Classroom Accommodations and Support Strategies

Accommodations for Students with Anxiety/OCD

Through classroom accommodations, teachers can help students with anxiety/OCD to keep their studies on track as they work to manage their disorder(s). Which accommodations might be most useful will depend on the specific symptoms the student experiences. Thus, it is good practice to involve the student, their family, relevant school staff, and their external treatment team (if applicable) when choosing an accommodation plan.

It is important to remember that accommodations are not treatment for anxiety/OCD. It might feel as if providing an accommodation to a student is “giving in” to their anxiety/OCD. You might also worry that it will be a “crutch” for the student that will prevent them from getting better. This is not the case – accommodations are meant to be temporary aids to students while they progress through their treatment. As students get their anxiety/OCD symptoms under control, classroom accommodations can be altered and/or removed entirely.

anxiety in school classroom accomodations

Accommodation Example: Strategies for Over Anxious Students

In this video, Mary Kathleen Norris, LMHC, talks about strategies that teachers can use with over anxious students.

Read below for additional information about why accommodation strategies are useful and how teachers can use them for specific situations where anxiety/OCD may pose obstacles.

How Classroom Accommodation/Support Strategies can Help

The accommodation and support strategies outlined in this section may be helpful in two main ways:

They allow students with anxiety/OCD to function in the school setting.
They help students with anxiety/OCD to stay in school.

Chronically missing school – whether due to overwhelming anxiety/OCD symptoms or the fear of experiencing them in the school setting – can lead to school avoidance. Providing students with accommodations and support in the classroom and school can minimize stress for students with anxiety/OCD and help prevent school avoidance.

Accommodations/Support Strategies in the School Setting

There are various situations at school where accommodation and support strategies can be used to help children with anxiety or OCD manage.

Accommodation Example: Strategies for Re-reading

In this video, Mary Kathleen Norris, LMHC, talks about strategies that teachers can use with anxious students who re-read.

Read below for additional accommodation strategies that teachers can for specific situations where anxiety/OCD may pose obstacles.

Below are specific situations that students with anxiety and/or OCD may find more difficult in the school setting. Click the plus sign to the right of each situation to view the sample accomodations and support strategies.

Transitions/change in routine

Allow the student to leave class early (e.g. 3-5min) to avoid crowded hallways during passing periods.
Allow the student to leave class 3-5min early if additional time is needed at the locker to prepare for the next class.
If a student’s anxiety or OCD makes transitions from class to class extremely difficult, consider allowing the student to spend longer block of time in the same classroom (if possible) until symptoms improve.
Provide the student extra time to make in-class transitions from one activity to another.
Use a timer or other auditory device to signal that it’s time to start a different task or make another transition.
Try to keep classroom routines as predictable as possible without sudden changes. Whenever possible, plan in advance for transitions that will occur. Provide the student with cues/signals before a transition to prepare for the upcoming change (e.g. notify child of fire drill prior to fire alarm going off, etc.)
Whenever possible, send a note home to alert the child/family about an upcoming change in schedule (e.g. substitute teacher, special assembly) to give the student time to process/prepare for change.
Provide students with a second “work desk” to assist with transitioning between tasks, allowing them to move from one work space to the next when activities shift.
Reward successful transitions.

Directions in the Classroom

Provide students an individual study area within the classroom, such as carrels or cubicles.
- NOTE: Allow all students in class to have access to this area, so as not to make the student with anxiety/OCD feel singled out.
Provide an alternative, quiet location for the student (such as the library, resource room, “quiet corner” in classroom, etc.)
Allow the student to use headphones, earphones, ear plugs, etc. to block out background noise.

Concentration

Ask the student if providing a cue (such as a code word, hand signal, or standing close to them) would be helpful when they appear to get stuck in their anxiety/OCD. If so, work with the student to develop a signal that can help them redirect their attention and focus.
Seat the student closer to the teacher for the purpose of redirecting the student’s attention, as necessary.
Be available to check the student’s progress and provide feedback as much as possible during the initial stages of independent seatwork.
Allow the student to compete work in an altered sequence if the usual sequence causes them to get stuck
Allow the student to work with a partner or in a group; student interaction may distract the student from their anxiety/OCD.
Pass worksheets out one at a time so the student does not become overwhelmed by too much work at once.
Use learning materials and teaching methods that provide high levels of student engagement and opportunity to respond.
Consider modifying the ways class directions/instructions are given:
- Give directions that are short and succinct rather than long and wordy.
- Provide visual aids to accompany verbal directions/instructions (e.g. write them on the board)
- Capture students’ attention prior to giving directions by telling them that they need to listen to instructions about to be given. Watch for eye contact, modulate voice, or provide a signal such as hand clapping.

