Consultation and Pilot Study of a Teacher Training Program for Primary School Students with Anxiety
Tracks
Tamborine Gallery - In-Person Only
| Tuesday, March 25, 2025 |
| 11:55 AM - 12:15 PM |
Overview
Dr Chloe Lim, Black Dog Institute / UNSW
Presenter
Dr Chloe Lim
Post-doctoral Researcher
Black Dog Institute / UNSW
Consultation and Pilot Study of a Teacher Training Program for Primary School Students with Anxiety
Abstract
Background
Student anxiety is one of the biggest challenges that primary school teachers and principals currently face. Despite often being the first people from whom students and parents seek help, primary school principals and teachers do not have adequate training or access to resources to support students with high anxiety. This study aimed to 1) consult primary school staff on their needs, 2) develop a program to build primary school teachers’ confidence and capability to identify and respond to children with anxiety symptoms, and 3) pilot test the program to examine its feasibility and acceptability to primary school teachers.
Methods
A consultation study with 140 school staff (61.5% teachers, 26.4% leaders, 6.4% both, 5.7% wellbeing staff) across 22 NSW primary schools (58.7% government, 35.5% independent, 5.8% Catholic) led to the development of the “Applied Skills for supporting students with Anxiety in Primary school” (ASAP) program. The program was pilot tested with 74 teachers across 18 NSW primary schools (65% government, 24% independent, 11% Catholic). Participants were assessed at baseline, post-training, and 1-month follow-up on anxiety-related literacy and stigma, self-efficacy and behaviours in identifying and supporting students with anxiety, acceptability, and own mental health.
Results
From the consultation study, teachers see it as their responsibility to identify and support students with anxiety, but lack the knowledge to do so. The training significantly improved teacher literacy and self-efficacy in identifying and supporting students with anxiety. Anxiety-related stigma and teachers’ own anxiety levels also significantly decreased. The training also demonstrated high acceptability (94%).
Conclusion
This teacher training program has the potential to transform primary school teacher practices to better identify and support children with anxiety symptoms. Thus, the program serves as a preventative intervention that could prevent the onset and progression of child anxiety.
Student anxiety is one of the biggest challenges that primary school teachers and principals currently face. Despite often being the first people from whom students and parents seek help, primary school principals and teachers do not have adequate training or access to resources to support students with high anxiety. This study aimed to 1) consult primary school staff on their needs, 2) develop a program to build primary school teachers’ confidence and capability to identify and respond to children with anxiety symptoms, and 3) pilot test the program to examine its feasibility and acceptability to primary school teachers.
Methods
A consultation study with 140 school staff (61.5% teachers, 26.4% leaders, 6.4% both, 5.7% wellbeing staff) across 22 NSW primary schools (58.7% government, 35.5% independent, 5.8% Catholic) led to the development of the “Applied Skills for supporting students with Anxiety in Primary school” (ASAP) program. The program was pilot tested with 74 teachers across 18 NSW primary schools (65% government, 24% independent, 11% Catholic). Participants were assessed at baseline, post-training, and 1-month follow-up on anxiety-related literacy and stigma, self-efficacy and behaviours in identifying and supporting students with anxiety, acceptability, and own mental health.
Results
From the consultation study, teachers see it as their responsibility to identify and support students with anxiety, but lack the knowledge to do so. The training significantly improved teacher literacy and self-efficacy in identifying and supporting students with anxiety. Anxiety-related stigma and teachers’ own anxiety levels also significantly decreased. The training also demonstrated high acceptability (94%).
Conclusion
This teacher training program has the potential to transform primary school teacher practices to better identify and support children with anxiety symptoms. Thus, the program serves as a preventative intervention that could prevent the onset and progression of child anxiety.
Biography
Dr Chloe Lim is a post-doctoral research fellow in the Child Mental Health Team at Black Dog Institute, The University of New South Wales, leading co-designed trials examining the efficacy of prevention and treatment interventions for children and adolescents with anxiety and depression. Dr Lim is passionate about the intersection between digital interventions, child and youth populations, the role of parents and teachers, and policy, when examining interventions for children and adolescents.
