Anxiety spiral in schools: Threat to learning, relationships
Learner engagement and classroom community are keys to improved learning outcomes in schools.
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When learners are focused, full of energy and motivated to learn, they exhibit confidence, a sense of calm and fortitude to achieve academic laurels and activate the will to succeed in life. Unfortunately, this aim may fail due to anxiety.
A study conducted in Ghana by Amadu, P.M. et al (2024) indicated that anxiety is prevalent among basic school students in Northern Ghana, with the potential to affect learning outcomes/academic performance and well-being.
The results from this research pointed out that the total prevalence of anxiety was 74.6 per cent (298), with 35.5 per cent (142) experiencing mild anxiety, 14.8 per cent (59) moderate anxiety, 15.2 per cent (61) severe anxiety, and 9.0 per cent (36) extremely severe anxiety.
Another study in Accra reported 84 per cent of university students experiencing mild to extremely severe anxiety (Asante K.O, Andoh-Arthur J. 2015).
Some behaviours exhibited by learners with anxiety include constant isolation from colleagues at the playgrounds, loss of motivation to participate in class discussions, fear of answering and asking questions during lessons, excessive panic attacks and not exhibiting the confidence to execute tasks.
According to Michelle Risser & Rajy Abulhosn (2024), an anxiety spiral is a mental state where a person’s anxious thoughts escalate out of control and leave them feeling overwhelmed and unable to cope.
The spiral begins with a single anxious thought, which triggers other anxious thoughts until catastrophising takes over, making everything feel like the worst-case scenario will happen.
An anxiety spiral is so intense that learners shut down, lose concentration and even quit schooling entirely.
Risk factors
The triggers of anxiety in schools include performance anxiety, social anxiety and anticipatory anxiety.
According to Isgandarova N. et al., (2022), performance anxiety is a fear that the student has that they will not perform well in the practice of their field of study.
This anxiety has its roots in being deemed unintelligent when a learner fails an exam and the fear of not attaining the level of education he or she desires.
This affects their self-esteem leading to self-doubt and poor choices in life and ignoring to engage in new experiences. For instance, a few years ago, it was reported that a fourth-year medical student at the University of Ghana had committed suicide.
The reason for his death was however not clear, but reports indicated that it was as a result of poor grades in school and was set to repeat a class (Citi 97.3 FM, 2019).
On the other hand, social anxiety is triggered by behaviours such as making mockery of learners’ mistakes, discriminating against the not-so-brilliant learners by not involving them in class activities and the fear of being bullied by senior colleagues.
Again, teachers who exhibit loud, aggressive and intimidating postures trigger learners’ anxiety. This makes it difficult for them to feel relaxed, ready for lessons and approach the teacher when the need arises and this affects concentration in class.
Martin Seif & Sally Winston (2022) defined anticipatory anxiety as worry about the future, the fear that bad things might happen or that someone might become unable to successfully accomplish what he or she set out to do. For instance, some final-year students in the university fear becoming jobless after school. This may trigger anxious feelings and thoughts.
Culture of trust, motivation
Anxiety is rooted in mistrust and demotivation. However, when learners feel welcomed and their mistakes, flaws and fears are not used against them, they may feel comfortable expressing their feelings, opinions, and aspirations to whoever would be willing to support them.
This fuels their motivation to perform at their optimum. Parents and teachers who exhibit loud, aggressive and intimidating postures towards learners should replace them with friendly, jovial, welcoming and supportive interactions as these nurture trust amongst each other.
When learners are not performing well, teachers must be mindful of the impulse to ascribe to a learner’s negligence. Perhaps, anxiety is lurking. Handle learners with care.
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The writer is an Institutional Assessment Practitioner,
Accra.
E-mail: hattanyame@gmail.com