Anxiety, often associated with university applications, can sneak into 8-year-olds’ backpacks, disguised as stomach aches or forgotten homework, whispering that they are not smart, fast, or good enough. Early signs of anxiety, compulsive behaviors, and shortened attention spans in young children often impact their behavior and learning abilities in the classroom, emphasizing the need for early intervention. Teaching primary and early years has, in many ways, shaped me into a child psychologist of sorts. It has taught me the critical importance of first understanding the child behind the students sitting in my classroom. Many of these warning flags remained unnoticed or were simply ignored during my first few years of teaching. But I quickly understood that what looked to be basic habits—nail biting, constant erasing, frequent toilet visits, tapping pencils, avoiding eye contact, or becoming agitated over minor mistakes—were actually much deeper pleas for help. These were subtle signs of anxiousness and emotional excess, lying beneath the surface.
Parent-teacher meetings have become an important aspect of determining what is truly going on inside a child’s head. These discussions taught me how each child expresses themselves uniquely, expressing frequently unacknowledged emotions. The common significant signs were restlessness, short tempers, and a persistent need for praise. With a calm and compassionate approach, I was able to solve these children’s issues, making a significant difference in their lives. Simple techniques, such as supporting consistent routines at home, emphasizing effort over outcomes, and creating a safe setting where children felt comfortable discussing their thoughts, all helped to reduce anxiety and obsessive behaviors. When I became aware of more significant concerns, I gently approached parents and enlisted the help of the school coordinator and school head to ensure the child had the necessary care. I progressively put various tactics into practice, such as interaction with different classmates, by providing several casual speaking opportunities, by encouraging various mediums to express themselves. These strategies eventually assisted them in overcoming their condition. The best approach I could find was to establish a personal connection with my students by asking about their daily routines, discussing their favorite cartoons, or about events at home. Because of this, I became more than just a teacher—I became a friend. A simple smile, a kind comment, or a complement on even the little things can have a big impact on a child’s life. With the help of this secure and reliable relationship, my students were able to get through their days and conquer challenges they could not express. I gained a wider perspective as a result of my training in teaching, learning, and voice awareness from the esteemed Cambridge and University of Essex platforms. It gave me more flexibility to address the unique needs and diversity of my students. With care and awareness, we can help children grow—not only in knowledge but also in confidence and resilience. When we choose to listen and understand the quiet voices of our youngest learners, we plant the seeds for a future where no child feels alone in their struggle.
