Supporting Children and Young People with Anxiety
Navigating the Anxiety Curve to foster engagement, learning, and emotional safety.
The Yerkes-Dodson Law (1908) illustrates how levels of anxiety or arousal affect performance. In SEMH settings, many pupils live in a constant state of high alert due to trauma, neurodivergence, or unstable environments.
Understanding this curve helps us recognise that a young person's inability to cope is often a direct result of their nervous system being overwhelmed.
What Does Anxiety Feel Like?
Physical
Racing heart, rapid breathing, sweating, and stomachaches.
Emotional
Tension, restlessness, or a sense of impending dread.
Cognitive
Overthinking, poor focus, and imagining worst-case scenarios.
Behavioural
Avoiding places, people, or situations that trigger fear.
Signs to Look For
Anxiety doesn't always look like "worry." It often presents as protective strategies like masking or explosive outbursts.
- ● Constant reassurance seeking
- ● Perfectionism/Paralysis
- ● School refusal/Avoidance
- ● Fight/Flight reactions
Stage Analysis
| Stage | Emotional State | Behavioural Sign |
|---|---|---|
| Low (Under-aroused) | Flat mood, low energy, bored. | Refusing to start, "What's the point?" |
| Moderate (Optimal) | Calm but energised, willing to try. | Engaged, responds well to challenge. |
| High (Over-aroused) | Panicked, irritable, self-doubt. | Meltdowns, aggression, or shutdown. |
Support Strategies
Predictability & Routine
Visual timetables and advance warnings reduce uncertainty, helping pupils feel safe.
Flexible Expectations
Meet pupils where they are. Offer choices and break tasks into manageable chunks.
Non-Reactive Presence
Stay grounded. Speak slowly and model steady breathing. Connect before you correct.
When to Refer for Support
Consider referral (SENCO, CAMHS, Psychologist) when anxiety is persistent or severe:
- 🚨 Frequent panic attacks
- 🚨 Severe impact on attendance
- 🚨 Obsessive behaviours
- 🚨 Impact on sleep or eating
Creating Conditions to Thrive
The goal is not to eliminate anxiety, but to create conditions where young people feel safe enough to stretch and try. When we understand the curve, we become allies in their journey toward resilience.
Mark Else
My experience ranges from running playgroups for pre-schoolers to managing complex safeguarding caseloads within both mainstream and SEMH provisions. In addition to having worked within the education sector since 2018, I am currently studying for a Level 6 Youth Work degree.
References
- Yerkes, R. M., & Dodson, J. D. (1908). The relation of strength of stimulus to rapidity of habit-formation. Journal of Comparative Neurology and Psychology, 18(5), 459–482.
- Siegel, D. J. (2012). The Whole-Brain Child. Bantam Books.
- Perry, B. D., & Szalavitz, M. (2017). The Boy Who Was Raised as a Dog. Basic Books.
- Cozolino, L. (2013). The Social Neuroscience of Education. W. W. Norton & Company.
- Treisman, K. (2017). A Therapeutic Treasure Box for Working with Children and Adolescents with Developmental Trauma. Jessica Kingsley Publishers.