student at whiteboard

Social and Emotional Issues

Anxiety, Stress, and Learning

Blog Type:  Social and Emotional Issues Date Posted:  Tuesday, December 4, 2018

teenage boy showing stress

The number of students who experience anxiety has reached alarming rates. According to the National Institute of Mental Health, about 32% of adolescents have been diagnosed with anxiety. The National College Health Assessment reports that 64% of college students have experienced “overwhelming anxiety” in the past 12 months. We compiled a multi-part series about students, stress, and anxiety to help you better understand anxiety and stress and to suggest ways to manage them.

 

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Using Mindfulness to Reduce Stress and Anxiety

Blog Type:  Social and Emotional Issues Date Posted:  Thursday, November 29, 2018

girl meditating serene location

By Erin Brewer

Take a deep breath in, and a long breath out. Take a moment to notice how you feel, physically, mentally, and emotionally. Feel your feet on the floor. Whether seated or standing, allow your shoulders to track over your hips and your ears to draw back in line with your shoulders, so that your chin lifts ever so slightly. Relax your belly and give your shoulders permission to settle. Press your tongue gently against the top of your mouth while your lips part ever so slightly and your gaze softens. Now bring your awareness to your nostrils. Notice the temperature of the air going in on your next inhale, and then feel the temperature, and the texture of the breath on the exhale. Take another deep breath in, and a long breath out.

Welcome to the present moment. You have arrived through meditation.

Many people think meditation means clearing the mind of all thoughts. That’s an enormous challenge because the brain is designed to think—and it doesn’t come with an “off” switch. I explain to students that mindfulness (meditation) is awareness. It is awareness of the present moment and of the habits of mind that may draw your mind away from the present. Mindfulness practices, such as repeating a mantra, counting your breaths, or doing a body scan, pull you from thinking of the past (what’s done is done) or the future (over which there is no control) and bring you back to the now.  

Research Finds Mindfulness Effective in Reducing Stress

Stress and anxiety often result from persistent thoughts about the past or future. Young people are not immune to stress or anxiety. In fact, the number of students who experience anxiety has reached alarming rates on school and college campuses. According to the National Institute of Mental Health, about 32% of adolescents have been diagnosed with anxiety. The National College Health Assessment reports that 64% of college students have experienced “overwhelming anxiety” in the past 12 months.

Many campuses have responded by offering students services to reduce stress and anxiety. Mindfulness training is one of them—and it works. In a 2017 study, a group of adults diagnosed with generalized anxiety disorder participated in an eight-week program either in mindfulness-based stress reduction or stress management education. The group that took the mindfulness course had “sharply reduced stress-hormone and inflammatory responses to a stressful situation” than participants in the stress management class.

“Mindfulness meditation training is a relatively inexpensive and low-stigma treatment approach, and these findings strengthen the case that it can improve resilience to stress,” said Elizabeth A. Hoge, M.D., lead author of the study and associate professor at Georgetown University.

Training the Brain to Enter the Present

Mindfulness can often reboot our systems by making a person more aware of when their mind has wandered so that they can recognize that, be aware of it, and then take the necessary steps to redirect to the present moment. This allows a person to feel less like they are stuck on a runaway train and more like a conductor who is in charge of what they will dedicate mental bandwidth to—and where it will take them.  

The practice of yoga is an excellent way to enter the present moment and reduce stress—it asks the participant to move with the breath. Each pose flows on an inhale or an exhale, and while holding a pose, rather than thinking about what is going on outside of the room, focus can be directed to alignment cues in the body. The same can be done with other activities as well, such as walking, coloring, or even doing the dishes! If a person is aware of what they are doing and moving with intention, rather than functioning on autopilot while the mind is elsewhere, then mindfulness is being practiced.

With Practice You’ll Learn to Control Your Thoughts

It’s very easy to feel like a powerless victim of your own thoughts. However, as you start to recognize habits of your mind or even awareness as to whether you tend to dwell on the past or stress about the future, you can start to take power back. Rather than being swept away, you can pause and reflect, “Oh I’m doing that thing again when I think… ” and over time you may start to notice your thoughts settling down.  

So take a moment. Notice where your mind may have wandered just now. Start to bring your attention back to this moment. Feel your feet on the floor, and inhale to a silent count of four. Pause at the top of your inhale. Then slowly exhale to a count of four. Check in, and notice how you feel: physically, mentally, and emotionally. Welcome back to the present moment.

 

About the Author

erin brewer headshot

Erin Brewer has been teaching at Landmark since 2010.  She started a yoga program at the High School in 2013, and now serves as an academic advisor and in-house yoga instructor within the Physical Education Department. Check out her mindfulness video.

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Tags:  anxiety meditation mindfulness mindfulness education stress yoga

Overcoming Anxiety in the Classroom

Blog Type:  Social and Emotional Issues Date Posted:  Friday, November 16, 2018

landmark school student advocates

This is the third post in a five-part series about students, stress, and anxiety. The first article is an overview of anxiety, the second looks at a relaxation program for elementary and middle school students, the fourth explores how mindfulness can reduce anxiety. and the fifth covers the relationship between language-based learning disabilities and anxiety.

By Via Valenti

Being a student with anxiety, adjusting to new classrooms, a new environment, and delving into a social life isn’t always easy. Before my acceptance into Landmark for my sophomore year of high school, I attended eight schools with the hope that one would be the right fit for me and my learning style and a suitable place to help keep my anxiety under control. None of them were. Fortunately, Landmark came into the picture and became my academic home. The school altered the course of my future and taught me how to be an advocate inside and outside the classroom not only for myself but also for others struggling with anxiety. 

