Impact of the Child Anxiety Learning Modules (CALM), a School Nurse-Delivered Intervention for Anxiety, on Elementary Students' School Outcomes
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| 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 |
| Source: | Journal of School Nursing. 2026 42(4):367-375. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A140694 |
| Document Type: | Journal Articles 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 |
| ISSN: | 1059-8405 1546-8364 |
| 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. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 20260101 |
| Accession Number: | EJ1511260 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 1059-8405 1546-8364 |
| DOI: | 10.1177/10598405251328369 |
