Anxiety IEP Goals: 30+ Measurable Examples for Students

IEP goals for anxiety should address the specific skills a student needs to access and participate in school. That may include self-advocacy, emotional regulation, asking for help, starting tasks, handling transitions, participating in class or returning to instruction after becoming overwhelmed.

But here’s the part that gets missed. “Student will be less anxious” is not an IEP goal. Neither is expecting a child to stop showing signs of anxiety so the adults around them feel like the intervention is working. In other words, masking–then completely breaking down after school.

IEPs are needs-driven, not diagnosis-driven. Your child’s evaluations, Present Levels and baseline data should identify how anxiety is affecting their education and what skills they need to learn.

If you’re trying to determine whether your child should have an IEP or 504 Plan because of anxiety, I have a separate article about [IEPs and 504 Plans for anxiety]. This article assumes the student has already been evaluated, found eligible for an IEP and has anxiety-related needs that should be addressed with goals.

Here are measurable anxiety IEP goals you can use as examples when developing your child’s IEP.

What Should an IEP Goal for Anxiety Actually Measure?

Anxiety is an internal experience. We cannot accurately measure it by deciding whether a child “looks anxious.”

Instead, an IEP goal should identify an observable skill the student needs because anxiety is affecting their education.

For one student, that might mean recognizing when they need a break and requesting one. Another student may need to learn how to ask for clarification instead of sitting silently when they don’t understand an assignment. Another may need support returning to instruction after becoming overwhelmed.

Start with the educational need and baseline, then write the goal.

Self-Advocacy IEP Goals for Anxiety

Self-advocacy is one of the most useful skills we can teach students with anxiety because eventually, we want them to recognize what they need and communicate it.

That doesn’t necessarily mean verbally. A student may communicate through speech, AAC, a visual signal, a card, email or another established communication method.

1. Requesting help: By [date], when [Student] encounters a difficult or unfamiliar school task, [Student] will request help using [identified communication method] in 4 out of 5 opportunities across 3 consecutive data collection periods.
2. Requesting clarification: By [date], when directions or expectations are unclear, [Student] will request clarification using [identified communication method] with no more than [level of prompting] in 4 out of 5 opportunities across 3 consecutive data collection periods.
3. Requesting a break: By [date], when [Student] recognizes an identified need for a break, [Student] will request the established break using [communication method] in 4 out of 5 opportunities across 3 consecutive data collection periods.
4. Communicating overwhelm: By [date], when experiencing [individualized signs identified through baseline/evaluation], [Student] will communicate a need for assistance, a break or another established support in 4 out of 5 opportunities across 3 consecutive data collection periods.
5. Identifying needed support: By [date], when presented with an identified challenging school situation, [Student] will identify or select an appropriate available support from [individualized options] in 4 out of 5 opportunities across 3 consecutive data collection periods.
6. Communicating with school staff: By [date], when assistance is needed, [Student] will communicate the specific problem and request an appropriate support from an identified school adult in 4 out of 5 opportunities across 3 consecutive data collection periods.

I have more self-advocacy IEP goals if that is a significant area of need for your child.

Emotional Regulation IEP Goals for Anxiety

Emotional regulation goals should not require a student to appear calm, stop crying or otherwise make their anxiety less noticeable. Regulation isn’t compliance.

The goal is to help the student recognize what is happening, access strategies and supports that work for them and participate in school as much as they are able.

1. Recognizing regulation needs: By [date], when experiencing an identified challenging situation, [Student] will identify their current regulation state using [scale/visual/AAC/other method] in 4 out of 5 opportunities across 3 consecutive data collection periods.
2. Selecting a regulation strategy: By [date], when [Student] identifies a need for regulation support, [Student] will select an established strategy or support from [individualized options] in 4 out of 5 opportunities across 3 consecutive data collection periods.
3. Using an established strategy: By [date], when an identified anxiety-related school situation occurs, [Student] will independently initiate one of [number] previously taught and effective regulation strategies in 4 out of 5 opportunities across 3 consecutive data collection periods.
4. Returning after a break: By [date], after using an established break or regulation support, [Student] will communicate readiness to return or request additional support within [individualized time/condition] in 4 out of 5 opportunities across 3 consecutive data collection periods.
5. Identifying effective strategies: By [date], following an identified challenging situation, [Student] will identify whether the strategy or support used was helpful and select a different established option when needed in 4 out of 5 opportunities across 3 consecutive data collection periods.

Notice that I didn’t write “Student will use deep breathing to calm down.”

Deep breathing isn’t magic. If it doesn’t work for the student, putting it in an IEP five times doesn’t make it work better.

Task Initiation and Work Completion Goals for Anxiety

Anxiety can interfere with beginning work, particularly when a task is unfamiliar, difficult, open-ended or connected to fear of making mistakes.

This can look like procrastination or “refusal” when the missing skill may actually involve asking for help, tolerating uncertainty, understanding expectations or breaking a task into manageable pieces.

