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Abstract

Student anxiety impairs school functioning. Anxiety reduction interventions are effective, but most youth do not receive these services. Task shifting intervention delivery to teachers can improve access to these interventions. This exploratory analysis used data from a randomized clinical trial and examined the impact of a teacher-delivered school-home intervention (TAPES) compared to a didactic teacher training on student anxiety (Teacher Anxiety Training (TAT)) on school related outcomes. It was hypothesized that students in TAPES, compared to TAT, would show greater improvements. Teachers (N = 54) identified potentially eligible students in their classrooms who were assessed by study staff using a diagnostic interview to confirm impairing levels of anxiety at school and at home. Fifty-four students (mean age 8.0 years; 46% females; 78% white; 81% with an anxiety disorder) participated. Outcomes were assessed, by multiple informants, at approximately eight weeks (postintervention) and six months after a student was enrolled. Results indicated no statistically significant between group differences, but within group changes showed that students receiving TAPES demonstrated significant improvements in math and English grades and in parent-reports of school-related impairment. Students in both groups showed significant improvements in teacher-rated classroom behavior. Implications of these exploratory findings for providing, improving, and evaluating teacher interventions for anxiety are discussed.

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ClinicalTrials.gov, NCT03899948

Keywords

Anxiety teachers students school-based interventions school functioning

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An exploratory analysis of the impact of the teacher anxiety program for elementary students on school-related outcomes

Abstract

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Keywords

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References