As a sophomore at Bryant University, I wish I could say that I’ve mastered how to deal with classroom nerves and social anxiety. However, that’s not completely true. I still struggle with anxiety, years after making strides toward overcoming its dominant presence in my life. But my time at Landmark allowed me to make significant progress from where I was. Landmark taught me how to utilize my resources, be an advocate for myself, and to persevere even if it feels impossible.

Taking Advantage of Resources in College

My freshman year, I lived in Bryant’s wellness housing, a substance-free dorm that fit my lifestyle and allowed for a more quiet living space that made me feel at home. For my academics, I have weekly appointments with disability services, a resource on campus for students who struggle with academic challenges like dyslexia or anxiety. I meet one- on-one with a learning specialist to talk about my classes, and we spend time adjusting my in-classroom accommodations, such as extra time for assignments and exams and a separate testing area to alleviate nerves.

Everything I learned at Landmark still holds true today: I advocate for myself by meeting with my professors, I get involved and meet new people, and I’m certainly not afraid to be different.

Via’s Strategies and Tips to Control Anxiety

  • Find an activity that calms you. I really, really enjoy yoga classes.
  • Stay involved on campus. Being social and talking to people can help alleviate a lot of anxiety because it keeps you distracted and absorbed in your commitments, so you don't have time to worry!   
  • Music is really helpful when you get bad thoughts or start to overthink;  it can help distract you. Verbalizing the lyrics out loud can change your brain’s thinking to focus on the lyrics rather than the thoughts you’re having.
  • I always take an hour out of every day for "me" time. Life is really overwhelming, and if you don't stop and take a few minutes to yourself, you will go crazy with your thoughts.

There are some days when your anxiety will be worse than others, and there are other days your anxiety won’t get you down at all. I’ve learned that my success in college is not limited to just my good days. The bad days don’t keep me from pursuing my passions and involvement on campus, and they push me to face my anxiety, use my resources, and confront what’s out of my control. My anxiety is my biggest strength for teaching me about myself, and a weakness I have not let hold me back.

 

About the Author

via valenti headshot

Via Valenti graduated from Landmark High School in 2017. She's majoring in politics and law with a double minor in business administration and communications. She's active in several groups on campus.

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Tags:  anxiety college accommodations self-advocacy

Students Embrace the Sounds of Silence

Blog Type:  Social and Emotional Issues Date Posted:  Monday, September 14, 2020

elementary students meditating

This is the second post in a five-part series about students, stress, and anxiety. The first article is an overview of anxiety, the third discusses how a student learned to manage her anxiety, the fourth explores how mindfulness can reduce anxiety, and the fifth covers the relationship between language-based learning disabilities and anxiety.

By Laura Polvinen, LICSW

A moment of silence. A few minutes to relax and think, or maybe not think, but just breathe.  Each morning our students start with several minutes of meditation and mindfulness during what we call the Relaxation Response. This is a time for students to focus, clear their minds, and prepare for the day.  All 167 students close their eyes or soften their gaze and quiet their bodies as they hear the first chime. They spend two minutes in silence, waiting for the second chime, which signals the end of this moment in time.

The Relaxation Response program started at Landmark Elementary•Middle School more than seven years ago. Counselors were seeing more and more anxious students who had trouble managing their worried thoughts, couldn’t focus, or just didn’t know how to be quiet within themselves. Counselors attended mindfulness training at the Benson-Henry Institute for Mind Body Medicine at Massachusetts General Hospital to learn the methodology that would bring about the Relaxation Response.  

The Science Behind Relaxation Response

The idea of the Relaxation Response was introduced by Dr. Herbert Benson. It is a body response that is the opposite of the fight/flight/flee response; it’s a state of total rest for the body and mind. Blood pressure, heart rate, and hormone levels in the body all subdue during the Relaxation Response, and tension is released from the muscles.  

Dr. Benson noted how much anxiety conjured up this fight/flight/flee response in the body and increased both amygdala and nervous system activity. When our bodies are thinking they need to fight or flee, there is no space—or time—for frontal lobe activity in the brain, which involves higher thinking and, therefore, learning. Inevitably, when we feel anxious, school performance and focus suffer.

The Calming Sounds of Silence

The Relaxation Response program has had many iterations since it was introduced to the EMS; tutors have worked one-on-one practicing relaxation with their students, teachers have led classes of eight students in mindfulness, and small groups aimed at helping anxious students have focused on developing this skill.

Students are clear about their feelings regarding the Relaxation Response saying,  “I like the quiet,” “It’s just nice to have space,” “It helps calm my nerves and focus.” Teachers note less calling out, more calm bodies, and better focus from some students in their classes. Student and teacher feedback led to this school-wide shift in the delivery model for the Relaxation Response.

Research echoes the observations of teachers. A review of research on the effectiveness of mindfulness in elementary classrooms found that "students with meditation and mindfulness training were better able to relax, focus, reduce anxiety, make decisions and be friends, all while improving cognitive function" (Routhier-MartinKillingsworth Roberts and Blanch, 2017).

This year, for the first time, the whole student body is taking part in this skill-building moment of mindfulness, and it is amazing to see. If you’ve ever walked around campus during the day you can see the bustle and hear the buzz of students.  But at 8 a.m., there is silence and palpable calm permeating the student body.  In just a few shorts weeks, students became more participatory in the mindfulness experience, looking forward to this time to prepare for the day ahead.  

Students ask in classes if they can have relaxation “again,” wanting a moment to gather themselves before diving into class material. In a world that moves quickly and our students face many expectations, they can count on this time each day where they just need to be quiet, observe their bodies, and breathe.

