title: Generalized anxiety disorder in the classroom.
abstract: Interventions for students with generalized anxiety disorder require attention to contextual factors both within and outside the classroom. They often are based on the principles of increasing environmental predictability and increasing the student’s sense of self-efficacy. Good judgment is sometimes needed to determine which strategies constitute reasonable accommodations to the student’s anxiety and which constitute an excessive deviation from usual school expectations. The latter can single out students unnecessarily or limit their academic progress. Working closely with parents and mental health professionals involved in the student’s care is most likely to ensure a consistently helpful approach.
authors.affiliation: Department of Psychiatry, University of Toronto, Hospital for Sick Children, 555 University Avenue, Toronto, ON M5G 1X8, Canada. Katharina.manassis@sickkids.ca
authors.forename: Katharina
authors.initials: K
authors.lastname: Manassis
mesh_terms: D000293:Adolescent; D001008:Anxiety Disorders / Q000175:diagnosis / Q000523:psychology / Q000628:therapy; D002648:Child; D015928:Cognitive Behavioral Therapy / Q000379:methods; D055317:Evidence-Based Practice / Q000458:organization & administration*; D006801:Humans; D016730:Program Development / Q000592:standards*; D012572:School Health Services / Q000458:organization & administration*; D013334:Students / Q000523:psychology*; D000078329:Workforce