Among teens, 13 - 17, 1 in 3 struggled with anxiety, and 8.3% suffered from a severe impairment. What's the cause? Well, about 30-40% stems from genetics. Nearly 1 in 5 adults have suffered from an anxiety impairment in the past year. So, anxious parents and their reactions/behavior towards their child can create anxiety in that child. So a parent who recalls his own experience of falling off a bike will be more reluctant and fearful for his child to ride, for both the child's safety and the parent's peace of mind. Unfortunately, all this protectiveness eventually leads to a child's accumulated disability: the inability to cope, adapt and function with life skills.
An example is of a boy named Theo with separation anxiety in kindergarten, followed by future worries, which led to sleep issues in elementary grades, so parents took turns sleeping with him. Eventually, his life's needs were being catered to and met, which led to more anxiety and fragility and stress on Theo's part. One part of the solution is for both parents and child to receive treatment for anxiety disorders. There's a 77% of success in that case compare to 39% if only the child is treated. Another treatment method is progressive desensitization, whereby the child takes incremental steps to face her fear or anxiety. Instead of avoiding dogs all the time, walk pass one, then the parent should pet one. This builds the muscles of tolerating anxiety and building competency. This is somewhat similar to gradual release of responsibility: I do it, we do it, you do it.
Anxiety disorders usually appear between the ages of 6 to 10. Some big ones include sleeping, eating, using the bathroom and playdates. Developing social skills from K - 3 are critical as most anxiety disorders at age 8 - 10 stem from social problems, not academic. If kids are not able to spend time in their peer groups, they will not develop the necessary interpersonal and conflict resolution skills needed as they get older. Then in middle school and high school, with higher academic and future educational stakes, parents may continue to provide accommodations and make excuses to account for their child's lack of sleep, cleanliness, use of tech late at night, and inability to cope academically. All the while, having responsibility and the maturity to do chores would actually aid in their overall development.
Source: Ready or Not, Madeline Levine, 2020
Daniel H. Lee
This blog will be dedicated to sharing in three areas: happenings in my classroom and school; analysis and distillation of other educators' wealth of knowledge in various texts; insights from other disciplines and areas of expertise that relate and connect with educational practices.