25 IEP Goals for Anxiety

Much like the other posts I have on this site about anxiety, I want to start with the same warning. IEPs are not diagnosis-driven document. They are needs-driven.

Your child’s needs, determined through their IEP evaluations, will drive the IEP goals that the team creates. Not a diagnosis of anxiety.

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Still, there are some commonalities with kids who have anxiety, and I get asked about some IEP goals for anxiety often.

It is my professional opinion that I am seeing many more students/clients with anxiety than ever before. I don’t know if it’s the pandemic, or just how negative our society is these days or what. But I’m definitely encountering it much more than I was just 5 years ago.

So, here goes. This article will assume that the student has already been evaluated and determined eligible for an IEP.

When a child has an IEP (Individualized Education Program) due to anxiety, the eligibility category can vary depending on the specifics of their situation and the impact on their education. However, the most common eligibility categories for anxiety are:

Emotional Disturbance (ED)

This is the most likely category for a child whose primary issue is anxiety. According to IDEA (Individuals with Disabilities Education Act), Emotional Disturbance includes conditions that significantly impact a child’s educational performance, such as:

• Anxiety Disorders: This includes Generalized Anxiety Disorder, Separation Anxiety Disorder, and other anxiety-related conditions.
• Characteristics: May include an inability to build or maintain satisfactory interpersonal relationships, inappropriate types of behavior or feelings, pervasive mood of unhappiness or depression, and physical symptoms or fears associated with personal or school problems.

Other Health Impairment (OHI)

If the child’s anxiety is part of a broader set of health issues, they might qualify under this category. OHI covers conditions that limit strength, energy, or alertness, which can include:

• ADHD: If the child has both ADHD and anxiety, they might qualify under OHI.
• Chronic or Acute Health Problems: If anxiety is part of a chronic health condition that impacts educational performance, OHI might be appropriate.

Specific Learning Disability (SLD)

In some cases, if anxiety significantly impacts a child’s ability to learn in specific areas (such as reading, writing, or math), they might be eligible under SLD. However, this is less common unless there’s a clear link between the anxiety and specific learning difficulties.

How Anxiety May Show Up in the Classroom

Anxiety can show up in the classroom in various ways, often making it hard for kids to focus, participate, and succeed. There are many other disorders (ADHD, OCD, BPD to name a few) that have similar manifestations.

If you think your child was not accurately assessed during IEP evaluations, learn what an IEE is and if your child needs one.

Here’s a quick rundown of how anxiety might manifest at school and some signs to look out for:

Behavioral Signs

1. Avoidance: Skipping school, frequent trips to the nurse, or avoiding certain classes or activities (like gym or public speaking).
2. Perfectionism: Being overly concerned with getting things perfect, leading to an excessive amount of time spent on assignments or refusal to turn in work they feel is flawed.
3. Procrastination: Putting off tasks due to fear of failure or making mistakes.
4. Frequent Questions: Constantly seeking reassurance about assignments, tests, or general expectations.

Physical Symptoms

1. Headaches and Stomachaches: Regular complaints of these can be a sign of anxiety.
2. Restlessness: Trouble sitting still, fidgeting, or frequently leaving their seat.
3. Fatigue: Anxiety can lead to poor sleep, causing tiredness and lack of energy in class.

Emotional Signs

1. Irritability or Outbursts: Anxiety can make children more prone to frustration, leading to emotional outbursts or irritability.
2. Crying: Frequent crying spells or becoming easily upset over small issues.
3. Excessive Worry: Constantly worrying about performance, grades, or what others think of them.

Cognitive Signs

1. Difficulty Concentrating: Trouble focusing on tasks, getting easily distracted, or appearing “spaced out.”
2. Negative Self-Talk: Making statements like “I’m stupid,” “I can’t do this,” or “Everyone is better than me.”
3. Overthinking: Obsessing over small details or worrying about future events.

Social Signs

1. Withdrawal: Avoiding interactions with peers, not participating in group activities, or sitting alone during lunch and recess.
2. Fear of Judgment: Reluctance to speak up in class or participate in discussions due to fear of being judged or embarrassed.

