Classroom Management and Anxiety in Children

SUMMARY

Objective:

The primary objective of this systematic review is to determine the relationship between everyday classroom management practices by teachers and anxiety in primary school children. The review aims to identify specific practices that may influence anxiety levels, thereby offering insights for better management of child anxiety within the classroom setting.

Rationale:

Anxiety disorders are among the most prevalent mental health issues in children, affecting approximately 6.5% of children globally. These disorders can significantly impact academic performance, social relationships, and long-term mental health. Given that children spend a substantial amount of time in school, teachers play a crucial role in either mitigating or exacerbating anxiety through their classroom management practices.

Methodology:

The review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and was registered with the International Prospective Register of Systematic Reviews (PROSPERO). The authors included studies that examined the association between whole-class management strategies (e.g., teaching styles, classroom organization, behavior charts) and child anxiety. A comprehensive search of relevant databases was conducted, and the quality and outcomes of the included studies were systematically assessed.

Findings:

The review highlights a notable scarcity of research specifically addressing the impact of classroom management on child anxiety. The existing evidence indicates that while there are some associations between punitive classroom environments and higher anxiety levels, overall, the association between general classroom management practices and anxiety is weak or non-existent.

The variability in study designs, measures, and quality further complicates the ability to draw firm conclusions

Recommendations for Future Research:

•          Conduct high-quality studies with consistent and reliable measures of classroom management and child anxiety.

•          Explore the impact of specific classroom management techniques in diverse educational settings.

•          Investigate how teachers can be effectively supported and trained to implement anxiety-reducing practices.

Conclusion:

This systematic review by Manley et al. (2023) calls attention to the limited but critical area of research concerning classroom management and child anxiety. It highlights the urgent need for further studies to develop evidence-based strategies that teachers can use to create supportive and anxiety-reducing classroom environments.

IMPLICATIONS OF THE FINDINGS

The review highlights that certain classroom management styles may influence anxiety levels among primary school children. Specifically, more authoritarian and punitive teaching approaches appear to be associated with higher levels of anxiety, whereas emotionally supportive, positive, and student-centered practices may help create a secure environment that reduces anxiety. This suggests that educators should be aware of the potential psychological impact of their classroom management strategies.

Implications for Policymakers:

Policymakers should consider funding and promoting training programs for teachers that emphasize emotional and psychological support for students. Additionally, integrating mental health awareness and supportive classroom management strategies into teacher education curricula could be beneficial. Policies should also encourage ongoing research to identify and refine effective practices for managing anxiety in school settings.

Implications for Researchers:

The studies included in the review suggest weak or non-significant associations, and many were cross-sectional, limiting the ability to draw causal conclusions. There is a pressing need for more robust, longitudinal studies

that can better assess the long-term effects of specific           classroom

management practices on anxiety. Additionally, future research should aim to identify specific strategies that are both feasible and effective in reducing anxiety and explore how these strategies can be implemented and sustained in diverse educational settings.

Implications for School Administrators:

Administrators can play a key role by fostering a school culture that prioritizes

mental health and supports teachers in adopting positive management

practices. This could involve providing resources for teacher training, creating support systems for teachers, and ensuring that the school environment is conducive to the psychological well-being of all students.

These implications collectively emphasize the importance of addressing mental health proactively within the educational system, ensuring that teachers are equipped with the necessary tools and knowledge to support their students effectively.

Article Title: The relationship between teachers' day-to-day classroom

management practices and anxiety in primary school children: A systematic review"

Authors: Helen Manley, En-Nien Tu, Tessa Reardon, Cathy Creswell

Journal: Review of Education                                             Publication Year: 2023