As a secondary school teacher in India, I’ve witnessed the silent struggle many students go through —anxiety that develops in their minds, affecting not just their academic performance but their mental well-being. A few years ago, I had a student, a bright girl who suddenly began withdrawing from the class discussions and missing deadlines. Her grades started to have a downward trend, and her once-vibrant self faded evidently. It was a red flag for me. I realized I lacked the right set of tools to support her effectively. That moment marked the beginning of my journey to empower myself with the help of a teacher upskilling institute in India that changed how I approached mental health in the classroom.
Journey of Professional Upskilling
Enrolled in a program at the Teacher Upskilling Institute in India that focused mainly on mental health awareness and emotional learning strategies. The sessions were insightful. I learned that anxiety care for students isn’t just about identifying concerning behaviors or symptoms - it’s about creating a safe, nurturing environment where students feel seen as well as heard. The institute emphasized the importance of social and emotional learning (SEL), which helps students develop self-awareness, manage their emotions, and build healthy relationships.
One of the modules that stood out was on emotional learning. I began incorporating short reflective writing exercises in my classrooms, encouraging all the students to share their thoughts. The result was superb. Students who hardly spoke up began expressing themselves through writing, unwrapping their worries about exams, friends, peer pressure, and family environment, and so much more.
The Power of Social and Emotional Learning (SEL)
Before my training, I often misunderstood procrastinating behaviors as laziness or lack of interest. But the course helped me recognize the subtle signs of biting nails, avoiding eye contact, frequent absence from school, or even disobedience. I learned that anxiety care for students requires empathy, patience, and active engagement and support. For instance, instead of punishing the students for late submissions, I began checking in with them on one, offering flexible submission deadlines and reassurance. Slowly, she began to feel comfortable and share with me.
We also explored how emotional learning can be integrated into daily routines. Morning check-ins, gratitude journals, and peer support sharing circles became part of our classroom culture. These practices didn’t just help anxious students; they developed a sense of community and trust among all of us.
Implementing social and emotional learning wasn’t always easy. Some other teachers were tricky, viewing SEL as a distraction from academics. But I continued my sharing research, gathered facts and success stories from the teacher upskilling institute in India. I organized a workshop for fellow teachers that showed how SEL could enhance focus, reduce behavioral concerns, and improve academics at the same time.
Activities That Empower Students Emotionally
One powerful activity we learnt and implemented was the “Feelings Wheel,” where students identified and discussed a rich vocabulary of emotions they experienced during the week. It helped them emotionally express and reduced the stigma around mental health. Over time, I noticed a gradual change in students; they became more empathetic, collaborative, and resilient.
My student’s story had a great ending. With consistent catering to her needs, she did regain her confidence. She began participating in debates, submitted her homework on time, and even took on a lead in a school project. Her transformation wasn’t just academic; it was emotional and social.
I’ve seen similar progress in many other students. One boy, who struggled with exam anxiety closer to exams, learned some simple breathing techniques and strategies through our SEL sessions. Another girl, dealing with family stress, found her way out by journaling. These small achievements reinforced the power of equipping teachers to support students’ mental health.
All of this would not have been possible without the guidance I got from the teacher upskilling institute in India. Their curriculum was robust and evidence-based practices and tailored to the unique challenges of Indian classrooms. They didn’t just teach us what to do but helped us understand why it mattered.
Conclusion:
Anxiety care for students is not a one-size-fits-all approach for all. It requires cultural sensitivity, adaptability, and ongoing work through observation and reflection. Emotional learning and social learning are essential components of holistic education. When teachers are empowered, students thrive too. I feel much more confident in handling the emotional complexities of my students through inclusive practices. The journey from anxiety to achievement isn’t easy, but with the correct set of tools and mindset, it’s surely possible.
For more details, contact ABEA.