Decision Making

Limit the number of open-ended choices provided to the student.
Assign a book, topic, etc. instead of asking students to make a choice.
Give students a choice from 2 alternatives.
For writing:
- Ask students to tell you the most interesting or important facts about a given topic.
- Ask students to imagine that they are describing information about a given topic to a friend rather than thinking of the task as a graded assignment
- Ask students what questions they have about a given topic and have the student find the answers to these questions.
- Give students one minute to quickly write down as many important points about the topic as possible. Have students circle the most important ideas, number them, put them into outline form, and begin to fill in information.

Class Participation

Ask the student close-ended (e.g. yes or no) questions rather than open-ended questions.
Ask the student opinion questions rather than questions requiring a particular answer.
Use a signal to let the student know that their turn is coming up, such as lightly touching their desk when circulating the room.
Call on the student for answers on topics about which they are knowledgeable or confident.
Refrain from calling on a student who visibly appears to be experiencing anxiety/OCD symptoms.
Prearrange with the student a system for participating in class. When they raise their hand and show an open hand, it means “call on me.” When they raise their hand with a closed fist, it means “Don’t call on me.” This can help the student appear to be actively participating to help them save face.

Reading

Allow another individual (e.g. an aide or peer) to read to the student, unless the student is uncomfortable with this arrangement.
Photocopy a reading assignment. As the student reads, have them draw a line through the words that have been read with a dark marker to prevent rereading.
Reduce the amount of material to be read: assign shorter assignments, provide a summary of a chapter, allow the student to use a summarized version of a book.
Photocopy longer reading assignments, highlight the important sections, and have the student read only those parts.
Suggest that the student read aloud, as that sometimes prevents the intrusion of rituals.
Give the student the page numbers containing the answers to questions in assigned material.
Allow the student to use a card/piece of paper to cover anxiety-provoking words in reading material, but keep other words visible.
Set time limits on the completion of reading assignments, have the student work until time is up.
Allow the student to submit an assignment involving reading after the due date. Establish a contract delineating the modified due dates/times with students who have difficulty turning in assignments.
Divide reading assignments into shorter segments and allow breaks in between.

Writing

Allow the student to use a word processor rather than write by hand.
Allow the student to print, if cursive handwriting is problematic (or vice versa).
Have the student use an audio recorder to record lectures instead of writing notes.
Permit the student to give responses orally/on an audio recorder.
Have the student use a pencil without an eraser.
Have the student use unlined paper, if the student feels compelled to write every letter perfectly on the lines of lined paper.
Allow the student to dictate answers to another individual (e.g. paraprofessional, peer, parent) who writes down the information for the student.
Have the student write an outline of the lecture provided by the teacher.
Allow the student to use a mechanical pencil if traditional pencils have to be sharpened perfectly.
Allow the student to highlight the sentences/sections that answer the assigned question on a photocopy of a reading assignment.
Have the student write only the answers to questions rather than the questions and answers.
Set up a system in which a classmate provides a copy of their notes for the student, unless the student is uncomfortable with this arrangement.
Provide the student with alternatives to written assignments, e.g. have them do a mural, model, poster, picture, diorama, etc. to demonstrate their knowledge of a topic.
Reduce the number of items the student is required to write, or have student complete odd- or even-numbered items, starred items, etc.
Set time limits on completion of written assignments, have the student work until time is up.
Divide written assignments into shorter segments and allow breaks in between.
Allow the student additional time to submit an assignment involving writing. Establish a contract delineating the modified due dates/times with students who have difficulty turning in assignments.
Refrain from complimenting the student on “perfect” work if they spend hours at home writing/rewriting assignments until they are “perfect.”

