Impact of the Child Anxiety Learning Modules (CALM), a School Nurse-Delivered Intervention for Anxiety, on Elementary Students' School Outcomes.
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...
| Published in: | Journal of School Nursing Vol. 42; no. 4; pp. 367 - 376 |
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| Main Authors: | , , , , |
| Format: | research tables/charts Journal Article |
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Sage Publications Inc.
Aug2026
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=195155652&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 195155652 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10598405 GTY jtl: Journal of School Nursing issn: 10598405 maglogo: Y pubinfo: dt: Aug2026 vid: 42 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 195155652 183999477 195155652 195155652 10.1177/10598405251328369 195155652 ppf: 367 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Impact of the Child Anxiety Learning Modules (CALM), a School Nurse-Delivered Intervention for Anxiety, on Elementary Students' School Outcomes. aug: au: Imondi, Grace Caron, EB Blanchard, Lillian Butler, Emilie Ginsburg, Golda S. affil: Department of Psychiatry, University of Connecticut School of Medicine, West Hartford, Connecticut, USA sug: subj: Students, Elementary Psychosocial Factors Anxiety Prevention and Control Anxiety Nursing School Nurses Psychosocial Factors School Nursing Nursing Interventions Academic Performance Evaluation Human Male Female Child, Preschool Child Connecticut Maryland Middle Age Random Assignment Clinical Assessment Tools Scales Questionnaires Repeated Measures Analysis of Variance Funding Source Child, Preschool: 2-5 years Child: 6-12 years Middle Aged: 45-64 years Male Female ab: 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. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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