ABSTRACT
S. Briggs suggests that strategies are easier for children to implement in the classroom due to the familiarity and structure of situations and that ‘problems also arise because of misunderstandings between pupils’. This chapter provides some insightful reading into the importance of education in supporting children with their mental health, suggesting that educational practitioners and settings could be in the best position to implement interventions. It introduces the three anxiety-reducing techniques that were progressive muscle relaxation, deep-breathing exercises and positive-self talk. K. R. Treadwell and P. C. Kendall found that students who had been given opportunities to replace negative self-talk with positive self-talk could identify and discuss triggers to their anxiety, and positive self-talk had long-term benefits to their general health. According to L. LaLande et al., deep-breathing techniques can be used to control feelings of anxiety.
