For the first time, researchers have studied how ordinary teachers approach anxious students. The study shows that accommodation is very widespread. But this can make matters worse, researchers warn.

Accommodation can be letting students skip oral tasks or excusing them from physical education. Some students are allowed to sit in separate rooms when they get anxious or leave the classroom when they feel restless. Some are allowed to have their parents in the classroom.

"The teachers do this with the best of intentions, but it doesn't help students in the long run," says Åshild Tellefsen Håland.

She is a specialist in psychology and employed as a researcher in the Department of Child and Adolescent Mental Health at the Hospital of Southern Norway and a professor at the University of Agder (UiA).

Only around a third of teachers report that they often make a plan to help students conquer their fears. The researchers find this worrying.

"We find that schools do not track how many students have agreements to avoid things they fear," says Thomas B. Bertelsen.

He is a researcher and psychologist in the Department of Child and Adolescent Mental Health (ABUP) at the Hospital of Southern Norway.

243 teachers from primary schools in Kristiansand municipality participated in the study. All responded that they facilitate anxious students. 71 per cent responded that they use such methods often.

Contrary to what works

The problem is that schools' measures go against all research on anxiety. The best action is to face what you fear, gradually and with support along the way.

"Facing your fears is at the heart of cognitive behavioural therapy. These principles can also be used in everyday school life," says Håland.

When students are allowed to avoid uncomfortable situations, their anxiety increases. A student can go through primary school without giving oral presentations and without plans being made for how they should learn to master this skill.

"In practice, we deprive students of the opportunity to learn these skills. If supported in challenging their fears, they would most often succeed," says Bertelsen.

The researchers point out that making too many accommodations can have long-term effects. Anxious students who are frequently given special arrangements miss out on opportunities to cope with difficult situations. They may receive lower grades, are more likely to isolate themselves, and have an increased likelihood of dropping out of school and future career.

"Anxiety might seem harmless at first, but the consequences can be serious if preventive measures are not taken early enough. If students who are starting to feel anxious are allowed to avoid what they fear, their anxiety can worsen and become more severe," says Bertelsen.

Research shows that young adults with untreated anxiety are more likely to experience exclusion, substance abuse and develop more serious mental health issues.

The researchers emphasize that teachers are doing the best they can in a difficult situation.

65 per cent of teachers say they lack the time and resources to properly follow up with their students. 40 per cent of teachers spend their free time helping anxious students, such as answering emails from parents.

"We often talk about how schools and teachers should solve such problems, but it's up to all of us. Nobody intended to handle things poorly here; on the contrary, it's a societal responsibility that we've not properly addressed," says Håland.

The solution exists

The problem has been that effective help for anxious students has not been readily available to those who need it. The good news is that the tools to prevent and treat anxiety exist.

The researchers have developed a low-threshold coping course called Mini-RISK. The group programme, led by a counsellor and a school nurse, is offered at all upper primary and secondary schools in Kristiansand.

"When schools increase their competence in managing anxiety, our experience is that teachers tend to reduce unsuitable adaptation," says Bertelsen.

Counsellors and school nurses receive training in handling anxiety through a continuing education programme at UiA. A recent pilot study on the effect of Mini-RISK indicates they can help just as effectively as trained anxiety therapists in specialist health care.

"We have a great opportunity to make a positive impact here, both in terms of changing the culture of accommodation in schools and offering more targeted help to those who might need it," says Håland.

The researchers have recently received NOK 36 million from the Sørlandet Knowledge Foundation, the Aust-Agder Development and Competence Fund and the Savings Bank Foundation. With these funds, Mini-RISK will be offered in all schools across ten Agder municipalities (see fact box).

The researchers will monitor developments in these municipalities over the next six years to assess the effects a low-threshold programme like Mini-RISK.

The goal is to show that it is possible to change the culture around accommodation in Norwegian schools. Ineffective measures will be replaced with methods that actually help.

"Many of the students who have made progress say they really needed someone to say: Come on, you can do this!" says Håland.

FACTS/Mini-RISK

• A low-threshold offer for anxious students.
• Parents, class teachers, counsellors and school nurses participate in Mini-RISK, practicing with the children to help them gradually become more confident.
• Kristiansand municipality is the first in the country to implement a low-threshold offer for anxious students in all its schools. The offer is also spreading to other municipalities in Norway, such as Færder and Kongsvinger.
• With NOK 36 million from the Sørlandet Knowledge Foundation, the Aust-Agder Development and Competence Fund and the Savings Bank Foundation Sparebanken Sør, Mini-RISK will be offered in all schools in Arendal, Grimstad, Lindesnes, Evje and Hornnes, Froland, Lillesand, Vegårshei, Bygland, Vennesla and Farsund.
• The researchers have also created the website E-risk. It is an online course to develop coping skills for young people aged 12 to 18 who struggle with anxiety, and it includes advice and guidance for parents and teachers.