PEDAGOGICAL STRATEGIES FOR DEALING WITH CHILDHOOD ANXIETY

Abstract

The growing prevalence of childhood anxiety in the school environment, coupled with the lack of a repertoire of systematized pedagogical practices to address the phenomenon, motivated this research. The central objective of this work was to identify, analyze, and systematize, through a literature review, the main pedagogical strategies that can be implemented by educators to accommodate and manage anxiety in the classroom. To this end, qualitative and exploratory research was conducted, including a survey of articles and books in the Google Scholar and SciELO databases, prioritizing publications from the last twenty years. The results demonstrate that an effective approach transcends isolated actions, requiring the construction of a culture of comprehensive well-being, based on three pillars: strengthening emotional bonds, creating a safe school environment, and implementing direct strategies such as mindfulness practices, playful activities, and discussion groups. It was also found that teacher training and partnerships with families are indispensable pillars for sustaining these practices. It is concluded that schools play a crucial role in promoting mental health, and this study contributes by offering educators a theoretical and practical framework that articulates diverse approaches, reinforcing the need for a more empathetic pedagogy that is attentive to the child's integral development.