, but doable

Step 1: What's the easiest, safest way to begin?

ES / MS

Working with partners.

Answering questions in class.

Changes in schedule.

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Lockdown drills.

Testing.

Speaking in class.

MS / HS

Attending an event for the first time.

Working in groups with new people.

Accepting feedback.

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Being absent and returning to class.

Turning in an Assignment (Even If It Feels 'Bad')

Not knowing your grade.

Step 5:

The final goal

Once students have had enough successful experiences with smaller steps, it's time to navigate the full writing task...with support. Students might:

• Write with a "chill timer" (10 minutes of relaxed work, then 3 minute brain-break at their desk)
• Chunk assignment into agreed-upon pieces
• Set up a flexible timeline for due dates

Options

• Talk with a trusted teacher about what to expect.
• Identify the easiest re-entry task (like showing up for homeroom).
• Plan a low-stress first day goal: "Just listen and observe."
• Bring a “re-entry buddy” if possible — someone to sit near or check in with.

Step 3:

Just a modest challenge...

Now it's time to write! Work with students to decide how many words we're going to write today. It's okay to start small. We'll complete the rest of the task verbally. We might:

• Pick a tiny goal: 5 words? 1 sentence? 1 idea?
• Say the first sentence out loud.
• Make a voice recording describing what they might write later.

Step 4:

Bigger (and still manageable)

Now it's time to get more ideas on the page. We might dictate to an adult or use text-to-speech. Bonus: Listen, reread, and make changes.

• Dictate a silly version first, then a serious one.
• Say one sentence at a time and let someone else type it.
• Use text-to-speech, and don't look until you're done.

Options

• Ask for just one thing to work on — not a whole list.
• Write down feedback first, so you can react later instead of immediately.
• Practice saying "Thank you for the feedback — I’ll think about it."
• Make a personal “Growth Wins” list: times you used feedback well.

Options

• Look at today's new plan with a trusted adult.
• Identify one thing that stays the same today.
• Make a "Plan B" list: What could I do if something unexpected happens?
• Practice saying, "I can ask for help if I get confused."

Options

• List what you already know about how drills work.
• Practice a calming strategy you can use during a drill (like slow breathing).
• Identify one adult you can sit closer to during drills.
• Create a personal safety checklist (ear plugs, stress ball, hand signal to teacher).

Options

• Start by typing or posting one idea in a shared doc or group chat.
• Agree to listen first and share second.
• Offer to help with a quiet behind-the-scenes task (like note-taking).
• Create a script for your first interaction (“Hi, I can help with...”).

Step 1

Listen to the math lesson. No need to do the math yet.

Obviously, the goal is not to say at Step 1 for very long. However, for students whose refusal to engage with math stems from anxiety, providing a safe way to begin is essential. At Step 1, we might ask students to:

• Listen for any familiar words, even if you don't know what to do yet.
• Notice the names of the math symbols.
• Think about one or two ways to get started...even if that's just writing your name at the top.

Step 4:

Student picks support (teacher, peer, or solo)

At this stage, we're focusing more on process and less (if at all) on speed. We might ask students to:

• Choose a math buddy: "I’m going to work with someone today."
• Choose a tool: calculator, number line, or notes from class.
• Work on just one problem at a time — slow is smart.
• Decide to focus only on getting the steps right, not the final answer.

Step 3:

Figuring out what to do: Try as much as you can.

We might ask students to:

• Pick just the first problem and try the first step--no need to finish.
• Not to worry about showing work. Just find an answer and explain out loud how you found it.
• Guess a possible first move, and give it a try.
• Find a pattern in the examples. What seems to be the same about all of them?

Options

• Practice saying "I’m not sure, but I’ll try" before answering.
• Plan a quick "pass" phrase if you get stuck ("Could I think about it and answer later?")
• Choose one question a week to answer — not every day.
• Pre-write your answer on a sticky note if it helps.

Step 1

Easiest and safest for today

For many students, anxiety stems from feeling unable to do what school adults are asking of them. In this situation, completing an entire writing project may be too much to ask. We might start with some easy, safe options for today (and maybe a few more days, if needed):

• Imagine yourself holding the finished assignment and feeling proud.
• Visualize just starting--opening the notebook, laptop, etc.
• Imagine how the first sentence might sound, even if they don't write it yet.

Step 2:

Meaning without math: Student explains the math out loud to an adult.

We might ask students to:

• Describe the type of math ("It's adding" or "We're doing fractions).
• Name one thing you think you recognize.
• Guess what kind of answers the problem might want.
• Say what feels confusing--getting un-confused is a big part of learning!

Step 2:

A bit more challenging, but doable

Now, we're ready to look at the writing prompt/task, and verbally describe what we're looking for. Students might:

• find one word in the prompt that feels friendly or interesting.
• say the prompt out loud in your own words, like they're explaining it to a friend.
• circle the part of the prompt they feel most ready to try.
• guess (just for fun) what a perfect response might include--no pressure to do it just yet.

Options

• Choose one day a week to check grades — not every day.
• Make a “What If” list: Write your worries, and see if they actually come true.
• Focus on tracking effort not just results.
• Practice telling yourself: "My grade today doesn’t decide my future."

Step 5:

Independent math, with support.

Once students have had enough successful experiences with smaller steps, it's time to navigate the full writing task...with support. Students might:

• Break the assignment into mini-chunks: 3 problems, then a stretch break.
• Allow for "Almost There" answers — celebrate partial work!
• Practice with "Low Stakes" math (fun practice problems with no grades attached).

Options

• Pair up with a partner who can help you present.
• Choose to speak for just one sentence.
• Pre-record your answer on a device if allowed.
• Start by answering “Yes” or “No” questions first.

Options

• Practice noticing a tricky thought (like “I’m going to fail”) and answering it with "Maybe... but I’ll do my best."
• Set a secret goal: stay calm for just the first five minutes.
• Use a fidget or grounding object at your desk.
• Write yourself a "Courage Note" before the test starts.

Options

• Focus on completion, not perfection — finishing counts!
• Ask for three things that went right in your assignment.
• Reward yourself after turning it in, even if it’s just a high five.
• Turn it in privately if possible (dropbox, email) to avoid stress.

Options

• Go with a friend or meet up with someone there.
• Set a timer for 15 minutes: stay until it goes off, then decide if you want to stay longer.
• Make a "safe exit" plan ahead of time (like texting an adult).
• Plan to notice three things you liked (even if you don’t talk much).

Options

• Choose to work with someone you already feel safe with.
• Decide on a simple job to do first (like “I’ll be the reader”).
• Plan a "Break Signal" you can use with the teacher if you need it.
• Practice introducing yourself in one short sentence.