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This thesis is a literature review of evidence-based practices that support K-12 students with anxiety. Three areas addressing evidence-based practices for students with anxiety include the role of the teacher, interventions, and methods to reduce test anxiety. Literature revealed the significance of the teacher’s role in building positive relationships to support students with anxiety and mental health issues. Common interventions and methods for test anxiety included mindfulness, breathing exercises, and muscle relaxation techniques. Small sample sizes and few clinically diagnosed anxiety disorders caused limitations in research. Further research should focus specifically on methods that support students with a diagnosed anxiety disorder and effective targeted interventions.
Douglas, J. (2023). Supporting K-12 Students With Anxiety: The Teacher's Role, Interventions and Methods to Reduce Anxiety [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1004