Kayli Routhier-Martin, Sherron Killingsworth Roberts & Norine Blanch (2017). "Exploring Mindfulness and Meditation for the Elementary Classroom: Intersections Across Current Multidisciplinary Research," Childhood Education, 93:2, 168-175, DOI: 10.1080/00094056.2017.1300496

Related: Mindfulness Transforms Culture At High-Needs Elementary School. NPR Visits an elementary school in Nashville, Tenn., that is incorporating mindfulness into its behavior management program.

 

About the Author

laura polvinen headshot

Laura Polvinen, LICSW, is the counseling team leader at Landmark Elementary•Middle School.

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Tags:  anxiety meditation mindfulness mindfulness education relaxation stress stress in education worry

Stress and Anxiety: An Overview and Strategies for Mitigation

Blog Type:  Social and Emotional Issues Date Posted:  Thursday, October 18, 2018

middle school aged boy showing stress

This is the first post in a five-part series about students, stress, and anxiety. The second article looks at a relaxation program for elementary and middle school students, the third discusses how a student learned to manage her anxiety, the fourth explores how mindfulness can reduce anxiety, and the fifth covers the relationship between language-based learning disabilities and anxiety.

By Jerome Schultz, Ph.D.

Most children will experience some form of stress or anxiety during childhood. Temporary stress and anxiety are normal and typically harmless, but more severe forms can have a lasting toll.

I’d like to use this blog as an opportunity to talk about what stress is, how it’s related to anxiety, and what happens to the brain and body during stress. I also want to differentiate between good stress and bad (or toxic) stress, how to use the former, and how to prevent or reduce the latter. Finally, I’ll offer simple but effective strategies that cost nothing, take little time, and have a powerful impact on mental health and learning in kids of all ages.

Most of my writing, webinars, and keynote addresses over the past decade have focused on the impact stress has on learning, emotions, and behavior in students from preschool (yes, unfortunately!) through college. I’ve come to believe that stress is one of the most important factors underlying efficient learning and also one of the most under-recognized impediments to successful and joyful learning (and teaching!). Teachers and parents both express their concern about an apparent increase in stress in children and young adults. This troubling observation is confirmed by recent research. According to the National Institute of Mental Health, about 32% of adolescents have been diagnosed with anxiety, and a little more than 8% have what’s regarded as a severe impairment. It has been my experience that when adults have a better understanding of this complex human reaction, they can teach kids how to recognize, reduce, and use stress as the fuel for success.

What is stress?

Stress is the reaction of the body and brain to situations that put us in harm’s way. The stressor may be a physical threat (e.g., a baseball coming quickly toward you) or a psychological threat (e.g., a worry or fear that you will make a mistake delivering your lines in a play or write a passage that won’t make sense to the reader). Stress, or more specifically, the stress response, is our body’s attempt to keep us safe from harm. It’s a biological and psychological response. When we’re under stress, the chemistry of our body and our brain (and, therefore, our thinking) changes. A part of the brain called the amygdala does a great job learning and remembering what’s dangerous, and it tries to help us avoid those things as we move through life.

How can stress be good and bad?

All human and non-human animals have the built-in capacity to react to stress. You may have heard of a “fight or flight” response. This means that when faced with a threat, we have three basic ways of protecting ourselves. We can run away (flee), stand firm (freeze), or try to overcome or subdue the threat (fight). When we have a sense that we can control or influence the outcome of a stressful event, the stress reaction works to our advantage and gets our body and brain ready to take on the challenge. That’s good stress; at the most primitive level, it keeps us alive. It also allows us to return to a feeling of comfort and safety after we have been thrown off balance by some challenge and overcome it.

On the other hand, bad stress occurs in a situation in which we feel we have little or no control over the outcome. We have a sense that no matter what we do, we’ll be unable to make the stressor go away. Body and brain chemistry become over-reactive and get all out of balance. When that happens, it can give rise to another protective mechanism—to “freeze” (like a “deer in the headlights”). We can freeze physically (e.g., become immobilized) or we can freeze mentally (e.g., “shut down”). In these situations, the stressor wins and we lose because we’re incapacitated by the perceived threat. Think about it this way:

Navy SEALs face high-threat situations. They also have skills to deal with just about anything that comes along. As a result, these men and women don’t have a lot of anxiety. Their coping skills give them a sense that they can handle anything that comes along. This makes it easy to understand their motto: "The Only Easy Day Was Yesterday." Kids who do not have (or who don’t believe they have) sufficient coping skills are often highly anxious.

What is anxiety?

Anxiety comes in many forms. It can be situational (that is, specific to one kind or class of worry, like traveling or being in social situations). Kids who have not had a lot of success in school may experience marked anxiety in situations in which they feel they will make mistakes, be ridiculed, or made to feel foolish in front of others. Children and adults who have been exposed to early trauma, extreme neglect or abuse (sometimes referred to as Adverse Childhood Events, or ACEs) are more likely to experience anxiety.

When the anxiety is specific to or triggered by the demands of being with or interacting with people and is characterized by a strong fear of being judged by others and of being embarrassed, it is known as social anxiety disorder (or social phobia). This fear can be so intense that it gets in the way of going to work or school or doing everyday activities. Children and adults with social phobia may worry about social events for weeks before they happen. For some people, social phobia is specific to specific situations, while others may feel anxious in a variety of social situations.

Anxiety can also be generalized (that is, a kind of free-floating sense of worry or impending trouble that doesn’t seem to be specific to one trigger or event). In its more serious form, this is considered a psychiatric disorder known as generalized anxiety disorder (GAD).

What’s the relationship between anxiety and stress?

Simply put, anxiety is a state of worry about what might be—as compared to stress, which is a reaction to what is. If you take the stressor (i.e., the threat) and subtract from that your coping skills, you get anxiety. Both stress and anxiety trigger the same chemical reactions in the brain, which does a really good job remembering negative experiences. If you worry all the time about something bad happening to you, that puts you in a state of chronic stress.

