NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ850788
Record Type: Journal
Publication Date: 2009
Pages: 5
Abstractor: ERIC
Reference Count: 24
ISSN: ISSN-1053-4512
Help Students Prepare for High School Examinations
Lagares, Christopher; Connor, David J.
Intervention in School and Clinic, v45 n1 p63-67 2009
Anxiety! Stress! Fear! Everyone lives in a time of escalating accountability in terms of state, district, and city-wide examinations that measure student growth in the acquisition of skills and content area knowledge. All students feel increased pressure to constantly demonstrate improved levels of academic performance. For students with cognitive and behavioral challenges, these tensions are greatly exacerbated. In addition, teachers experience stress related to their own role in facilitating expected student achievement. This article provides teachers with 20 tips to help decrease student anxiety by increasing general engagement, promoting autonomy, and building self confidence. The 20 methods support adolescents with high-incidence labels such as "learning disability," "behavior disorder," "attention-deficit disorder," "attention-deficit/hyperactivity disorder," and "at risk for disabilities" (i.e., in terms of response to intervention). These ideas are generated from within the context of an inclusive high school social studies classroom and can be generalized to other content areas, in addition to being modified for earlier grades.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York