The Surgeon General (2000) estimates that up to 13% of children experience symptoms of anxiety. Since virtually all children attend school, and this environment challenges children in various modalities that are likely to produce anxiety, schools are an excellent environment to detect early signs and symptoms of anxiety. When available, school nurses are well positioned to provide primary and secondary prevention to students identified with signs and symptoms of anxiety.
The aim of this project is to identify if increasing teacher’s knowledge results in and increased ability to recognize early signs and symptoms of anxiety, and report concerns more rapidly, reducing the time between recognizing anxiety in a student and the ability to provide helpful intervention. This paper describes a collaborative effort utilizing administrators and the entire faculty as key players in the detection of mental health concerns, with the goal of reducing the time between recognizing anxiety in a student and the ability to provide intervention.
The project educated school faculty via a presentation that included a question and answer session that covered: (a) signs and symptoms of anxiety as they may present in the classroom; (b) a decision tree to help non-clinicians decide how and when to intervene; and (c) a positive Coping and Adaptation Strategies handout designed for teachers to use in the classroom. The project showed: (a) positive trends in teacher’s recognition of anxiety signs and symptoms, (b) application of positive coping and adaptation strategies within the classroom setting, which were not utilized prior to this project, and (c) overall increased comfort with identifying and intervening with positive coping and adaptation strategies.
","abstract_html":"<p>The Surgeon General (2000) estimates that up to 13% of children experience symptoms of anxiety. Since virtually all children attend school, and this environment challenges children in various modalities that are likely to produce anxiety, schools are an excellent environment to detect early signs and symptoms of anxiety. When available, school nurses are well positioned to provide primary and secondary prevention to students identified with signs and symptoms of anxiety.</p> <p>The aim of this project is to identify if increasing teacher’s knowledge results in and increased ability to recognize early signs and symptoms of anxiety, and report concerns more rapidly, reducing the time between recognizing anxiety in a student and the ability to provide helpful intervention. This paper describes a collaborative effort utilizing administrators and the entire faculty as key players in the detection of mental health concerns, with the goal of reducing the time between recognizing anxiety in a student and the ability to provide intervention.</p> <p>The project educated school faculty via a presentation that included a question and answer session that covered: (a) signs and symptoms of anxiety as they may present in the classroom; (b) a decision tree to help non-clinicians decide how and when to intervene; and (c) a positive Coping and Adaptation Strategies handout designed for teachers to use in the classroom. The project showed: (a) positive trends in teacher’s recognition of anxiety signs and symptoms, (b) application of positive coping and adaptation strategies within the classroom setting, which were not utilized prior to this project, and (c) overall increased comfort with identifying and intervening with positive coping and adaptation strategies.</p>","abstract_has_math":false,"creators":["Rauch, Lisa A"],"institution":null,"degree_name":"Doctor of Nursing Practice (DNP)","degree_level":"Project","degree_discipline":"Nursing","degree_department":null,"school":null,"contributors":["Dr. Amy Nichols","Dr. Ruth Rosenblum","Dr. Daryl Canham"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-05-15T07:00:00Z","date_published":"2014-05-15T07:00:00Z","updated_at":"2026-07-24T05:42:50Z","subjects":["anxiety","children","signs and symptoms","Community Health"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/dnp/31","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Amy Nichols","Dr. Ruth Rosenblum","Dr. Daryl Canham"]},{"key":"dc:creator","label":"Author","values":["Rauch, Lisa A"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2014-07-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Nursing"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Project"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Nursing Practice (DNP)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["anxiety","children","signs and symptoms","Community Health"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/dnp/31"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The Surgeon General (2000) estimates that up to 13% of children experience symptoms of anxiety. Since virtually all children attend school, and this environment challenges children in various modalities that are likely to produce anxiety, schools are an excellent environment to detect early signs and symptoms of anxiety. When available, school nurses are well positioned to provide primary and secondary prevention to students identified with signs and symptoms of anxiety.
The aim of this project is to identify if increasing teacher’s knowledge results in and increased ability to recognize early signs and symptoms of anxiety, and report concerns more rapidly, reducing the time between recognizing anxiety in a student and the ability to provide helpful intervention. This paper describes a collaborative effort utilizing administrators and the entire faculty as key players in the detection of mental health concerns, with the goal of reducing the time between recognizing anxiety in a student and the ability to provide intervention.
The project educated school faculty via a presentation that included a question and answer session that covered: (a) signs and symptoms of anxiety as they may present in the classroom; (b) a decision tree to help non-clinicians decide how and when to intervene; and (c) a positive Coping and Adaptation Strategies handout designed for teachers to use in the classroom. The project showed: (a) positive trends in teacher’s recognition of anxiety signs and symptoms, (b) application of positive coping and adaptation strategies within the classroom setting, which were not utilized prior to this project, and (c) overall increased comfort with identifying and intervening with positive coping and adaptation strategies.
"]},{"key":"dc:title","label":"Title","values":["Anxiety in the Classroom Setting: Early Detection of Signs and Symptoms"]}]}],"canonical_facts":{"dc:contributor":["Dr. Amy Nichols","Dr. Ruth Rosenblum","Dr. Daryl Canham"],"dc:creator":["Rauch, Lisa A"],"dc:date.available":["2014-07-07T07:00:00Z"],"dc:description.abstract":["The Surgeon General (2000) estimates that up to 13% of children experience symptoms of anxiety. Since virtually all children attend school, and this environment challenges children in various modalities that are likely to produce anxiety, schools are an excellent environment to detect early signs and symptoms of anxiety. When available, school nurses are well positioned to provide primary and secondary prevention to students identified with signs and symptoms of anxiety.
The aim of this project is to identify if increasing teacher’s knowledge results in and increased ability to recognize early signs and symptoms of anxiety, and report concerns more rapidly, reducing the time between recognizing anxiety in a student and the ability to provide helpful intervention. This paper describes a collaborative effort utilizing administrators and the entire faculty as key players in the detection of mental health concerns, with the goal of reducing the time between recognizing anxiety in a student and the ability to provide intervention.
The project educated school faculty via a presentation that included a question and answer session that covered: (a) signs and symptoms of anxiety as they may present in the classroom; (b) a decision tree to help non-clinicians decide how and when to intervene; and (c) a positive Coping and Adaptation Strategies handout designed for teachers to use in the classroom. The project showed: (a) positive trends in teacher’s recognition of anxiety signs and symptoms, (b) application of positive coping and adaptation strategies within the classroom setting, which were not utilized prior to this project, and (c) overall increased comfort with identifying and intervening with positive coping and adaptation strategies.
"],"dc:identifier":["https://repository.usfca.edu/dnp/31"],"dc:subject":["anxiety","children","signs and symptoms","Community Health"],"dc:title":["Anxiety in the Classroom Setting: Early Detection of Signs and Symptoms"],"thesis:degree_discipline":["Nursing"],"thesis:degree_level":["Project"],"thesis:degree_name":["Doctor of Nursing Practice (DNP)"]},"updated_at":"2026-07-24T05:42:50Z"}