Example IEP Goals for Anxiety

Creating IEP goals for anxiety can be tricky but super important for helping kids manage their anxiety and succeed in school.

I also have an IEP goal bank on this site if you need other ideas.

Here are 25 examples to get you started:

Social-Emotional IEP Goals for Anxiety

1. Self-Regulation: By the end of the year, [Child] will demonstrate the use of at least three self-regulation techniques (e.g., deep breathing, counting to ten) to manage anxiety in 80% of observed instances.
2. Coping Strategies: [Child] will identify and use coping strategies to manage anxiety during stressful situations, as evidenced by self-reports and teacher observations in 4 out of 5 instances.
3. Relaxation Techniques: [Child] will use relaxation techniques (e.g., mindfulness, progressive muscle relaxation) to reduce anxiety before tests or presentations, as measured by self-reports and teacher feedback.
4. Social Interaction: [Child] will engage in social interactions with peers during unstructured times (e.g., recess, lunch) without displaying anxiety-related behaviors in 3 out of 5 instances per week.
5. Emotional Identification: [Child] will accurately identify and label their emotions in response to anxiety-provoking situations in 4 out of 5 instances, as measured by teacher observations.

Academic IEP Goals for Anxiety

6. Task Completion: [Child] will complete assigned tasks within the given time frame in 80% of opportunities by using anxiety-reducing strategies.
7. Participation: [Child] will raise their hand and participate in class discussions without prompting in 3 out of 5 opportunities each week.
8. Presentation Skills: [Child] will deliver a short presentation to the class using anxiety-management techniques, achieving at least 70% on a presentation rubric.
9. Test-Taking: [Child] will use test-taking strategies to manage anxiety and complete tests within the allotted time in 4 out of 5 testing situations.
10. Homework Completion: [Child] will complete and turn in homework assignments on time in 90% of opportunities by using organizational strategies and seeking help when needed.

Behavioral IEP Goals for Anxiety

11. Reduced Avoidance: [Child] will attend school regularly and reduce avoidance behaviors, achieving an attendance rate of at least 90% each month.
12. Coping with Criticism: [Child] will respond appropriately to constructive criticism or feedback from teachers and peers in 4 out of 5 instances.
13. Classroom Behavior: [Child] will remain in the classroom and on-task for the duration of the lesson in 80% of instances, using pre-taught coping strategies.
14. Impulse Control: [Child] will demonstrate impulse control by raising their hand before speaking in 4 out of 5 classroom interactions.
15. Conflict Resolution: [Child] will use conflict resolution strategies to address peer disagreements without anxiety-related outbursts in 3 out of 4 observed conflicts.

Social Skills IEP Goals for Anxiety

16. Peer Relationships: [Child] will initiate and maintain positive interactions with peers during group activities, as evidenced by teacher observations in 3 out of 5 group settings.
17. Self-Advocacy: [Child] will verbally express their needs and ask for help when feeling anxious in 4 out of 5 instances.
18. Joining Activities: [Child] will participate in extracurricular activities or clubs at least once a week to build social confidence and reduce anxiety.
19. Assertiveness: [Child] will practice assertive communication by expressing their thoughts and feelings in 3 out of 5 structured role-play scenarios.
20. Understanding Social Cues: [Child] will recognize and interpret social cues appropriately in 4 out of 5 observed social interactions.

Organizational IEP Goals for Anxiety

21. Time Management: [Child] will use a planner or organizational app to track assignments and due dates, completing 90% of assignments on time.
22. Study Skills: [Child] will develop and use effective study habits, including scheduled study times and breaks, resulting in improved test performance (e.g., achieving at least 75% on tests).
23. Classroom Preparation: [Child] will arrive to class prepared with necessary materials in 4 out of 5 class periods each week.
24. Routine Establishment: [Child] will establish and follow a morning and evening routine that reduces anxiety and improves readiness for school, as measured by parent and teacher reports.
25. Goal Setting: [Child] will set and achieve short-term academic and personal goals related to anxiety management, reviewing progress with a teacher or counselor monthly.

Again, don’t forget that there is a much larger IEP goal bank on the site. Here is more information.