Document Type



As the number of students with anxiety increases, elementary school professionals are becoming more aware of the signs, behaviors, and negative outcomes that are shown in a young student with anxiety. This study examined the impact that anxiety has on elementary students’ social and academic growth in the classroom. Interviews were conducted with seven elementary school teachers, two school counselors, and one school nurse from a variety of districts in Eastern Massachusetts. The purpose of the study was to identify the different ways that young students express their anxieties and the effect that this has on their schooling. Several different behaviors were identified as well as participation and attendance patterns consistent with previously written literature. These behaviors and patterns were observed to cause students to fall behind academically and become socially isolated or rejected by school staff and peers. Interviews revealed that although teachers are becoming more aware of the prevalence of anxiety in their students, many of the signs of anxiety are not so obvious.


Elementary Education

Thesis Comittee

Dr. Gia A. Renaud, Thesis Advisor

Dr. Ashley Rodrigues, Committee Member

Dr. Marlene Correia, Committee Member

Copyright and Permissions

Original document was submitted as an Honors Program requirement. Copyright is held by the author.