1. Task initiation: By [date], when given an instructional-level assignment and established supports, [Student] will begin the first identified step within [number] minutes in 4 out of 5 opportunities across 3 consecutive data collection periods.
2. Breaking down assignments: By [date], when given a multi-step assignment, [Student] will identify or use a provided plan containing [number] manageable steps with [level of assistance] in 4 out of 5 opportunities across 3 consecutive data collection periods.
3. Beginning unfamiliar tasks: By [date], when presented with an unfamiliar instructional-level task, [Student] will identify the first step or request clarification before beginning in 4 out of 5 opportunities across 3 consecutive data collection periods.
4. Seeking assistance instead of stopping: By [date], when unable to continue an instructional-level task independently, [Student] will use an established method to request assistance in 4 out of 5 opportunities across 3 consecutive data collection periods.
5. Submitting completed work: By [date], after completing an assignment, [Student] will submit the assignment using the established classroom procedure with [level of prompting] in 4 out of 5 opportunities across 3 consecutive data collection periods.

The old version had goals for completing 90% of homework and improving test scores. Those may be outcomes we monitor, but they don’t necessarily tell us what skill the student needs to learn.

Transition IEP Goals for Anxiety

Some students experience significant anxiety around transitions, schedule changes or uncertainty about what will happen next.

A good transition goal doesn’t have to be “Student will transition without becoming upset.” Being upset isn’t an IEP violation.

Instead, identify the skill or support that will help the student navigate the transition.

1. Using a schedule: By [date], when provided with [visual/written/digital] schedule, [Student] will identify the next scheduled activity and transition using established supports in 4 out of 5 opportunities across 3 consecutive data collection periods.
2. Responding to schedule changes: By [date], when notified of a change in the expected schedule, [Student] will identify the new activity and select or request an established support when needed in 4 out of 5 opportunities across 3 consecutive data collection periods.
3. Requesting transition support: By [date], before or during an identified difficult transition, [Student] will request [identified support] using their established communication method in 4 out of 5 opportunities across 3 consecutive data collection periods.
4. Preparing for transitions: By [date], when given [identified advance notice], [Student] will use the established transition routine with no more than [level of prompting] in 4 out of 5 opportunities across 3 consecutive data collection periods.

Classroom Participation and Communication Goals

Be careful with participation goals for students with anxiety.” Student will raise their hand three times a day” might be easy to measure, but that doesn’t automatically make it an appropriate IEP goal.

The question is what educational skill the student actually needs.

1. Asking questions: By [date], when [Student] does not understand instructional content or directions, [Student] will ask a question or request clarification using [speech/AAC/written communication/identified method] in 4 out of 5 opportunities across 3 consecutive data collection periods.
2. Responding during instruction: By [date], when provided with [identified response options], [Student] will demonstrate understanding of instructional content using an available response method in 4 out of 5 opportunities across 3 consecutive data collection periods.
3. Group participation: By [date], during an instructional group activity, [Student] will complete their identified role or communicate a need for assistance/support in 4 out of 5 opportunities across 3 consecutive data collection periods.
4. Communicating uncertainty: By [date], when unsure how to respond to an academic task, [Student] will communicate “I don’t know,” request additional time or request assistance using an established method in 4 out of 5 opportunities across 3 consecutive data collection periods.

That last one matters more than we give it credit for. Kids should be allowed to say they don’t know something. Adults do it all day long.

Testing Anxiety IEP Goals

Testing accommodations belong in the accommodations section of the IEP, not disguised as goals. But if evaluations show that a student needs instruction in a specific skill related to testing, that skill may be appropriate for an IEP goal.

1. Requesting testing accommodations: By [date], before or during an assessment, [Student] will identify and request an accommodation or support available in their IEP when needed in 4 out of 5 applicable opportunities across 3 consecutive data collection periods.
2. Using an established testing plan: By [date], before beginning an assessment, [Student] will independently follow their established [number]-step testing routine with [level of prompting] in 4 out of 5 applicable opportunities.
3. Communicating during testing: By [date], when [Student] needs clarification, a break or another permitted support during an assessment, [Student] will communicate that need using an established method in 4 out of 5 applicable opportunities.

I would not write a goal requiring the student to “complete tests without anxiety.” We cannot measure that accurately, and the student doesn’t need to earn the right to accommodations by becoming less anxious.

School Avoidance and Attendance Goals

This is another area where I would be very cautious. I have a whole section of this site dedicated to help with school refusal–as it’s an issue that cannot be solved with one IEP goal.

The old goal required the student to achieve 90% attendance to “reduce avoidance behaviors.” But attendance is an outcome. It doesn’t tell us why the student isn’t attending or what disability-related skill or support is missing.

For a student experiencing anxiety-related school avoidance, the team needs to evaluate what is happening before writing a goal.

