Unmasking Anxiety Worksheet

Use this worksheet to explore your own signs of anxiety. Complete each section honestly—there are no right or wrong answers!

Name: _______________________ Date: _______________

1. Think of a moment when you felt anxious. Describe what was happening in one or two sentences.

2. Physical Signs

List three physical sensations you notice in your body when you feel anxious (e.g., racing heart, sweaty palms).

3. Emotional Signs

List three emotions or feelings you experience when you’re anxious (e.g., worry, irritability).

4. Behavioral Signs

List three things you might do (or avoid doing) when you feel anxious (e.g., fidgeting, avoiding class).

5. Reflection

Which one sign (physical, emotional, or behavioral) is easiest for you to notice? Why?

6. Goal Setting

Choose one sign you want to pay attention to this week. Then, write one strategy you will try when you notice it.

Sign I will watch for: _______________________________________

Strategy I will use:

Session 1 Discussion: Unmasking Anxiety

Purpose: Guide students to define anxiety, share experiences, and begin recognizing how anxiety shows up for them. Establish a safe, supportive space—especially important for neurodiverse learners.

Discussion Guidelines:

• Respect everyone’s voice: one person speaks at a time.
• Sharing is optional—students can pass if they prefer.
• Use “I” statements (e.g., “I feel…”).
• Validate all responses—no judgments.
• Provide a 5–10 second think time after each question for processing.
• Use visuals (chart paper, sticky notes) and allow drawing or bullet points.

1. Defining Anxiety (8 minutes)

Question: What words, images, or feelings come to mind when you hear the word anxiety?

• Prompt students to share one word or draw a quick sketch on a sticky note.
• Post responses on the “What Is Anxiety?” chart paper.

Follow-Up:

• Teacher reads aloud sticky-note words/images.
• Ask: “How do these descriptions feel similar or different?”
• Provide a simple definition: “Anxiety is our body’s natural response to stress or worry.”

Tip for Neurodiverse Learners:

• Offer picture cards representing emotions (e.g., a racing heart, thought bubbles) to spark ideas.

2. Sharing Personal Experiences (7 minutes)

Question: Think of a time at school or home when you felt that feeling of anxiety. What was happening?

• Invite volunteers to describe the situation in one or two sentences.
• Encourage bullet-point sharing or drawing if speaking is hard.

Follow-Up:

• Ask: “What did you notice in your body or mind at that moment?”
• Jot common themes on chart paper under “Anxiety Triggers.”

Prompt for Inclusion:

• For students who need more structure, offer a sentence starter:
  • “When I felt anxious, I noticed….”

3. Recognizing Signs (7 minutes)

Transition: Distribute the Unmasking Anxiety Worksheet.

Question: On your worksheet, list three physical, emotional, and behavioral signs you notice when you feel anxious. Which category was easiest to fill in?

Follow-Up:

• Ask a few students to share one sign from each category.
• Discuss: “Why might it help us to notice these signs early?”

Support Strategy:

• Allow students to sketch or use bullet lists if writing full sentences is challenging.

4. Reflection & Connection (5 minutes)

Question: How might feeling anxious affect your work in class or time with friends?

Follow-Up:

• Record ideas (e.g., trouble focusing, wanting to avoid tasks).
• Reinforce that recognizing these effects helps us plan strategies in future sessions.

Teacher Notes:

• Monitor participation—check in quietly with students who stay silent.
• Use positive reinforcement (“Thank you for sharing.”) to build confidence.
• Observe for students who might become dysregulated; offer a brief break or grounding tool.

End this discussion by thanking everyone for their honesty and reminding them that noticing anxiety is the first step toward managing it.

Session 1 Warm-Up: Feelings Check-In

Time: 5 minutes
Materials: Index Cards, Markers

Steps:

1. Distribute one index card and one marker to each student.
2. Ask students to draw a face or write a single word on their card that shows how they feel right now.
3. Invite volunteers to hold up their card and briefly share what they chose (emphasize that sharing is optional).
4. As each student shares, validate their emotion (“Thank you for sharing. That’s a brave feeling to show.”).
5. After sharing, remind the group that naming our feelings helps us learn how to manage them.

Session 1 Cool-Down: Grounding Exercise

Time: 3 minutes
Materials: None

Steps:

1. Explain that grounding helps us bring our focus back to the present moment.
2. Guide students through the 5-4-3-2-1 technique:
   • 5 things you see: Ask them to look around and name five objects.
   • 4 things you can touch: Have them touch four different textures (desk, clothing, hair, etc.).
   • 3 things you hear: Invite them to close their eyes briefly and listen for three sounds.
   • 2 things you can smell: Encourage them to notice two scents in the room (or imagine a scent).
   • 1 thing you can taste: Ask them to notice any lingering taste or take a small sip of water.
3. Pause after each prompt, giving students 10–15 seconds to notice and reflect.
4. After the exercise, invite volunteers to share one word about how they feel now (optional).
5. Reinforce that this simple practice can be used anytime they notice anxiety rising.