Date of Award
Project (696 or 796 registration)
Master of Science in Curriculum & Instruction
Students in our schools are experiencing anxiety. This anxiety can be disruptive to the educational experience of students and can make for an uncomfortable learning environment. Educators and school systems oftentimes have the goal of creating an equitable environment for all of their learners. Addressing the effects of anxiety in the classroom should be no different. This quantitative study examined the effectiveness of three different anxiety-reducing interventions in the classroom. Students participated in a testing anxiety intervention, a journaling intervention, and a mindful breathing intervention. Students shared their level of anxiety by completing a survey to understand the effects of these interventions. The survey provided different scenarios for students to rank their level of anxiety. Those scenarios included: general anxiety, anxiety while at school, anxiety in the researcher's classroom, and anxiety prior to an assessment. The results of the surveys coupled with observation by the researcher lead to conclusions about the selected interventions. Results indicate potential success of the implemented interventions. There were noticeable decreases in the different categories of anxiety for some of the interventions performed. However, more research is needed to determine if the results are reliable and can be completely attributed to the changes in anxiety levels.
Walters, Cole, "Anxiety Reduction Within the School Setting: What known anxiety reducing interventions are most effective in schools?" (2023). Dissertations, Theses, and Projects. 808.