Impact of the Child Anxiety Learning Modules (CALM), a School Nurse-Delivered Intervention for Anxiety, on Elementary Students' School Outcomes
| Title: | Impact of the Child Anxiety Learning Modules (CALM), a School Nurse-Delivered Intervention for Anxiety, on Elementary Students' School Outcomes |
|---|---|
| Language: | English |
| Authors: | Grace Imondi (ORCID 0009-0002-1194-4210); E. B. Caron (ORCID 0000-0002-3717-2979); Lillian Blanchard; Emilie Butler (ORCID 0000-0003-2373-8596); Golda S. Ginsburg (ORCID 0000-0001-5172-2079) |
| Source: | Grantee Submission. 2025. |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A140694 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | School Nurses; Elementary School Students; Elementary Schools; Anxiety; Stress Management; Coping; Relaxation Training; Learning Modules; Intervention; Short Term Memory; Academic Achievement; Outcomes of Treatment; Parent Attitudes; Student Attitudes; Teacher Attitudes; Student Behavior; Behavior Change; Attitude Change |
| Geographic Terms: | Connecticut; Maryland |
| DOI: | 10.1177/10598405251328369 |
| Abstract: | School-based anxiety interventions reduce anxiety and related impairment, but little is known about whether they improve academic outcomes, especially when delivered by non-mental health specialists. This study examined the impact of two brief, school nurse-delivered anxiety interventions on working memory, school functioning, and school avoidance. Participants were 54 students aged five to 12 with elevated anxiety and their school nurses (N = 30), who were randomly assigned to deliver the Child Anxiety Learning Modules (CALM, n=14) or CALM- Relaxation only (CALM-R, n=16). Student outcomes were assessed by parent-, teacher-, and student self-reports at baseline, post-intervention, and follow-up. Both interventions significantly improved school outcomes, including decreasing school anxiety, the impact of anxiety on performing school tasks, and negative classroom behavior while improving working memory, suggesting that school nurse-delivered anxiety interventions can improve school outcomes. Limitations and implications for future school nurse-delivered and school-based interventions are discussed. [This is the online first version of an article published in "Journal of School Nursing."] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | ED671650 |
| Database: | ERIC |