School-Based Anxiety Supports Schools Must Provide

By: Rachel Nicholson, Advocate

Schools play a major role in shaping how children understand and manage their anxiety. When the right supports are in place, students are able to access learning, feel connected to their school community, and build the confidence they need to move through their day. When those supports are missing, anxiety can quietly erode academic progress, social relationships, and overall well-being. As someone who works closely with families navigating these challenges, I see every day how essential it is for schools to respond thoughtfully, consistently, and proactively. Anxiety is not a behavior choice or a lack of motivation. It is a legitimate barrier to learning, and schools have both the responsibility and the ability to remove those barriers.

Accommodations and School-Based Supports for Students With IEPs or 504 Plans
For students with IEPs or 504 plans, accommodations should reflect how anxiety shows up for them rather than being drawn from a generic checklist. Predictability matters, so routines should be clear and changes communicated ahead of time. Flexible timing during assignments or assessments can make a tremendous difference when anxiety slows processing or creates mental blocks. Students also benefit from proactive breaks and access to a calm space where they can regulate before they reach a crisis point. Many children need support with initiating tasks, chunking assignments, or using visual aids so they do not feel overwhelmed. Quiet testing locations, written directions, and consistent communication help reduce the uncertainty that fuels anxiety. These accommodations are not extras. They are necessary supports that allow students to participate meaningfully in their education.

Specialized Instruction and Services for Anxiety Within an IEP
When anxiety significantly impacts a student’s learning, participation, or progress, an IEP can include targeted instruction and services. Counseling can focus on coping strategies, emotional regulation, and problem-solving in school-based contexts. Some students may need explicit instruction in executive functioning, since anxiety often affects planning, organization, and task initiation. Others benefit from structured social-emotional learning that helps them navigate group work, build peer relationships, or manage moments of conflict. Push-in support during high stress academic periods, such as writing tasks, transitions, or tests, can prevent shutdowns and keep students connected to the classroom. The key is ensuring that services are individualized, measurable, and directly tied to the ways anxiety is limiting access to learning.

General Anxiety Supports All Students Can Benefit From
There are also schoolwide practices that support all children, whether or not they have a formal plan. Predictable routines, clear expectations, and consistent communication help create a sense of safety. Teaching coping strategies and emotional skills as part of the regular school experience normalizes help-seeking and reduces stigma. Classrooms that offer movement opportunities, quiet corners, and sensory tools support regulation for a wide range of students. Strong and trusting relationships with adults are also critical, and they can be built through small everyday moments such as check-ins, listening, and showing students that they are seen and valued. When these practices are woven into the school culture, anxious students are not singled out. They are supported within an environment that benefits everyone.

Anxiety is one of the most common challenges students face, yet it is often overlooked or misunderstood in school settings. When schools provide thoughtful accommodations, targeted instruction, and universal supports, students with anxiety can thrive academically and emotionally. These approaches do not require extraordinary resources. They require awareness, collaboration, and a commitment to each child’s well-being. When families and school teams work together, students learn not only how to cope with anxiety but how to feel confident, capable, and genuinely supported throughout their school day