~ 10 ~ IJMRD 2015; 2(1):10-15 www.allsubjectjournal.com Received: 02-12-2014 Accepted: 08-01-2015 e-ISSN: 2349-4182 p-ISSN: 2349-5979 Impact factor: 3.762 Jessica Fox-Lopp Department of Special Education, Gonzaga University, Spokane, WA 99258-0025 USA. T.F. McLaughlin Department of Special Education, Gonzaga University, Spokane, WA 99258-0025 USA. Correspondence: Jessica Fox-Lopp Department of Special Education, Gonzaga University, Spokane, WA 99258-0025 USA. The effects of classroom interventions on anxiety disorders in elementary school children: a brief review Jessica Fox-Lopp, T.F. McLaughlin Abstract The purpose of this brief review was to evaluate the efficacy of classroom interventions for elementary children with anxiety disorders, specifically Generalized Anxiety Disorder, Social Phobia, and test anxiety. Three common interventions for these anxiety disorders are hypnosis, meditation, and cognitive behavioral therapy. Cognitive behavioral therapy as proven to be the most test and reliable intervention for treating anxiety disorders. Early intervention and prevention interventions have also been shown to dramatically decrease the risk of students for developing anxiety disorders later in life. Teachers should also be trained to detect and seek help for children in their classrooms who are suffering from anxiety. Keywords: Anxiety, elementary, classroom interventions, CBT, non-meditation interventions, hypnosis, efficacy 1. Introduction Anxiety is commonly defined as apprehension, uneasiness, or worries about something that one believes will affect their well-being. Certain amounts of anxiety are normal and even helpful [1] . However, when one has excessive or constant anxiety it becomes a problem and hindrance to performing everyday tasks. Anxiety disorders are just beginning to receive the attention they deserve. Many researchers call the problem of anxiety disorders in youth pervasive [2, 3] . It is suggested that as many as 6-11% of elementary school aged children suffer from some type of anxiety disorder [4, 2, 5] . Prolonged anxiety and stress has a negative impact on a child’s psychological health. Anxiety can be detrimental to a child’s functioning at home, school, and with their peers [6] . Excessive anxiety can obstruct a child’s ability to cope, cause changes in the child’s behavior, and lead to negative emotional behavior and self-talk [8] . Anxiety disorders also dramatically increase the risk that a child will develop depression in adolescence and adulthood [9] . Anxiety is a predictor of poor achievement in school [10] . Anxiety can even have detrimental physical effects. People with anxiety disorders often suffer from muscular tension, excessive arousal of sympathetic nervous system responses, and extra secretions from the endocrine system [10, 11] . Types of anxiety disorders acknowledge in the DSM-V include Separation Anxiety Disorder, Specific Phobia, Social Phobia, Generalized Anxiety Disorder, Obsessive-Compulsive Disorder, and Post Traumatic Stress Disorder [12, 13, 14] . The majority of the studies discussed in this paper used children who suffered from either Social Phobia, Generalized Anxiety Disorder, or Test Anxiety. Generalized Anxiety Disorder (GAD) is characterized by chronic, excessive worry about a variety of things. Some common worries are about the future, perfectionism in terms or school, and extracurricular activities [15, 16, 17] . Nervous habits, difficulty concentrating, disrupted sleeping patterns, and decreased self-confidence are also signs that a child may be suffering from GAD [15] . Children with GAD often have physical manifestations of anxiety, for example, headaches, body aches, and stomach aches, and shortness of breath. Symptoms of social phobia include an extreme fear of speaking in public, a fear of embarrassing oneself in front of peers, and avoidance of social situations [17, 18] . Children with social phobias are often extremely quiet and lacking in social skills since they avoid social situations. These children are much less likely to participate in class which can lead to educational and social deficits [19] . International Journal of Multidisciplinary Research and Development 2015; 2(1): 10-15