The Influence Of Separation Anxiety In Children

We all feel anxious at times. Children do too, but when children become more anxious more often, they may be diagnosed with an anxiety disorder. Three of the most common anxiety disorders children are diagnosed with are phobias, general anxiety disorder, and separation anxiety (“Anxiety,” 2008). The median age of onset anxiety disorders is six years so it is important for all early childhood educators to have an understanding of the signs and know how to work with these children to get them the help they need at an earlier point in their lives (“Speak up,” 2015).
Anxiety can affect a child’s academic performance because it “impacts a student’s working memory,” resulting in difficulty in learning and retaining information (Ehmke, 2016).
A study showed students who were the most anxious in the fall were “eight times more likely to be in the lowest quartile of reading achievement” (Ehmke, 2016). Another study found that highly anxious children in first grade are “ten times more likely to be in the bottom third of class by [fifth grade]” (Lyneham, 2009). Anxiety also leads to students not engaging in class. Anxiety may deter students away from participating in activities that requires communication and/or peer or teacher evaluation (Lyneham, 2009). Dr. Heidi Lyneham found that peers can “identify anxiety” and will like these children less than their other peers (Lyneham, 2009). These studies show that anxiety has a negative impact on student learning and relationships with peers. Separation Anxiety refers to the fear of being away from a bonded adult such as a parent or guardian (“Childhood Anxiety,” 2015).
This fear of separation is “considered developmentally appropriate up to two years of age,” but it should decrease as the child gets older (“Anxiety,” 2008). Separation anxiety can get worse after a long break when students are not in the routine of going to school. This can also have a negative impact when children are invited to sleepovers. Helping children with separation anxiety requires work from both parents and teachers/staff workers. First it is essential that childcare providers and parents understand the worries that the child may have. A consistent pattern for the day, setting limits, and offering choices helps make children with separation anxiety feel safe (Robinson, Legal, & Smith, 2016). At school, identify a safe place for the child to relax and having notes from parents for the child to read can help reassure him/her (Robinson, Legal, & Smith,
2016). A phobia is an intense, irrational fear of a specific object or situation.
The most common phobias in children are “medical procedures, the dark, blood, heights, storms, and animals” (“Childhood Anxiety,” 2015). Children usually do not consider and recognize their fears as irrational, which can make the child feel like he/she needs to avoid the object or situation or results in the child enduring the object/situation with anxious feelings (“Childhood Anxiety,” 2015). These anxious feelings may come across as “crying, tantrums, clinging, headaches, and stomachaches” (“Childhood Anxiety,” 2015). Generalized Anxiety Disorder (GAD) can be diagnosed when “children have excessive and unrealistic worries” about a variety of things (“Anxiety,” 2008). These worries can include topics that are related to school, like grades, sports performance, and peer relationships, or can come from home, like family issues (“Childhood Anxiety,” 2015). Those diagnosed with Generalized Anxiety Disorder may strive for perfection, can be hard on themselves, and may look for approval from others constantly (“Childhood Anxiety,” 2015). In the classroom, teachers can help students with these and other anxiety difficulties in several ways. Acknowledging the student’s feelings and helping them see that the situation may not be as bad as they think is one way to help use coping skills (“Anxiety,” 2008). Modeling how the teacher his/herself copes positively with anxious or stressed feelings while
remaining calm can help students “feel more confident” (“Anxiety,” 2008). Setting realistic expectations and praising students with the steps they take to overcome their anxiety will help show that they too can cope with their anxiety (“Anxiety,” 2008). Praising a child who volunteers to answer a question during group time without prompting is a good example of this. Finally, provide opportunities for children to develop independence. Providing these opportunities helps build students’ confidence and reduces the need for reassurance from adults (“Anxiety,” 2008). In conclusion, anxiety affects many children and most go undiagnosed for too many years. Anxiety affects a child’s academic performance and social skills negatively in and out of school. If early childhood educators are aware of the signs and know the correct procedures to help these children, they can assist children get the help they need from a professional. This assistance will provide these children with a greater chance to succeed with peers, in school, and in their daily life.