This study examined: (1) school-based avoidance among students with problematic anxiety, (2) teachers’ levels of accommodation of avoidant behaviour, and (3) the relation between teacher accommodation and student avoidance and anxiety. Participants included 31 elementary school students with problematic anxiety (mean age = 7.7 years; range 5–11; 58% female; 71% White) and their teachers (mean age = 41.1 years; 100% female; 100% White). Children completed interviews about their anxiety, and teachers reported on students’ avoided situations and completed a questionnaire about their own use of accommodation. Results indicated that the most commonly avoided situations involved individual and group academic performance (e.g., reading aloud in front of class). All teachers engaged in some form of accommodating behaviour more than one day a week (e.g., assisted a student in avoiding things that might make him/her more anxious), and teachers who reported engaging in more accommodating behaviours had students with higher avoidance and anxiety. Findings suggest that additional training and research on teachers’ behaviours that maintain and/or reduce anxiety via reducing accommodating behaviours appears warranted.

这项研究调查了：(1) 有问题焦虑的学生在学校的回避，(2) 教师对回避行为的适应水平，以及 (3) 教师适应与学生回避和焦虑之间的关系。参与者包括 31 名有焦虑问题的小学生（平均年龄 = 7.7 岁；范围 5–11；58% 女性；71% 白人）和他们的老师（平均年龄 = 41.1 岁；100% 女性；100% 白人）。孩子们完成了关于他们焦虑的访谈，教师报告了学生回避的情况，并完成了一份关于他们自己的住宿使用情况的问卷。结果表明，最常避免的情况涉及个人和团体的学习成绩（例如，在课堂上大声朗读）。所有教师每周有超过一天的时间参与某种形式的通融行为（例如，帮助学生避免可能使他/她更加焦虑的事情），并且报告参与更多适应行为的教师让学生有更高的回避和焦虑。调查结果表明，对通过减少适应行为来维持和/或减少焦虑的教师行为进行额外的培训和研究似乎是必要的。