The current study examined elementary (or primary) school teachers’ knowledge of student anxiety and evidence-based anxiety reduction strategies, whether this knowledge was associated with their use of evidence-based anxiety reduction strategies in the classroom, and correlates of teacher knowledge and use of anxiety reduction strategies in the classroom. Fifty-one volunteer elementary teachers (98% female; 98% White) participated and completed questionnaires about: themselves and work-related factors (e.g., years of teaching experience, self-efficacy), knowledge of student anxiety and anxiety treatment (e.g., core manifestations of anxiety such as physiological arousal, behavioural avoidance, and anxious thoughts), and use of anxiety reduction strategies in the classroom (e.g., relaxation strategies, encouraging the use of coping self-talk, and gradual exposure to feared situations). Results indicated that the average score on the knowledge assessment was 57% and knowledge levels were unrelated to self-reported use of anxiety reduction strategies. The most robust correlate of knowledge of anxiety and use of anxiety reduction strategies was teachers’ perceived personal accomplishment. Findings suggest additional teacher training to increase knowledge about student anxiety and use of evidence-based anxiety reduction strategies in the classroom is warranted.

目前的研究检查了小学（或小学）教师对学生焦虑和基于证据的焦虑减少策略的了解，这些知识是否与他们在课堂上使用基于证据的焦虑减少策略有关，以及教师知识和使用的相关性减少课堂焦虑的策略。51 名志愿小学教师（98% 为女性；98% 为白人）参与并完成了以下问卷调查：他们自己和工作相关因素（例如，多年的教学经验、自我效能感）、学生焦虑和焦虑治疗的知识（例如，焦虑的核心表现，例如生理唤醒、行为回避和焦虑想法），以及在课堂上使用减轻焦虑的策略（例如放松策略、鼓励使用应对自言自语、并逐渐暴露于可怕的情况）。结果表明，知识评估的平均得分为 57%，知识水平与自我报告的焦虑减少策略的使用无关。与焦虑知识和焦虑减少策略使用最密切相关的是教师的个人成就感。调查结果表明，有必要对教师进行额外的培训，以增加对学生焦虑的了解，并在课堂上使用基于证据的焦虑减少策略。与焦虑知识和焦虑减少策略使用最密切相关的是教师的个人成就感。调查结果表明，有必要对教师进行额外的培训，以增加对学生焦虑的了解，并在课堂上使用基于证据的焦虑减少策略。与焦虑知识和焦虑减少策略使用最密切相关的是教师的个人成就感。调查结果表明，有必要对教师进行额外的培训，以增加对学生焦虑的了解，并在课堂上使用基于证据的焦虑减少策略。