What’s the connection to stress and learning disabilities?

Stress and anxiety increase when we’re in situations over which we have little or no control (a car going off the road, tripping on the stairs, reading in public). All people, young and old, can experience overwhelming stress and exhibit signs of anxiety.

Children, adolescents, and adults with a learning disability, such as dyslexia, are particularly vulnerable to stress and anxiety. Often, it’s because they may not fully understand the nature of their learning disability. As a result, they may blame themselves for their own difficulties. Years of self-doubt and self-recrimination may erode a person’s self-esteem, making them less able to tolerate the challenges of school, work, or social interactions and more stressed and anxious.

For example, many individuals with learning disabilities have experienced years of frustration and limited success, despite countless hours spent in special programs or working with specialists. Their progress may have been agonizingly slow and frustrating, rendering them emotionally fragile and vulnerable. Some have been subjected to excessive pressure to succeed (or excel) without the proper support or training. Others have been continuously compared to siblings, classmates, or co-workers, making them embarrassed, cautious, and defensive. When students understand the nature of their learning disability, and how to use specialized strategies to experience success, stress and anxiety can take a back seat to competence.

How can students move from distress to DE-STRESS?

A little bit of stress is a good thing; it keeps us on our toes and gets us ready for the challenges that are a normal and helpful part of living in a complex world. Yoga, mindfulness activities, meditation, biofeedback, cognitive behavioral therapy (CBT), medication, and exercise are among the many ways that individuals (with and without dyslexia) can conquer excessive or debilitating stress. For the individual with a learning disability such as dyslexia, effectively managing and controlling stress must also involve learning more about the nature of the specific learning disability.

Competence instills confidence, and competence leads to success. When children, adolescents, and adults are able to develop a sense of mastery over their environments (school, work, and social interactions), they develop a feeling of being in control of their own destiny. Control through competence is the best way to minimize the negative effects of stress and anxiety.

What to DO?

Let me offer you a couple of simple, but effective strategies to minimize stress in school:

Hurdles and Helpers: Have students think of some task that they did well and examine the factors that got in the way (hurdles) and those that led to success (helpers).

Example: A student who successfully learned to scuba dive can be asked to think of the factors that got in the way, e.g., a fear of suffocation, and those that enhanced that learning, e.g. the thrill of seeing the wonders of undersea life. Have students apply that same analysis to the task at hand. What gets in the way and what will increase their chances for success?

stress meter

Difficulty and Competence Ratings: Have students rate (using a 1-5 scale) the perceived difficulty level of a task: 1= incredibly easy; 5 = “wicked hahd” (as they say up here in New England). Then have students rate their ability to do this task: 1 = “piece of cake”; 5 = “no way”. Enlightened teachers ask the student: “What can you or I do to make you think of this as a 'work zone' task?" (For example, level 3: a task on what I call “the cusp of their competence.”) This might mean putting pictures with the words, defining difficult words first, doing one math problem at a time, or having the information read to the student.

If a student says she has very little ability to do the task, but she has in fact done equally challenging tasks in the past, the teacher can pull out samples of similar, yet successfully completed work. By setting what I call “competence anchors” in this way, the student may approach the new task with an “I can” mindset. If so, this increases a sense of control, decreases anxiety and moves the student in the direction of success.

I hope that my comments here reflect both my concern about the impact of stress in the lives of kids, as well as my optimism that this “demon” can be tamed, its energy harnessed, and used to move kids from an “I can’t” frame of mind to “I can do this!”

 

About the Author

jerome schultz headshot

Jerome Schultz is a clinical neuropsychologist, author, and speaker who has provided clinical services to families, and consultation and staff development to hundreds of private and public schools in the U.S. and abroad during his 35 year career. He is the author of Nowhere to Hide: Why Kids with ADHD and LD Hate School and What We Can Do About It. Follow him on Twitter@docschultz.

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Tags:  anxiety dyslexia general anxiety disorder language-based learning disabilities learning disabilities social anxiety stress

The Special Relationship Between Language-Based Learning Disabilities and Anxiety

Blog Type:  Social and Emotional Issues Date Posted:  Monday, March 25, 2019

student struggling with homework at table with mother

By Helene Dionne, Ph.D., and Laura Polvinen, LICSW

"I tried very hard to be normal…I tried to hide as much as I could…You think you go day by day…but…it’s like every day is a full lifetime. And it’s like, 'Oh my god! I have to get through this...the amount of anxiety, stress, and fear is enough to fill a lifetime...it is just so stressful…once I go to bed, it is like the end of my life…' "(Cole, 181)

As a student with a language-based learning disability (LBLD), Cole knows better than most what it means to live with anxiety.  Indeed, the literature reports that rates of anxiety are significantly higher for students with learning disabilities (Alesi, Rappo & Pepi, 2014). While the reasons for this remain unclear, students with LBLD connect their increased stress level to a number of factors. The difficulty of performing daily school tasks, as Cole describes, may certainly trigger a constant state of hypervigilance. Emily, 18, shares the same worry. Teachers “would go around the room and have us read. I remember chewing on my sleeves because I was so nervous about being picked,” she said. The acute sense of being different, described by many of our students as beginning in kindergarten or first grade, often tightens the grip of that anxiety. “I was so self-conscious about my learning and comparing myself to other kids…I would put myself down because I felt I was not as smart as the other kids,” recalled Emily. That anxiety may lead to school refusal (Kearney & Albano, 2004, 2008).  Many students with LBLD also describe an intense preoccupation with friendships. “Once I started having problems in the classroom, I became more shy, and I focused so much on having friends…even as a 6 year old, I was worried about socializing...,” added Emily. That worry may spread to social anxiety: “As I got older...I would get anxiety about getting anxiety. I would not want to go to social events...in my freshman or sophomore year, I could not even eat at the cafeteria,” she said.

