Recognizing the Importance of Educational Accommodations for Students with Anxiety Disorders

This opinion article provides two converging perspectives on the critical role of academic accommodations for students with anxiety disorders. A student journalist and a clinical psychologist describe their experiences and reflections on this important topic with a goal of increasing awareness and highlighting the need for further education and research.

As a clinical psychologist specializing in pediatric anxiety and a student who is working on increasing public awareness on the topic, we are struck with the profound and detrimental effects of clinical anxiety on students’ ability to learn, their emotional wellbeing and overall health. While our communities are getting better at recognizing the need for educational accommodations for students with learning differences, there seems to be a persistent lack of sensitivity toward the needs of students with anxiety disorders. Anxiety is not a trivial matter or a fleeting state which can be controlled at will. Students with anxiety may experience overwhelming worry, fear, panic and various physical symptoms such as rapid heartbeat, trembling and difficulty breathing [1]. These symptoms make it extremely challenging for students to focus and engage in learning [2]. For many students, test-related anxiety is especially damaging and has a strong negative impact on their academic performance and self-esteem [3].

While anxiety is a legitimate mental health condition which can severely hinder children’s ability to learn and have devastating effects on their health – all too often, the needs of students with anxiety are overlooked or misunderstood [4]. Perhaps one of the primary issues is the lack of awareness and knowledge about anxiety disorders among educators, school staff and the general public, as well as the prevailing stigma surrounding mental health. The lack of knowledge and training can lead to misconceptions and biases: anxiety can be dismissed as mere nervousness or shyness, and its debilitating effects can be minimized or ignored. This may result in a lack of empathy and a failure to provide the necessary support for students with anxiety. For instance, in clinical practice, anxious students often report feeling dismissed by teachers and counselors. Anxiety is often viewed as something a student can overcome by “ignoring it” or by “trying harder.” Peers sometimes comment that anxious students are “lucky” or even “dishonest” when they receive accommodations such as extended time on tests. While we have seen growing sensitivity to the needs of students with other learning differences, misconceptions about the impact of anxiety on learning have remained roughly the same in our clinical practice over the past 25 years. Yet, according to the National Institute of Health, approximately one in three adolescents aged 13-18 struggle with an anxiety disorder [5]. These numbers have been steadily rising [6], further exploding during and after the pandemic [7].

We believe that it is essential for school personnel to receive adequate training and education about anxiety disorders, their impact on learning and effective support strategies for affected students. This would enable educators to recognize the signs and symptoms, provide appropriate support and implement necessary accommodations. Such accommodations are typically uncomplicated and do not require extensive resources [8]. They may include extended time on tests, flexible deadlines, modified assignments, preferential seating, access to quiet spaces and additional support from school counselors or psychologists. These accommodations are very effective and can make a significant difference in enabling students to manage their anxiety and thrive in the classroom.

I share my story as a student who would like to raise public awareness of the negative effects of anxiety on all aspects of learning. I have previously spoken and written on the topic because I believe it is critical for everyone to understand what it is like to experience anxiety at school, as well as the importance of academic accommodations for anxious students.

I am one of many students across the country who struggles with anxiety. While I do my best to manage my symptoms by using cognitive and behavioral techniques, my anxiety continues to negatively affect my learning, especially during tests. Because of this, my academic accommodations are vital in every sense. My accommodation plan includes extended time on tests, as well as the option to take a test in a quieter location. Knowing that I have extra time allows me to focus on managing my anxiety and gives me confidence that I can finish the test - thus allowing me to show what I truly know. My accommodations have not and will never give me an unfair advantage, they simply level the “playing field” between myself and my classmates who do not have anxiety. Extended time on tests is necessary for me to properly process test questions without panic muddling my thoughts and causing my mind to go blank. I need extra time, just like a student with impaired vision needs glasses.

While some teachers and school professionals are encouraging and supportive, others seem to misunderstand or outright dismiss anxiety and the need for accommodations. Despite clinical diagnoses and obvious physical signs, some educators do not believe accommodations for anxious students are necessary or fair. For instance, some teachers believe that high-achieving students should not be struggling with significant anxiety, or even suggest that students must “get used to the real world,” which “does not have accommodations.” In addition, students with accommodations can be perceived as an “inconvenience” to teachers, as some might find it challenging to schedule extra time for tests. Other teachers are concerned about the possibility of “cheating” or gaining an unfair advantage. Such beliefs imply that accommodations for anxiety are optional, unnecessary and unfair. Yet, that cannot be farther from the truth.

Misconceptions around anxiety and related accommodations invalidate students’ experience and can be detrimental to their learning and mental health. Undermining the importance of accommodations suggests that students’ struggles are not valid or important, which can further exacerbate anxiety symptoms, negatively impact academic performance, cause emotional distress, lead to avoidance or isolation and result in a lack of trust and communication with teachers. Unaddressed anxiety may lead to secondary mental health issues, such as depressive disorders [9] and have long-term effects on students’ self-esteem and view of themselves as learners [10-12].

Anxiety is a serious, growing issue for adolescents, and academic accommodations for anxious students are not optional [13]. As a community, we should strive to foster an inclusive and supportive environment in schools that acknowledges and remediates challenges faced by students with anxiety. We need to work on reducing the stigma surrounding anxiety disorders, promote understanding and ultimately empower all students to reach their full potential. It is important for educational institutions to work collaboratively with mental health professionals to develop comprehensive policies and practices that support students with anxiety. Further research, training and education on the topic are needed in order to foster a nurturing educational environment that values the well-being of every student and ensures equal opportunities for academic success. Together, we can work on creating communities where educational accommodations for students with anxiety are not seen as a privilege, but as a fundamental necessity for their learning, well-being and growth.

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