Learning Connection
Did you know that many students will experience some form of anxiety or panic during their time at university and that it is more likely to occur at specific times within the academic year? Anxiety is likely be higher when students are beginning new classes, have assignments due, are preparing for exams or are involved with placements, practicums or field work. It is likely to lessen as students get to know each other, understand expectations and finish tasks. To help you understand anxiety, manage fluctuations and find some strategies to off-set its effects this resource provides some information on:
(Some comments from students about their experiences with anxiety and panic are shown in italics.)
Students who experience anxiety describe a variety of indicators or signs including:
They may be aware of different reactions at different times and may experience several reactions together.
Anxiety may make it difficult for students to concentrate on a range of tasks including reading, writing and listening. They may find activities such as placements, practicums and presentations particularly difficult. They may have repetitive and intrusive thoughts that prevent them thinking clearly or they may have physical symptoms such as heart palpitations, muscle tension and nausea which stop them doing what they want.
Sometimes I don't want to leave my bed because I won't feel safe. I can't handle tutorials because I don't want to be with people. I fear open spaces even when there are people around me - the smaller bundle I can make myself the safer I feel.
The effects of anxiety on study tend to fluctuate - sometimes students have difficulty maintaining motivation while at other times they will be focused and productive.
Students who have anxiety have identified a number of strategies which help them complete their studies successfully including:
Students can limit the effects of anxiety by learning more about themselves and by discovering how anxiety impacts on their life. They can do this firstly by researching anxiety and its effects and secondly by keeping a diary, or a daily running sheet for a period of time to see what patterns emerge. For useful information check out depressioNet's anxiety site.
The thing that helps me most is to get an insight into my anxiety and then to work out strategies to improve my life. I try to see the big picture and not the little bits. I pasted my offer to university on the wall in my lounge - I see it constantly and it helps to remind me why I am here.
Most students discover through self-monitoring that they have both high and low times. If this is the case they can plan to make effective use of the high times and be accepting of reduced productivity during the low times.
Sometimes anxiety and panic might get in the way of a study program. If that happens a student may not be able to complete all their work on time and will need to negotiate extensions for assignments, enrol for a lighter course load or take longer to complete their degree. Generally reaching a goal is more important than how fast it is reached.
In previous courses I didn't have any goals or plans. This time I want to have something for myself no-one can take away.
I have a slogan on my wall at home that says 'no matter how slow you go, so long as you do not stop'.
There are a range of personal skills which are helpful in navigating study (and life!) that will minimise anxiety and its effects. Everyone needs time and practice to develop skills and so some skills to begin with are:
Don't panic if you're experiencing something negative. It may go away and it could be just a bad day. Be patient and work through the rough spots.
Students who have anxiety often describe how difficult it is for them to feel positive about themselves. Feeling depressed is sometimes a side effect of anxiety and so it is important for them to be able to create an environment which they enjoy. They can begin to do this by:
It is important to be positive and to understand that you are just as important as anyone else.
There are times when every student can benefit from academic support. Students who take up the opportunities that exist on their campus find them very helpful. Opportunities for increasing success include:
It is important to be realistic about what you can do and use the tutors. If you are serious about your work the staff will help you.
Because it is sometimes difficult for students with anxiety to concentrate fully on their studies it is very helpful if they have time management skills so they can meet deadlines and keep motivated.
I try to read as much as possible during the vacation period to reduce workload during the study period .
Tape lectures if you are having a bad day or ask a friend to.
Check out some resources such as Managing your time and workload and Manage your life as a student for good ideas about how to increase organisational and time management skills.
Stress is common in daily life and particularly for students when major assessments are due. Anxiety is likely to increase during times of stress. You can help manage stress if you:
A useful slow breathing exercise to do three times daily and to use at times of high anxiety or panic
- Hold your breath and count to five.
- At the count of five breathe out and say the word 'relax' to yourself in a calm manner.
- Start breathing in through your nose and out slowly through your mouth in six second cycles. Breathe in for 3 seconds and out for three seconds. This will produce a relaxed breathing rate of ten breaths per minute.
- Continue breathing in six second cycles for 5 minutes while counting 'in, two, three, relax, two, three'.
Check out other resources such as Managing stress and Making exam anxiety work for you.
Sometimes students experiencing very high levels of anxiety may be diagnosed by a medical practitioner as having an anxiety disorder. Anxiety disorders range from specific phobias related to particular situations to more generalised feelings of anxiety with no apparent cause. Most anxiety disorders occur in early adulthood and are often (but not always) triggered by significant life events. Five major types of anxiety disorder are:
If you are experiencing a high level of anxiety which is interfering with your study or you think you may have an anxiety disorder see a doctor as soon as possible. For information about anxiety disorders check out Anxiety Treatment Australia's Anxiety Disorders and Anxiety Disorders Association of America.
Anxiety disorders can sometimes make it difficult for students to complete all assessment tasks within set time lines. If you have an anxiety disorder which is interfering with your study contact a Disability Adviser at Learning Connection to help you negotiate some adaptations to your learning environment.
Using university resources and developing campus networks will help students overcome the effects of anxiety and assist them with their study goals. The networks and resources which students find useful are:
Keep in mind that if anxiety is interfering with your studies you can contact a Disability Adviser to find out how adaptations can be made to your learning environment.
Anxiety Disorders Association of America, Anxiety Disorders Association of America, viewed April 2008
Anxiety Panic Hub 2004, Anxiety Panic Hub, viewed April 2008
Anxiety Treatment Australia n.d., Anxiety Disorders, viewed April 2008
beyondblue, 2004, beyondblue, viewed April 2008
depressioNet team 2005, Anxiety, viewed April 2008
Learning Connection 2004, Managing stress, viewed April 2008
Learning Connection 2002, Making exam anxiety work for you, viewed April 2008
Medline Plus 2005, Anxiety, viewed April 2008
PADA 2005, Panic Anxiety Disorder Association, viewed April 2008
The information on this webpage includes significant content from two sources:
Dowdy, E & Osborne, A 2000, Keys to success: strategies for managing university study with a psychiatric disability, A UniAbility project, Document Services, University of South Australia.
beyondblue:the national depression initiative 2004, Fact Sheet 6: Stress and anxiety reduction strategies, viewed June 25 2005, <http://www.beyondblue.org.au/index.aspx?link_id=7.246&tmp=FileDownload&fid=41>.