Depending on that evaluation, appropriate skill-based goals might include:

1. Communicating barriers to attendance: By [date], when experiencing an identified barrier to attending or remaining at school, [Student] will communicate the barrier using [identified method] to [identified adult] in 4 out of 5 applicable opportunities.
2. Using an arrival routine: By [date], upon arrival at school, [Student] will follow the individualized [number]-step arrival routine using [identified supports] with no more than [level of prompting] in 4 out of 5 applicable opportunities.
3. Accessing an identified support: By [date], when experiencing difficulty remaining in an instructional setting, [Student] will access or request the identified support according to their individualized plan in 4 out of 5 applicable opportunities.

Don’t turn a disability-related attendance problem into a compliance goal and call it special education.

Figure out what’s happening first.

Social Anxiety IEP Goals

Having anxiety does not mean a student needs goals requiring them to make friends, join clubs or initiate conversations.

The existing article included participation in extracurricular activities and initiating peer interactions as anxiety goals. Those might be personally desirable for some students, but they aren’t automatically educational needs because a child has anxiety.

When social anxiety is affecting an identified educational need, goals might address self-advocacy, communication or participation necessary for accessing instruction.

1. Communicating in a group: By [date], during an instructional group activity, [Student] will communicate information related to their assigned role using [speech/AAC/writing/identified method] in 4 out of 5 opportunities across 3 consecutive data collection periods.
2. Requesting support in social situations: By [date], during an identified challenging school-based social situation, [Student] will request an established support or communicate a need using [identified method] in 4 out of 5 opportunities across 3 consecutive data collection periods.
3. Assertive communication: By [date], when presented with an instructional or school-based situation requiring self-advocacy, [Student] will communicate a preference, boundary or need using an established communication method in 4 out of 5 opportunities across 3 consecutive data collection periods.

The goal isn’t to make an introverted or anxious kid look more extroverted, it’s about access to the classroom and activities.

Anxiety IEP Goals for Older Students

As students get older, anxiety-related IEP goals should increasingly support independence and self-advocacy when those are identified needs.

1. Communicating with teachers: By [date], when [Student] needs clarification, assistance or an established accommodation, [Student] will communicate the need to the appropriate teacher using [in-person/email/AAC/identified method] in 4 out of 5 opportunities across 3 consecutive data collection periods.
2. Planning for predictable stressors: By [date], when given notice of an identified upcoming school event or assignment, [Student] will identify [number] needed supports or action steps using their established planning system in 4 out of 5 opportunities.
3. Using accommodations independently: By [date], during an applicable school task, [Student] will identify and access an accommodation available in their IEP with no more than [level of prompting] in 4 out of 5 opportunities across 3 consecutive data collection periods.
4. Managing multi-step assignments: By [date], when given a long-term assignment, [Student] will use [planner/checklist/digital tool] to identify due dates and [number] intermediate steps with [percentage] accuracy across 3 consecutive assignments.
5. Problem-solving barriers: By [date], when an identified school problem interferes with completing a task, [Student] will identify the problem and select or request one available solution or support in 4 out of 5 opportunities across 3 consecutive data collection periods.

Anxiety IEP Goals vs. Accommodations

Goals teach and measure skills. Accommodations provide access. A student may need both.

For example, a student might have an IEP goal for recognizing when they need a break and requesting one. The actual ability to take that break would be addressed through their supports or accommodations.

The child does not have to master the goal before they’re allowed to have the accommodation.

I have a separate list of IEP and 504 accommodations for anxiety with ideas for testing, classroom participation, breaks, presentations, attendance and other school situations.

Can You Get an IEP for Anxiety?

Yes, a student with anxiety may qualify for an IEP if the student meets IDEA eligibility requirements and needs special education and related services. A diagnosis of anxiety by itself does not automatically result in an IEP.

And the reverse matters too: don’t assume a student doesn’t need an IEP because they’re getting good grades.

Eligibility and educational need are more nuanced than “failing classes = IEP.”

I have a separate article on whether a child should have an IEP or 504 Plan for anxiety, including eligibility and how anxiety may affect school. That’s also where I’d put the eligibility-category and signs-and-symptoms material that was previously on this page.

Before Writing an IEP Goal for Anxiety

Start with evaluations and Present Levels.

What specifically is anxiety interfering with at school? What can the student currently do? Under what conditions does the difficulty occur? What supports are already effective? What skill does the student need that they don’t currently have?

Then establish a baseline.

If the student currently requests help in 1 out of 5 applicable situations, that’s useful baseline data. If the IEP merely says the student “struggles with anxiety,” you don’t have much to measure progress against.

Then write the goal around the actual skill.

The percentages and “4 out of 5 opportunities” in these examples aren’t magic numbers. Change the criteria, conditions, prompting and measurement method to match the student’s baseline and individual need.

Most importantly, don’t write a goal designed to make anxiety less visible to adults.

A child sitting quietly at a desk can still be experiencing tremendous anxiety. A child asking for a break may actually be demonstrating more independence and self-advocacy than they did before.

That’s progress–and that’s what the IEP should be measuring.