More schools are looking to address the socio-emotional needs of students, and a key area for that work is helping students manage anxiety in the classroom. We look at a study showing how some accommodations may be reinforcing their anxiety, and how teachers can help students develop healthier strategies for managing it.
Later, we read a study of principal characteristics that support teacher self-efficacy and a shared sense of collective efficacy. Communication and modeling are essential, while coercion is deeply ineffective.
- First Segment – 2:02 – Academic Anxiety and Avoidance
- Second Segment – 23:08 – Principal Leadership Characteristics and Teacher Efficacy
Primary Citations
- Ginsburg, G. S., Pella, J. E., DeVito, A., & Chan, G. (2023). Child avoidance of anxiety-provoking situations in the classroom and teacher accommodation. Journal of Psychologists and Counsellors in Schools, 33(1), 51-61. https://doi.org/10.1017/jgc.2021.30
- Hayward, C., & Ohlson, M. (2023). Teachers’ Perspectives on Teacher Self-Efficacy and Principal Leadership Characteristics. International Journal of Education Policy and Leadership, 19(2), 26 pp. https://doi.org/10.22230/ijepl.2023v19n2a1291
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Supplemental Citations
Featured Beverage
We drink Bruin Bier, a dubbel trappist ale from Brouwerij der St. Benedictusabdij de Achelse in Hamont-Achel, Belgium.