Academic Support and Anxiety

School interventions to address the LBLD may have a negative impact on students’ sense of self and their peer interactions, thus increasing their anxiety. Whether from teachers’ inappropriate comments, as Jessica, 15, recalled: “[I had] constantly been told…that I was either not trying hard enough and I was not going to do anything with my life,” or the effect of instructional approaches, even if well intentioned and effective.“Getting taken out of class, taking tests in separate rooms, and having an aid walk up my way more often than she would to other people…things like that single you out…I guess seeing that made [other students] think that there was something wrong with me, and they wouldn’t think that I could play sports with them, or do the same kinds of arts and crafts…just because they thought I was different,” Mike, 18, shared.

What Can Parents Do to Help?

Parents reading this might be getting anxious just thinking about their child’s potential for developing anxiety! The truth is that parents are invaluable advocates and resources for their children with anxiety. Here are some helpful “dos” when it comes to helping your anxious child:

  • Parents should educate themselves on their child’s disability and its impact on learning. At times, students with LBLD can look as though they lack motivation, are lazy, apathetic about school, avoidant, defiant, or even just angry. Knowing more about their disability will help you understand what you see in terms of behaviors with regard to school. Then, explain the learning disability to your child. It is the first step in countering the thought that they are not smart enough to succeed, a conclusion that students with LBLD often draw from their repeated failures in school.
  • Parents can be their child’s advocate with the school system to develop an educational program that will lead to more successful learning and emotional well-being. This is an essential issue that will require significant commitment and resiliency as a parent.
  • Parents will need to nurture a relationship beyond and despite the tension caused by school demands. Many children with LBLD will require daily help with homework. You will likely help them stay organized, plan, and break down the work into more manageable units. This level of organization can help keep anxiety under control as well.
  • Amid all of this tough work, it is important that you maintain an ability to play with your child, appreciate the many sides of their personality and abilities in life, and enjoy one another. To this end, encourage your child to engage in interests to develop a sense of competency in other areas of their life: physical, artistic, dramatic, musical, scientific, or technological.
  • Examine the thoughts and emotions leading to your own reactions as you are helping your child with school-related tasks: anxiety about deadlines or test performance for your child, visualizing your own fears about the future, embarrassment about repeated failures, etc. Your ability to remain calm and model calm under pressure is more likely to foster a similar attitude in your child.  

Parents can be their child’s advocate with the school system to develop an educational program that will lead to more successful learning and emotional well-being. This is an essential issue that will require significant commitment and resiliency as a parent.

When you encounter challenge with regard to school tasks or anxiety, remember that threats and angry demands are counterproductive and typically lead to the opposite result because your child becomes more anxious, feels misunderstood, and is resentful. Of course an LBLD diagnosis paired with anxiety is tough on parents; no parent ever wants to see their child struggle. Still, parents and their modeling of managing the disability and anxiety will be key to the child’s success and development of resilience.

What Can Kids Do to Help Manage Their Anxiety?

Procrastination and avoidance are the “go to” responses for students with anxiety, and they are typically automatic and unconscious.  Unfortunately, it leads to the child’s increasing fear since the fear is never “faced.” There are different ways of countering this tendency. Here are some strategies to use with your children.  

  • Help them learn how to manage their homework load. This may involve decisions about the order in which to tackle the assignments (from easy to difficult, or the opposite, or according to class order). Also break down the task into manageable units and have the student praise themself for completion.
  • Change the perception of their LBLD so that they see it as a manageable issue.  Kids with LBLD develop self-defeating thought processes that prevent them from even attempting work. With help, your child can learn to identify those thoughts and counter them. Whenever she made a mistake, Rose’s mind would spin out of control: “ I am so dumb, I will never be able to learn this, I will not go to college, and I will end up working at McDonald’s for the rest of my life.” She would rip up her work, and walk away.  When the self talk changes, then the behaviors can change, too. Encourage children to talk to their anxiety and help them form positive responses like, “I can do this, I’ve been able to before” or “I can try this and then ask for help if I’m unsure.” As Emily says, “When you are thinking and putting yourself down, like that I am dumb…you notice…” Instead, students can remind themselves that they are smart, that they succeeded before and can again.
  • Encourage their use of distraction to shift the thought process.  Students with anxiety often get stuck in a “hamster wheel” of worried thoughts. At times there is no using logic to get out, and distraction can be a useful technique to calm the anxiety.  Nicole, 17, said she likes “to go outside so I can feel not trapped or [I] listen to music and tune out to the beat of the song.” Jessie, 10, an elementary student prefers to “... watch funny Youtube videos or look at a picture of my dog to help distract my brain...that puts it back on track.” 
  • Support their practice of breathing exercises, mindfulness, and muscle relaxation to counter the anxious mindset and calm the fear response (Harvard Medical School, 2018). Jessie shares, “When I worry, I use my calm app to listen to rain sounds and practice breathing.” A high schooler notices “muscle relaxation…[for] when you feel you have the body symptoms…helped a lot with anticipatory anxiety I had before public speaking or if I had a race…it helps your body relax...it helps your head.” Students who take part in mindfulness at the start of each day at school notice that they are able to reset or take a quick “nap” to quiet their mind before class and that they can tap into this feeling before a test, or when their worries flare up.  
  • Remind students to reach out for support. Sometimes anxious feelings are so strong that students need to talk to a trusted adult or peer to practice one of the strategies above, or have validation that their worry makes sense, but it still does not need to be taking over.  Students who are really feeling stuck and might need adult support could find it helpful to take a walk or get a drink, as an additional way to reset the body so that the mind will reset, too.
  • Lastly, it is worth mentioning that anxiety may be so overwhelming that students cannot access their internal resources and help themselves. A medication evaluation may be indicated and make a significant difference in making them more able to take advantage of other therapeutic strategies.  

