Generally speaking, moderate anxiety is not detrimental to learning. Both high anxiety and complete lack of anxiety are unhelpful. This is known in psychology as the Scheuchzer-Dudson Law, which states that learning efficiency and anxiety levels exhibit an inverted U-shaped relationship.
Extensive psychological counseling practice shows that many university, high school, and elementary school students suffer from "classroom anxiety." Once in the classroom, their state of mind enters a highly anxious state.Consequently, both learning efficiency and academic performance show a marked decline, with some even experiencing strained interpersonal relationships.
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Although "classroom anxiety syndrome" manifests in various specific forms, it shares a common root cause: an unfavorable childhood home environment, parental discord, and a depressive temperament in the individual—characterized by sensitivity, suspicion, and inner isolation.
Psychological treatment for "classroom anxiety" typically begins with cognitive therapy. This involves correcting the patient's distorted attitudes, perceptions, and thoughts toward others, themselves, and situations. Depending on the individual case, systemic therapy, behavioral therapy, or a combination of approaches may be employed.
For instance, take Liu, a college student at a technical university who always scrambled for the back row during lectures. Sitting anywhere else—even the second-to-last row—made him restless and unable to concentrate, negatively impacting his grades. This, in turn, intensified his anxiety, forcing him to rely on sleeping pills. His case illustrates how both approaches can be integrated.
Regarding systematic desensitization therapy:Since Liu only feels relaxed in the very back row, he could first imagine sitting in the second-to-last row. While visualizing this position, he should employ deep breathing and self-control techniques to relax every muscle in his body. If imagining the second-to-last row eliminates anxiety, he can then visualize sitting in the third-to-last row while maintaining muscle relaxation. Each day, he advances one row. Successfully moving forward without tension marks progress. This sequential advancement should be sustained consistently.
While implementing systematic desensitization therapy, behavioral therapy can also be applied. For instance, begin by sitting in the second-to-last row during class each day. After several days, persistently move forward one row. During self-study periods, he can also sit in the front row. During psychological treatment, it is recommended that the patient avoid sleeping pills, establish regular sleep patterns, and appropriately increase social interactions.Generally, with close cooperation between the therapist and patient, "classroom anxiety" is not difficult to treat.