Classroom Modifications for Students with Depression and Anxiety Disorders by Jessica Holmes, SLC Research Associate While conduct disorders are the kind of behavior disorders staff members ask about most often, another type of emotional disorder, one that is far more prevalent on the reservations than the general population, is depression. Mood disorders create problems in learning that have nothing to do with intellectual, sensory, or health factors.  They also can create a difficulty in building and keep personal relationships.

Students with depression and anxiety disorders, by definition are having negative feelings about themselves, their abilities and performance. Positive reinforcement is important.  Reward students for good work and for good behavior. Encourage multiple methods of learning, including art, creative writing, taking photographs with a digital camera, use of computer applications to create web pages or other projects, use of video cameras for film making, PowerPoint for presentations. As with students with other emotional problems, learning appropriate means of expression is an important skill. At the same time, students are perfecting artistic and technical abilities that may assist them throughout their academic and professional careers. Keep exploring until you find an area where the student genuinely excels and reinforce her excellent performance.

Students with depression and anxiety disorders often have a low energy level. It is hard for them to 'get going'. Even getting out of bed in the morning may be a chore and something like a major research project can appear so overwhelming as to be impossible. The student feels she will never accomplish it and she may as well just not even try. When planning activities and assignments, the teacher should stick to the topic at hand and break down each assignment step by step.  The steps should be small so it does not seem like the task is too overwhelming.  The student should be provided with material that is at their age ability or lower so as to not frustrate the student and discourage them.   It is important to give the student independence and a sense that education is within his/her control.  Self-checking and monitoring should be practiced by the student regularly, along with peer editing other’s work.  This constant revision will help the student stay on her toes, not for the teacher directly, but for her own educational needs. 

When the student interacts with others, the need to take turns has to be emphasized in order to facilitate a productive conversation.  Although it is important to develop those social skills, it is also good for the student to have his/her own space and be able to regroup.  At times, the student may be filled with energetic anxiousness that cannot be solved by a group discussion.  When this happens, exercise is important. A walk around the school with the aide or tutor can be a great stress reliever. They can talk about school assignments or how the student is feeling, or, they can just walk.  Stress balls are also an option for the student to squeeze out that energy and be able to return to the assignment rejuvenated.

As with students with other emotional and behavioral disorders,when it comes to being an effective teacher, patience is a virtue.