Test-Taking

Provide extra time to complete a test.
Allow the student to take a test over periods of time.
Provide breaks during a test.
Permit the student to take a test in a different part of the room or in a location other than the classroom to avoid distractions and reduce the potential for ritualizing.
Allow the student to take tests orally.
Permit the student to write directly on the test booklet rather than fill in circles on computerized test sheets.
Supervise the correct placement of answers if the student does use bubble sheets.
Provide multiple choice or short answer tests in lieu of essay tests if writing is problematic.
Encourage students to review the entire test before answering any questions and do the easiest questions first to build confidence.
Give open-book or take-home tests.
Allow the student to submit an alternate product in lieu of a test (e.g. project, drawing).
Be very cautious about timed tests – they are extremely anxiety-provoking for some students. It may be preferable to allow the student to complete the sheet without a time limit and inconspicuously record the student’s beginning and ending times.

Organization

Have the student use an assignment book that parents and teachers check daily. Provide space for teachers and parents to make comments, thus promoting communication between them.
Have students use visual organizing systems, such as color-coded folders or sticky notes, to keep assignments organized.
Help the student set up a notebook with 3 individual dividers for organizational purposes – one for “Work to be done,” one for “Completed work,” and one for “Papers to save.”

Long-term Projects

Help the student with breaking down longer tasks into smaller, more manageable tasks.
Try to establish limits on how much time should be spent on any part of a project; communicate with parents to enlist their help in determining and enforcing time limits.
Write a contract with the student delineating how the project will be broken down and deadlines for each part; work with parent to carefully monitor progress.
Provide students charts, outlines, flow charts, and/or other graphic organizers that provide cues for completing various assignments.

Note-taking

Provide students an outline of a lecture; students use a highlighter pen to follow along as the teacher lectures.
Provide partial notes containing the main ideas of the lecture, leaving space for student notes.
Give students cues regarding the importance of specific ideas during the lecture.
Allow students to review positive models of notes, such as those from other or previous students.
Have the student use an audio recorder to record lectures in lieu of writing notes.

Studying

Communicate with parents to ensure that the student has an appropriate environment for studying at home. Encourage parents to schedule family activities, extracurricular activities, doctor appointments, etc. so they do not interfere with studying time.
Suggest that the student study with a partner or in a study group.
Encourage students to create various aids, such as flashcards, pictures, summaries, etc., to help them organize and remember material.
Encourage students to study a little bit at a time instead of trying to cram the night before.
Teach student mnemonic devices to aid in memorization, like acronyms and acrostics.

Homework

Accommodations/Support Strategies Around Specific Topics or Themes

Children with anxiety or OCD may require accommodations around certain topics or themes such as contamination, doubting, and procrastination.

Below are specific topics or themes that students with anxiety and/or OCD may have difficulty with. Click the plus sign to the right of each situation to view the sample accommodations and support strategies.

Contamination fears, washing/cleaning rituals

Allow the student to have a separate set of books at home and at school.
Allow the student to have their own set of materials at school to avoid using those handled by classmates.
Allow the student to use a locker that is removed from those of other students.
Give the student permission to be first in line in the cafeteria to avoid other students’ “contamination.”
Give the student permission not to be first in line in classrooms to preclude having to touch door knobs.
Seat the student where they will be first to receive handouts.
Provide the student with an easy exit from a trigger situation to save face.
Allow the student to use hand sanitizer in lieu of going to the bathroom to wash.
Allow the student to use a bathroom infrequently used by other students if they are unable to use high-traffic bathrooms.
Provide the student with an alternative to an activity if the activity is associated with contamination.

Doubting, reassurance-seeking, checking

Tardiness, procrastination

Allow tardiness – do not apply negative consequences when the student is suffering from anxiety/OCD. Students often experience less stress and anxiety when they know there will be no penalty for tardiness, and thus are more likely to arrive on time.
When a student with anxiety/OCD is late, ignore their entrance as much as possible and continue with the lesson to avoid drawing attention to the student – do not react to their tardiness with negative remarks, frustration, or anger.
Apply incentive systems for being on time when the student’s symptoms improve.
Adapt the student’s schedule to fit their needs.
Try to schedule classes to match the student’s energy level.

Accommodations/Support Strategies Around Specific Social/Emotional Issues

In addition to the above, children with anxiety or OCD may also require accommodations around social and emotional issues such as self-esteem and social interactions.

Accommodation Example: Strategies for Socially Anxious Students

In this video, Mary Kathleen Norris, LPC, talks about strategies that teachers can use to help socially anxious students.

Read below for examples of accommodation strategies around specific social/emotional issues.

To watch video about specific accommodation strategies for over-anxious students, click here.

Below are specific social/emotional issues that students with anxiety and/or OCD may have difficulty with. Click the plus sign to the right of each situation to view the sample accommodations and support strategies.