In a world where we are being told that anxiety is at pandemic levels for youth, we know that our students with LBLD are well versed in what it is like to live with both a learning disability and anxiety. Despite these challenges, they can go on to be resilient, creative adults with fulfilling lives.

  1. Denotes student’s name (changed for anonymity) and current age.

References

Resources

About LBLD

Franklin, D. (2018).  Helping your Child with Language-Based Learning Disabilities: Strategies to Succeed in School and Life with Dyslexia, Dysgraphia, Dyscalculia, ADHD and Processing Disorders. New Harbinger Publications, Oakland, California 94609.

About Anxiety

Recommended Website

Apps for Breathing/Mindfulness/Relaxation

About the Authors

Dr. Helene Dionne

Dr. Helene Dionne has been the director of counseling services at Landmark School since 2003, after working for 25 years in the mental health world, in hospitals, outpatient clinics, and private practice.

Laura Polvinen

Laura Polvinen is the counseling team leader at Landmark’s Elementary Middle School. A Licensed Independent Clinical Social Worker, she has spent the past 10 years working with children and families with needs ranging from trauma, chronic illness, traumatic brain injury, anxiety, depression, ADHD, and learning disabilities.

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Tips for Coping with Anxiety

Blog Type:  Social and Emotional Issues Date Posted:  Tuesday, May 8, 2018 Byline:  By Kaleigh Mangiarelli

 

Whether diagnosed or not, anxiety is something many people deal with on a daily basis.

The word "anxiety" gets tossed around a lot in millennial culture, but those of us who have or feel anxiety know the great weight of the word, of the disorder.

Anxiety is an elephant sitting on your chest, shortening your breath, egging your sternum to break.
Anxiety is the sweat before seeing someone you’re nervous around or have feelings for or just need to talk to.
Anxiety bites your nails, picks at your cuticles or eyebrow hairs, grinds your teeth.
Anxiety never responds to text messages, or tells people “I don’t feel well.”
Anxiety is procrastinating all afternoon until suddenly it’s 11 p.m. and there's an entire assignment to complete.

I’ve had anxiety for my entire life, but I wasn’t diagnosed until three years ago. Through therapy I learned coping strategies for dealing with my anxiety as both a graduate student and as a teacher. I also came to realize that the cause of my anxiety was the constant feeling of “stuff.” There’s always so much “stuff” to do and never enough time to do it all. I felt like I was never in control of what was happening in my life.

Here are five tips I’ve learned to cope with anxiety that have helped me turn my life around and feel like I am in control.

1. Keep an agenda/planner that keeps track of everything.

Keeping an old-school agenda where you write down everything that needs to get done helps you see it all in one place. As students, we focus all day on writing down our homework, which often leads us to forget about other things we need to get done, making it harder to manage our time. It’s important to write down homework (or to-do lists for work), but also note when you’ll do each task. It will be easier to plan your day if you keep track of your tasks in one place; you can see when you'll be free to spend time with friends or relax, for example.

2. Make yourself to-do lists when you’re stressed.

You can maintain a to-do list on most phones, but having a physical list you can cross out or check off as you complete tasks can help you find a sense of accomplishment, even for the most menial tasks.  I make a to-do list each and every day my in agenda, and when I’m really stressed, I make a separate one for each different area of my life. For me, that means I usually have three to-do lists: work, school, and play. For a student, this might look like school, extracurricular, and friends.

3. Wake up early to practice self-care.

This is probably one tip that a lot of people will scroll right past or roll their eyes at. When I say wake up early, this doesn’t mean you need to get up at the crack of dawn. However, if you’re someone who barely has enough time to get up, shower, get dressed, and run out the door to school or work, you’re starting your day in a frenzy. The morning is the time when we could be our calmest if we let ourselves.

Try waking up 30 minutes earlier than usual—and don't hit snooze—and give yourself some time to drink a cup of coffee or tea, eat a healthy breakfast, and enjoy the silence before the day begins.

4. Eat healthy.

Eating healthy doesn’t always necessarily mean avoiding ice cream and candy. While this is a huge part of it, eating healthy also means eating regularly.  A lot of times, anxiety can cause us to have a loss of appetite or nausea. If you’ve followed steps 1–3, you’ll allow yourself time to have a healthy, revitalizing breakfast in the morning.  Make sure you eat lunch when given lunch break, rather than cramming in more work.  When you eat good, you feel good.

5. Put the phone down.

Phones have become a huge part of our lives.  Most people wake up to the alarm on their phone, and immediately start scrolling through Facebook, Instagram, Snapchat, etc., without even thinking about it.  Similarly, many of us fall asleep scrolling through social media as well.  Instead, save your scrolling until your morning cup of coffee and breakfast. This way, you can get into the routine of getting up and out of bed and taking care of you, before you even think about your connections to everyone else.

Remember, anxiety isn’t something you can just make go away.  It takes hard work to develop a routine and coping strategies that work for you. It's even harder work to stick with these routines and strategies. But you are important. Your mental health is something that you need to be mindful of, and take care of yourself.

About the Author

kaleigh

Kaleigh Mangiarelli is a Language Arts and Tutorial Teacher and the girls varsity soccer coach at Landmark School.

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Tags:  anxiety coping strategies health stress time management

Legal Implications When Bullying Is Alleged

Blog Type:  Social and Emotional Issues Date Posted:  Wednesday, May 8, 2019 Byline:  By Dan Ahearn

parent with upset child bullying

This is the third post in a three-part series about bullying. The first article defines bullying and the second article outlines the warning signs of bullying.

