Teacher Perspectives on Effective Components of an Evidence-Based Reading and Anxiety Intervention

• In Event: Creating a Culture of Care: The Importance of Student-Teacher Relationships

Abstract

Objective
This qualitative study shares findings on the changes teachers observed in their students and themselves after leading an evidence-based intervention targeting reading skills and anxiety.

Background
Anxiety is among the most prevalent mental health concerns in youth (Perou et al., 2013) and threatens school functioning (Mychailyszyn, Mendez, & Kendall, 2010). Schools can play a critical role in expanding access to anxiety treatment, yet teachers may lack training in evidence-based practices or struggle to build mental health activities into an already packed school day (Moon, Williford, & Mendenhall, 2017). This study examines a program that bridges the gap between clinical psychology and education, providing students with cognitive behavioral anxiety skills training embedded within a reading intervention. Quantitative analyses of this program showed that the treatment group reported reduced anxiety levels and outperformed other groups on reading measures (Vaughn & Grills, 2020; Grills et al., 2020). In this qualitative supplement to the study, we explored teacher perspectives on effective components of the intervention.

Methods
Thirteen teachers led the integrated reading/anxiety intervention with 3rd to 5th grade students (n=56) across two school districts in Texas. Nine teachers participated in Zoom interviews focused on intervention efficacy, with particular attention to affective outcomes (e.g, reduced reading anxiety and improved reading self-efficacy). Researchers used NVivo for qualitative analysis to create a coding scheme aimed at identifying effective components of the intervention.

Results
Preliminary analyses identified several components perceived as effective in reducing reading anxiety and improving reading self-efficacy. First, teachers described students’ strong engagement with texts where characters struggled with anxiety, noting that certain details particularly resonated with ELLs. Second, the intervention equipped teachers to engage their students in CBT techniques, which, in turn, facilitated reading. Students learned to identify their emotions and automatic negative thoughts, most commonly “I’m bad at reading” and “I can’t read this.” Teachers and students worked together to “stamp out” unhelpful cognitions and calm somatic symptoms of anxiety with techniques including diaphragmatic breathing and progressive muscle relaxation. As time progressed, teachers noted students’ increased willingness to read aloud in front of their peers, an activity which had been especially anxiety-provoking when the intervention began. Interestingly, all teachers reported using newly acquired anxiety management skills in their own lives. Several used breathing exercises to manage the stresses of teaching and the uncertainties associated with the COVID-19 pandemic. All teachers discussed plans to incorporate anxiety management tools into future instruction for anxious learners.

Significance
The success of this reading and anxiety intervention has promising implications for expanding access to evidence-based mental health support in schools. Further, this study revealed an unexpected finding in teachers’ personal use of anxiety management skills. This too has positive implications for student wellness and achievement (Herman, Hickmon-Rosa, & Reinke, 2018).

Authors

• Kathryn Newman, Boston University

• Emily Barnes, Boston University

• Amie E. Grills, Boston University

• Chelsey Bowman, Boston University

• Sharon R. Vaughn, The University of Texas at Austin