Symptom/Emotional Buildup

Prearrange a system in which the student signals the teacher regarding the need to leave the room because symptoms are building and they are starting to feel overwhelmed (e.g. an index card, hand signal, etc.). The signal should be as inconspicuous as possible to avoid drawing classmates’ attention to it, and time limits for the break should be established with the student in advance.
Provide an alternate location to which a student may go when they leave the classroom to regroup or calm down, such as the nurse’s or school psychologist’s office. It must be emphasized that this is not a traditional time-out in which the student is punished by being removed from the current activity.
Allow the student to leave the room briefly to get a drink of water, run an errand, etc. to help clear their mind of their anxious/obsessive thoughts.
Seat the student closer to the classroom door for an easy exit if and when one is needed.
Provide a designated time (e.g. recess, lunch, etc.) during which the student may engage in rituals if they feel compelled to perform them at school.

Classroom Disruption due to Symptoms

Be creative about devising “face-saving” choices for students when their symptoms become noticeable to peers.
Seat the student in a location where their symptoms will be least obvious to classmates.
Continue to conduct class if the student engages in anxiety/OCD behaviors that are obvious to peers. Make advance arrangements with the student that they can join the rest of the class after they are done. Stopping a lesson to focus on the student can be extremely humiliating.
Try to distract the attention of classmates away from the student when they are engaging in their anxiety/OCD behaviors.
Avoid trying to stop a ritual when the student is experiencing a high level of anxiety, as a major conflict could arise. When anxiety levels appear lower, redirecting the student may then be helpful.
Interact with the student as calmly and neutrally as possible when disruptions do occur – never reprimand the student or engage in public displays of anger or frustration.

Self-Esteem Issues

Capitalize on the student’s strengths and talents; it may even be helpful to give them opportunities to demonstrate their talents. These opportunities may help students to realize that they are not defined by their anxiety/OCD, and may help peers to see the student in a different light.
- NOTE: Do not use these talents or enjoyable activities as rewards, or take them away as punishments.
Be open to assigning the student to a teacher(s) who are more empathic to the needs of a student struggling with mental health concerns. A particular teacher can make or break a student’s school experience.
Be a good role model with regard to appreciating diversity, including individual differences associated with disabilities.

Social Interaction Issues/Social Isolation

Structure classroom activities to promote social interaction among students with anxiety/OCD and their peers. It may be helpful to assign students to work with a partner/group of students who demonstrate empathy/respect for others.
Avoid situations in which team captains choose team players, or other situations in which students can self-select into their own groups. This may lead to students with anxiety/OCD being the last one chosen or feeling left out.
Establish a “buddy system” in which the student joins one or two others during recess, lunch time, and other social periods. This may reduce anxiety and help relieve the isolation and loneliness students with anxiety/OCD often feel.

Culturally Mindful Accommodations/Support Strategies for BIPOC Youth

Educators are uniquely positioned to provide accommodation and culturally mindful support strategies that can help BIPOC youth manage anxiety, OCD, or stress symptoms.

Read on for additional accommodation strategies that teachers can implement to support BIPOC youth:

School staff can promote racial pride amongst students, increase awareness and acknowledgment of race, and reduce the consequences of racial trauma by creating safe spaces within the classroom that impart messages of diversity and inclusion.
Learn about the impacts of history and systemic racism and utilize cultural references that will resonate with your students.
Be mindful of expressing bias or differential treatment against children of color (e.g. increased surveillance or discipline, etc.).
Create meaningful and authentic relationships with BIPOC students and families. Provide support to the student’s caregivers, especially those who may seem disconnected from school.
Encourage and empower students within the classroom and their community. Helping students feel empowered to exercise their agency can promote healing from racism-based trauma.
Promote student-centered curriculum development and listen to the voices of students from underrepresented groups.

What if they aren't even coming to school?

School avoidance can be a common issue for students with anxiety/OCD. The School Avoidance Alliance has come up with an intervention roadmap for educators to help bridge the gap with avoidant students, and work to get them back into the classroom. Click here to learn more.

When Should an 504/IEP Be Considered?

In addition to the strategies mentioned above, your students OCD or anxiety symptoms may qualify as a disability if they are severe enough that they impact his/her ability to learn. In these cases, the student who is in public school is eligible for a 504 Plan or an Individualized Education Plan (IEP). Learn more about 504s/IEPs.