As discussed in an earlier post by Elizabeth Englander, the essential nature of bullying has not changed … [b]ut the signs that a target may show have changed."  Similarly, though bullying has been present in school environments for many years, the responsibilities of schools and their required responses to bullying have changed. This post focuses on the legal requirements that schools must generally follow when school personnel suspect that bullying may have occurred.

When Does a School Have "Knowledge" That Bullying May Have Occurred?

State law establishes parameters and reporting requirements that schools must follow. Generally, school officials and employees are required to report suspected bullying. Employees can include educators, administrators, nurses, cafeteria workers, custodians, bus drivers, coaches, advisors, and paraprofessionals. In addition, parents and students may report incidents of suspected bullying. School personnel need to be aware that bullying can occur in plain sight, in hallways, in academic classes, in extracurricular activities, at recess, during transportation, and on field trips. 

When any school official or employees note bullying in these environments and they report it, then a school is presumed legally to have "knowledge" of the bullying.  Note that some states adopt the standard of "knows or should have known" about the bullying as indicative of "knowledge."

School personnel need to be aware that bullying can occur in plain sight, in hallways, in academic classes, in extracurricular activities, at recess, during transportation, and on field trips. 

What Are Appropriate School Responses to Bullying?

When a school has "knowledge" of potential bullying, the initial requirement under state law is to investigate promptly.  A prompt investigation should be thorough and impartial. It will generally include interviews with students and staff who may be aware of the bullying. The actual investigation will depend on a variety of factors, such as the nature of the allegations (physical, verbal, cyber), the sources of the complaints, the age of students, and the size of the school.  During the investigation, it is vital to remember that confidentiality, to the extent possible, must be maintained and that any form of retaliation to any party involved in the bullying investigation is prohibited.

What Are Possible Outcomes if Bullying Is Verified?

Upon a finding of bullying, there is generally a legal requirement to notify the perpetrator and the victim/target of the findings. The school then must develop an effective response to the bullying.  This response may include the following:

  • Discipline of the perpetrator via student handbook procedures.
  • Counseling for the students involved in the bullying incident.
  • Training for the students involved, the student body, and faculty if necessary.
  • Schedule changes to separate the perpetrator and victim, though not at the expense of the victim/target.
  • Monitoring to ensure that the plan is working and also to ensure that no retaliation occurs.
  • Review and revision of school policies if necessary.
  • Referral to law enforcement. Most states provide for this referral and vest discretion within school authorities

How Does a Learning Disability Impact Bullying?

In the context of bullying, another important element to consider is whether the alleged victim/target is a student with a disability.  In that situation, a school must also determine if the student is denied access to a free and appropriate public education (FAPE) due to the bullying. Denial of FAPE means that the school must review the student’s IEP and determine what modifications or additional services may be necessary to remedy the denial of FAPE.  Parents may also seek redress under the Individuals with Disabilities Act (IDEA) dispute resolution process. Finally, and in addition to a bullying situation, a school should also consider whether a student has been harassed based on their disability.  If harassment based on disability, as defined under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, has occurred, then different protocols and guidelines that are distinct from bullying become important to consider.

Additional Resources

Analysis of State Bullying Laws and Policies, U.S. Dept. of Education, 2011.  (a bit dated but a comprehensive review of state laws on the topic).

T.K. v. New York City Dept. of Ed., 779 F.Supp.2d 289 (E.D. N.Y. 2011).  (an extremely comprehensive lower court decision on the topic of bullying in general and bullying in context of students with disabilities).

 

About the Author

Dan Ahearn

Dan Ahearn is an educator and attorney. He has a B.A. from the University of Rochester, an M.A. in Education from Tufts University, and a J.D. from Suffolk University Law School. He is the Assistant Head of Landmark School, directs the Landmark Outreach Program, and serves as in-house legal counsel. In addition, he also teaches language arts and social studies, and co-teaches the Student Advocates class at Landmark.

 

 

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Bullying: Warning Signs Have Shifted

Blog Type:  Social and Emotional Issues Date Posted:  Friday, April 26, 2019 Byline:  By Elizabeth Englander, PhD

mother with daughter upset bullying

This is the second post in a three-part series about bullying. The first article defines bullying and the third discusses the legal implications when a student is accused of bullying.

If you were to pick up an advice column about recognizing the signs of bullying written in 1975, it’s likely that you would be told to look for physical signs of injury. Black eyes, torn clothing, and other signs of physical altercations were routinely listed as warning signs as late as the turn of the century. Today, however, bullying has changed, and with that change has come a shift in the warning signs. The essential nature of bullying, however, has not changed. It’s still a problem between two children that has several key characteristics: it’s intentional; it happens repeatedly; and the “bully” has more power than his or her target.  But the signs that a target may show have changed. 

Forms of Bullying

Today, most bullying is psychological in nature. It often happens through digital communications, in the form of messages, texts, photos or videos, comments and postings on social media.  In person, it typically takes the form of “gateway behaviors”— words or actions that express contempt toward another person.  Examples of gateway behaviors include name calling, rolling ones eyes so that a target feels disrespected, ignoring someone when they talk to you or talking about them right in front of them as though they weren’t there, or laughing at someone. Gateway behaviors can happen between youth who are fighting or among those who are simply annoyed with each other.  But while the presence of gateway behaviors doesn’t necessarily mean that bullying is happening, bullying is usually done using gateway behaviors. 

Today, most bullying is psychological in nature. It often happens through digital communications, in the form of messages, texts, photos or videos, comments and postings on social media.

