Ruminations About Our Students’ Anxiety

by Melissa Rubin, Principal at TheStudentFirst and NEALS' Secretary

Believe it or not, the last two weeks of summer represent one of my favorite times of the year. I know. That sounds crazy, especially because the end of summer means school starting up again. But as a former tennis player, to me, the last week of August and the first week of September simply mean the US Open, the final grand slam of the year. So while I no longer head to New York for the true in-person experience (oh, the stories I could tell!), I watch the matches intently on TV. This year, while watching, I’ve been struck in particular by how much of the conversation among the commentators and players alike has revolved around mental health. And rightly so. All four of this year’s women semi-finalists openly discuss their struggles with anxiety and advocate for the importance of seeking help. Two of the women, Naomi Osaka and Amanda Anisimova, both took over a year off from tennis to focus solely on their mental health - and clearly they are better for that decision. 

In stark contrast, students don’t usually have the option to “just step away” from school to focus on how they are feeling. Despite also suffering from anxiety, stress, and even depression like professional athletes, students are still expected to function normally, learn, and excel at everything they do. 

Frequently, as learning specialists, these students end up sitting in front of us. This is not to say that anxiety is these students’ primary issue - but certainly when dealing with learning difficulties, how they’re feelings about themselves and their situations come into play. I have found the comorbidity of anxiety with learning disabilities to be profound. 

So, as school amps up, I mention these facts to serve as a reminder that much of our responsibility as learning specialists is to help our students learn the skills that help them manage themselves, including their feelings, so that they can be open to learning in the classroom. We are not therapists, but that doesn’t mean we can’t help students strategize for how to handle difficult situations they might face (i.e., an assessment, a presentation, etc). We can offer examples of relaxation and/or grounding techniques - breathing practices, using fidget toys, etc. 

I present these thoughts for your consideration and welcome feedback. 

Cheers to a successful school year for everyone! 

Melissa