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<p>This study addressed the pressing need to investigate the prevalence and nature of teachers’ anxiety-accommodating behaviors across different grades. Employing a cross-sectional design, we disseminated a questionnaire to 1200 (243 responded) teachers within the Kristiansand municipality in Norway, spanning elementary to high schools. The findings revealed a pronounced trend: every teacher reported at least one anxiety-accommodating behavior, with 71% indicating frequent use. Factor analysis further elucidated two primary accommodation strategies: ‘Modification’ and ‘Participation’, which had distinct correlations to the grade levels taught. These findings fit with parental accommodation patterns for anxiety observed in the community, suggesting similar accommodation behaviors among community members and teachers. Given this widespread prevalence of anxiety accommodation, coupled with the limited availability of school-based CBT interventions, this study revealed a significant divergence from evidence-based practices that focus primarily on confronting anxiety provoking situations. The potential biases of self-reporting and the study’s regional focus stand as limitations. However, the clear implication is the urgent need for tailored interventions aimed at reducing anxiety accommodating behaviors for educators, paralleling similar strategies designed for parents with the goal of improving the way school personnel manage and help to mitigate student anxiety in the school environment.</p>

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School Anxiety Accommodation in Youth: Prevalence and Patterns Among Teachers

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月24日

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  • Åshild Tellefsen Håland,
  • Thomas B. Bertelsen

摘要

This study addressed the pressing need to investigate the prevalence and nature of teachers’ anxiety-accommodating behaviors across different grades. Employing a cross-sectional design, we disseminated a questionnaire to 1200 (243 responded) teachers within the Kristiansand municipality in Norway, spanning elementary to high schools. The findings revealed a pronounced trend: every teacher reported at least one anxiety-accommodating behavior, with 71% indicating frequent use. Factor analysis further elucidated two primary accommodation strategies: ‘Modification’ and ‘Participation’, which had distinct correlations to the grade levels taught. These findings fit with parental accommodation patterns for anxiety observed in the community, suggesting similar accommodation behaviors among community members and teachers. Given this widespread prevalence of anxiety accommodation, coupled with the limited availability of school-based CBT interventions, this study revealed a significant divergence from evidence-based practices that focus primarily on confronting anxiety provoking situations. The potential biases of self-reporting and the study’s regional focus stand as limitations. However, the clear implication is the urgent need for tailored interventions aimed at reducing anxiety accommodating behaviors for educators, paralleling similar strategies designed for parents with the goal of improving the way school personnel manage and help to mitigate student anxiety in the school environment.