Sharing Student Projects

"The poster I created defines anxiety, its symptoms, how it can present barriers to education and how inclusive techniques which teachers can implement to support anxious children can strengthen the classroom environment for all. I chose this focus because there has been significant media and educational discussion about the increasing anxiety in children since COVID-19 and how this has impacted attendance and attainment (McDonald, 2024). I have a professional interest in anxiety as I believe it is often misunderstood and labelled as other conditions, such as behavioural difficulties. However, I feel that with the application of inclusive strategies, anxiety in children can be successfully supported. Discussion of poster:

Anxiety is a disorder defined by feelings of worry and dread often resulting in behavioural and physical symptoms (Headly and Campbell, 2013). This poster discusses how teachers can successfully implement inclusive practices to support children with anxiety in the classroom. Anxiety is often a secondary symptom of other disorders or events such as adverse childhood experiences or depression (NHS, 2023). Therefore, anxiety should be treated as a symptom and an investigation into possible triggers should be conducted. Anxiety also disproportionately effects girls, children whose home lives are or have been unstable and children with SEND (Anxious Minds, 2025). Childhood anxiety has increased since the COVID-19 pandemic, highlighting the need to support those struggling (Lancaster, 2023). This increase represents a challenge for teachers in effectively implementing inclusive strategies to support these children.

This poster highlights the signs of anxiety that are important to identify in children, alongside suggesting strategies to use in the classroom to promote inclusive education and support children with anxiety. One signifier of anxiety is having poor attendance or punctuality, since children with anxiety can struggle with transitions and busy places such as schools (Finning et al, 2023). Furthermore, anxiety can present in physical symptoms such as digestive issues, often confused for illness, leading to further absences (Finning et al, 2023). Therefore, a focus on calm and predictable transitions is a good way to begin to ensure the child’s presence in the classroom. During my placement, I observed the use of visual timetables to demonstrate what is happening throughout the day, helping children with transitions and allowing for predictability. These were used alongside clear expectations, outcomes and instructions. These strategies were used exceptionally within the reception class I observed, where the teacher modelled using the visual timetable throughout the day. Those with anxiety are often concerned about uncertain scenarios and therefore using consistent consequences and expectations allow children to understand outcomes of various scenarios (Early Years Careers, 2025). This strategy is also useful for those who struggle with other disorders such as autism, demonstrating good inclusive practice (Early Years Careers, 2025). Throughout school-based observation, I witnessed that where teachers did not use visual timetables, it appeared to have significant impacts on pupil anxiety and resulting behaviours. Where used consistently it created calm, focused and engaged children.

Moreover, children with anxiety can struggle to form and sustain relationships (NHS, 2023). Additionally, they may find it difficult to display or regulate emotions, resulting in outbursts, often presenting in various ways such as anger or hypersensitivity (NHS, 2023). The regulation of emotions and ability to sustain peer relationships should be addressed by teachers as a way of teaching social and emotional learning. While this may require a targeted approach such as interventions if these needs are more severe, there can be ways that this can be approached as a class. Implementing engaging resources within the classroom such as videos and books about anxiety is a useful way of addressing the topic, normalising the discussion of feelings and creating a safe and positive classroom environment (Bibi and Wilson, 2025). I have given some examples of books, which address anxiety, that may be useful to implement into story time or class bookshelves. Moreover, I have observed mood cards and break out areas effectively used to model emotional communication and regulation, developing with children their ability to express their feelings and emotional regulation strategies (Macklem, 2007). While these are effective techniques, sometimes further interventions, whether that is to work on relationship building or a focus on learning, are required.

Anxiety may also present in poor concentration and restlessness such as fidgeting which may also be a result of poor sleep (NHS, 2023). Within my inclusion placement, I saw effective use of fidget toys, wobble cushions and brain-breaks to support children. Without these, poor concentration along with other symptoms of anxiety can have an adverse effect on academic attainment. As explained on the poster, it is important for teachers to understand their role in inclusive classroom practice and the impact their actions can have on the children’s futures. Through recognising anxiety and adapting for this, they can help shape the children’s lives reducing the likelihood of further mental health disorders."

In conclusion, it is evident how impactful inclusive educational practice is on children’s outcomes and experiences. Good inclusive practice can have a transformative impact on children’s attainment through teachers providing careful scaffolds to support needs that appear to impact children’s learning. Moreover, I have learnt how important it is in regard to identity within inclusion and the growing relevance of this due to the population of learners becoming more diverse. Through recognising children’s differences, this can elevate engagement and self-esteem, thus benefiting their attainment. Furthermore, by focusing on how to support children with anxiety in the classroom, it has demonstrated how beneficial different techniques can be to children and how carefully implementing these strategies can help overcome anxiety and as a result aid their academic attainment. Despite inclusive practice focusing on identified needs or differences, this essay has also shown me how inclusive educational techniques can benefit all, demonstrating the strengths of inclusive education and the importance of teacher’s roles. This essay has provided me with a deeper understanding of how to ensure my own practice is inclusive. As discussed earlier, I will try to find ways where I can incorporate areas of discussion about identity into my lessons; to create a representative and engaging classroom for learners of all identities, since it is highlighted how important it is for children to feel valued and represented in all areas of study. I will try to build a strong rapport with my class to ensure that discussion about any struggles can be communicated and that I can identify and support their needs. I now feel confident in planning lessons to ensure inclusion in the classroom by following the core content framework guidance, so all children can access the lesson’s content.

Furthermore, it is important that teachers understand their professional duty in providing inclusive education for all. Holding high expectations of children in the classroom is central to optimal inclusivity and building the children’s self-esteem. Despite this, inclusive educational practice requires an equitable approach. Teachers should be conscious that children will not have the same prior knowledge and therefore should be prepared to provide scaffolds to ensure optimal educational attainment for all learners. Teachers must understand that children learn at different rates and therefore to ensure children are receiving an inclusive education, teachers should be responsive and adaptable to meet the needs of children who may require additional support. Inclusive educational practice can range from slight adjustments that the teacher makes within lesson time, to more targeted, individualised interventions which should be implemented if significant difficulties in meeting age-expected levels of attainment arise."