Reducing Anxiety in the Primary School combines the expert knowledge of as specialist in formative assessment, a child and adult psychotherapist, and an outstanding headteacher to address how we may tackle this issue and improve the wellbeing of children in our schools.
Everyone working in education, and beyond, is fully aware of the current mental health crisis for pupils. Reducing Anxiety in the Primary School combines the expert knowledge of as specialist in formative assessment, a child and adult psychotherapist, and an outstanding headteacher to address how we may tackle this issue and improve the wellbeing of children in our schools. Formative assessment, one of the key techniques explored within this book, has explicit links with reducing anxiety: raising childrens belief in their ability to achieve, giving them clear frameworks of learning intentions and success criteria, as well as in the moment feedback so that they are reassured and able to voice any worries while they are working.
Written in a practical and accessible manner, the authors unpack the psychology behind issues related to students mental health and provide illustrative relatable anecdotes and helpful strategies to support a positive, anxiety-free learning environment.
The book is divided into four distinct sections:
- Why is everyone so anxious and what can we do about it?
- Understanding and dealing with extreme behaviour
- Supporting the learning to reduce anxiety
- Creating a containing and compassionate school
This is a must read for anyone working in a primary school. Readers will benefit from learning strategies to reduce the anxiety of the children they work with and to support the wellbeing of the wider educational community.
Part 1 Why is everyone so anxious and what can we do about it?; Ch.1 The
21st Century Context; Ch.2 Projection and containment theory: the more were
contained, the less we project; Part 2 Understanding and dealing with extreme
behaviour; Ch.3 Attachment styles in the primary school context; Ch.4
Emotional and rational responses; Ch.5 Anger outbursts and panic attacks;
Ch.6 School refusers; Ch.7 Self-harming and depression; Part 3 Supporting the
learning to reduce anxiety; Ch.8 Pupil self-efficacy; Ch. 9 Effective
learning partners; Ch.10 Clear learning intentions and co-constructed success
criteria; Ch.11 Easing the cognitive load; Ch.12 On-the-move feedback; Ch.13
Curriculum opportunities to discuss emotive themes; Ch. 14 The power of
nature and the arts: Music, drama and art; Ch.15 The power of the arts: Using
powerful emotive texts to link with learning intentions; Part 4 Creating a
containing and compassionate school; Ch.16 Visions and values; Ch.17 The role
of the school leader; Ch. 18 Looking after yourself
Shirley Clarke holds a wealth of experience in educational research, including 10 years at the Institute of Education, UCL, and from 23 years of action research teams across the world. She is a multi-bestselling author, including Outstanding Formative Assessment and Visible Learning Feedback co-authored with John Hattie
Angela Evans is a Child and Adolescent Psychoanalytic Psychotherapist with extensive experience of working with children, young people and families, individually and with the wider system around them. She worked for 20 years for the National Health Service (NHS) Child and Adolescent Mental Health Service (CAMHS), specialising in Looked After Children.
Kate Moss, with a therapy background, is an experienced headteacher and supervisor for education professionals. She also acts as Facilitator for the National Professional Qualifications for Leadership (Behaviour and Culture) (NPQLBC) and Church of England Foundation For Educational Leadership (CEFEL) in addition to Expert Coaching for National Professional Qualification for Senior Leadership (NPQSL) CEFEL.
More info about Taylor & Francis e-books