Abstract
Anxiety, particularly generalized anxiety disorder (GAD), has long been a concern among music students, arising in contexts where performance pressure, competition, and academic expectations historically intersect. In this article, I identify the unique attributes of anxiety in secondary education music classrooms and offer practical strategies for addressing these challenges. Key strategies discussed include implementing flexible assessment methods, promoting mental health resources, and fostering supportive classroom environments that alleviate anxiety while maintaining high academic standards. Drawing on current research and best practices, these strategies can be integrated into music education to support both the musical and emotional well-being of students. Educators are encouraged to adopt these strategies to cultivate a healthier, more resilient learning environment that supports long-term student success and mental health.
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