Supporting Students with Anxiety: A Step-by-Step Approach for the Classroom

Supporting students with anxiety starts with recognizing how common it is—and how easily it can be missed. The American Academy of Family Physicians estimates that 1 in 12 students lives with an anxiety disorder. For these students, everyday moments like starting a writing assignment, joining a group discussion, or returning to school after an absence can feel overwhelming. These aren’t signs of laziness or defiance—they’re signs that a student’s nervous system is doing its job: trying to protect them from a perceived threat.

-by Dr. Tim Grivois, Executive Director

As educators, we often recognize these patterns. What we sometimes need are the tools to respond effectively.

This guide offers a practical way to begin. Using exposure-informed strategies and templates, we can scaffold student participation through small, intentional steps—without requiring perfection or pushing beyond readiness.

Here’s an interactive example, with an explanation of why this approach works below:

An Exposure-Based Approach to Supporting Students with Anxiety

Exposure therapy is a well-supported strategy for helping individuals gradually face situations they would otherwise avoid. In the classroom, this doesn’t mean putting students on the spot. It means identifying a situation that typically triggers anxiety, and working with the student to design steps that feel safe enough to try.

For example, rather than requiring full participation in a group presentation, we might plan a progression:

– Start by imagining what it would be like to contribute  

– Practice saying one line with a peer  

– Gradually take on more responsibility over time  

Each step is designed with the student—not for them—so that trust and autonomy stay at the center.

The Stairs Template: From “Not Yet” to “I Can Try”

The stairs template included in this resource helps educators and students co-create a series of manageable steps that build toward a goal. Each level on the staircase moves a bit closer to the desired outcome, starting from what’s already possible.

Sample contexts include:

– Writing tasks

– Math lessons

– Speaking in class

Rather than focusing on compliance or completion, the emphasis is on progress—doing what’s possible now and planning for what’s next.

Planning Support for Generalized Anxiety

For students whose anxiety is less about a single trigger and more about patterns that show up across many situations, the generalized anxiety templates offer a flexible framework. These pages help identify common scenarios for supporting students with anxiety through brief, targeted plans.

Examples include:

– Returning to school after an absence  

– Receiving feedback  

– Participating in unfamiliar social settings  

– Completing or turning in work  

– Managing uncertainty around grades or upcoming events  

These templates are not about fixing students. They’re about building clarity and predictability, which reduces anxiety and supports re-engagement.

If you’re looking for a broader, school-wide approach to supporting students with anxiety within a PBIS framework, here is another good resource.

A Practical Tool for Educators

Educators don’t need to be mental health professionals to make a meaningful difference. With the right mindset, a shared plan, and space for collaboration, we can offer students the structure they need to participate in ways that feel safe, respectful, and possible.

This resource is one way to start. If you or your team are looking for practical, developmentally appropriate tools to support student anxiety, I invite you to download it, try it out, and adapt it to fit the needs of your classroom or school community.

Next Steps for Supporting Students with Anxiety

– Download the exposure therapy templates

– Schedule a conversation about getting started

Both the templates and the live conversation are free, and it is an honor to show up for you as you show up for those you serve.

Related Resources from TGS Educational Consulting  

– Creating Inclusive Classrooms for Students with ADHD

– Effective Behavior Support Planning