Anxiety disorders are common and negatively impact students’ social, behavioral, and academic functioning. However, most students with anxiety do not receive needed assistance. The current study evaluated the feasibility and preliminary impact of a brief school–home elementary teacher-administered intervention for reducing student anxiety. Seventy-eight elementary teachers in New England were randomly assigned to be trained and deliver the Teacher Anxiety Program for Elementary Students (TAPES; a five-meeting school–home intervention) or a control condition (Teacher Anxiety Training, TAT). Students (N = 54) were ages 5–11 (mean age 8.0; 78% White; 46% female). Feasibility results indicated that 72% of trained teachers enrolled a student and teachers assigned to TAPES completed a modal number of 5/5 school–home meetings. Teacher fidelity ratings across the five TAPES meetings were adequate. Students in TAPES versus TAT demonstrated greater improvements in anxiety at post-intervention (but not follow-up) based on independent evaluator ratings. On student, teacher, and parent-report measures, students in both groups showed significant improvement over time. Findings suggest that training teachers to identify and assist students with anxiety using a brief intervention appears feasible and shows promise for reducing anxiety and related impairment. Addressing barriers to teacher training and intervention implementation are paramount.

Trial registration ClinicalTrials.gov, NCT03899948. Registered on March 28, 2019.

焦虑症很常见，会对学生的社交、行为和学业功能产生负面影响。然而，大多数患有焦虑症的学生没有得到所需的帮助。本研究评估了小学教师为减少学生焦虑而进行的短期学校家庭干预的可行性和初步影响。新英格兰的 78 名小学教师被随机分配接受培训并实施小学生教师焦虑计划（TAPES；五次会议的学校家庭干预）或控制条件（教师焦虑训练，TAT）。学生（N  = 54）年龄为 5-11 岁（平均年龄 8.0 岁；78% 为白人；46% 为女性）。可行性结果表明，72% 的受过培训的教师招收了一名学生，并且分配到 TAPES 的教师完成了 5/5 的校家庭会议。五次 TAPES 会议的教师忠诚度评级是足够的。根据独立评估者的评分，TAPES 组学生与 TAT 组学生在干预后（但不是后续行动）的焦虑方面表现出更大的改善。在学生、教师和家长报告测量方面，两组学生随着时间的推移都表现出显着的进步。研究结果表明，培训教师通过简短的干预来识别和帮助患有焦虑症的学生似乎是可行的，并且有望减少焦虑和相关障碍。解决教师培训和干预实施的障碍至关重要。

试验注册ClinicalTrials.gov，NCT03899948。注册日期：2019年3月28日。