Cyberbullying Complicates Detection

All this complicates the ability of adults to look for warning signs that bullying or cyberbullying is happening, because it means that bullying generally doesn’t leave visible signs. Still, bullying and cyberbullying leave targets with problems that can become visible. Kids who are bullied often show problems such as depression, social anxiety, and issues with eating or sleeping. Teenagers who are bullied may become tearful, reluctant to go to school, or excessively anxious. The problem is that these symptoms can mean lots of different things; they don’t necessarily indicate bullying is occurring. Because these are general symptoms that only indicate psychological distress, the only way to find out the source of that distress is to discuss the current situation with your child or teen. You may find that your child is depressed about academic work or their social lives, or you may determine that they’re being bullied.

There may be no ripped clothes or visible injuries, but bullying via gateway behaviors still injures young people. Talking to youth about their social lives, including their digital social lives, can help uncover the source of any signs of psychological distress that adults may notice.

About the Author

Dr. Elizabeth Englander

Dr. Elizabeth Englander is the founder and Executive Director of the Massachusetts Aggression Reduction Center at Bridgewater State University, which delivers programs, resources, and research to more than 400 schools every year nationwide. As a researcher and a professor of psychology for 25 years, she is a nationally recognized expert in the area of bullying and cyberbullying, childhood causes of aggression and abuse, and children’s use of technology. She is the author of Understanding Violence, a standard academic text in the field of child development and violent criminal behavior, and of Bullying and Cyberbullying: A Guide for Educators, published by Harvard Education Press.

 

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Bullying Defined

Blog Type:  Social and Emotional Issues Date Posted:  Wednesday, April 10, 2019

girls laughing at others

This is the first post in a three-part series about bullying. The second article outlines the warning signs of bullying and the third discusses the legal implications when a student is accused of bullying.

By Erin Herzeelle

Over the past several years, bullying has received increasing attention in the media and on school campuses as more and more children have fallen victim to the aggressive behavior. Parents and administrators are on alert for signs that children are the victims of bullying—or the perpetrators. Given the consequences, it’s important to understand the difference between bullying, rude, and mean behavior.

Many students experiment with aggressive behavior as a means to gain social status or acceptance. With guidance and intervention, many students recognize that this strategy is ineffective, short lived, inauthentic, and typically results in negative disciplinary consequences from parents and schools. In other words, many students come to realize that the connections formed with peers based on a common target or targets are not substantive, deep, or long lasting.

Furthermore, many students develop guilt over teasing, ostracizing, and degrading another individual and begin to feel compassion for the peers whom they have intimidated. In fact, some experts have argued that weathering these adolescent social struggles helps build empathy for those in an aggressor role, advocacy for those in an upstander role, and resilience for those in a targeted role. However, without intervention, these behaviors can grow into more repeated and ongoing harassment—bullying.

Rude, Mean, or Bullying Behavior?

Bullying is aggressive, purposeful, repeated behavior that involves a real or perceived power imbalance. In order for actions to be considered bullying, the behavior must be intentional, unkind, and recurring as well as include some imbalance of power between the parties involved. Many parents, students, and teachers have erroneously labeled a behavior as bullying when not all parameters are met. Inaccurately labeling an interaction as bullying can cause a smaller social conflict to become a much larger problem involving school administrators and possibly the local authorities. In addition, mistaking mean behavior for bullying can strip students of the opportunity to navigate social struggles independently as well as develop skills such as empathy, advocacy, and resilience. At the same time, failing to intervene in bullying situations can have negative consequences. Many victims of bullying behavior have an increased risk for doing poorly in school, dropping out of school, and developing mental health conditions, to name a few. Therefore, understanding the difference between mean and bullying behavior is critical to supporting all students developing social and emotional needs.

Here is a chart that provides a quick reference for delineating rude versus mean versus bullying behavior.

RUDE MEAN BULLYING
Unkind,
unwanted
Unkind,
unwanted
Unkind,
unwanted
Unintentional Intentional,
purposeful
Intentional,
purposeful
Not repeated,
intermittent,
occasional
Not repeated,
intermittent,
occasional
Repeated,
persistent
    Power imbalance
between
aggressor
and target. 
Ex. Age/grade,
physical size,
perceived
social status,
athletic/artistic/
academic ability, etc.
Example: Sylvia
walks by a
lunch table
asking her
friend, “Yuck,
what is that
fishy smell?”
Sylvia does
not notice
that Bob
has a tuna
fish sandwich
and that
he feels
embarrassed
eating his
sandwich
having heard
her comment.
Example: Sylvia
says to Bob,
who is eating
a tuna fish
sandwich,
“Tuna fish
is disgusting.
Your lunch
is gross.”
Bob gets up
and moves to
another table.
Example:
Everyday
Silvia walks
by Bob’s
lunch table
and finds
something
about his
lunch to
pick on: "Only
babies eat
peanut butter
and jelly
sandwiches."
"Your soup
looks like
vomit." "Nice
lunch box; it
looks like my
3-year-old
brother’s."
Bob tries
sitting on the
other side
of the cafeteria
and eventually
starts eating
lunch
in the
bathroom.

Note that interrupting all of these types of behavior is encouraged as rude and mean behavior, when perpetuated, can lead to bullying behavior and are simply unkind behaviors that do not build community. All parties involved—the aggressors, observers, and targets—are all urged to disturb these behaviors by drawing a crowd or gathering allies for the target(s), scattering the crowd with specific focus on drawing the target away from the aggressor(s), changing the subject, and/or replying with quick retorts (stop it, over the line, too far).

 

About the Author

 

Erin Herzelle is a counselor and tutorial teacher at Landmark Elementary•Middle School (EMS). Prior to joining Landmark, she worked in education in a variety of roles including kindergarten teacher, career counselor, and alumni director. She has a master's degree in school counseling and mental health counseling.

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