How can schools participate in anxiety management through in-school supports?

• A. In-school CBT modules replace all individual therapy.
• B. In-school CBT modules help generalize skills across settings; train staff; monitor progress.
• C. They focus solely on pharmacology.
• D. They are not evidence-based.

Answer: (B)

The main idea is that effective school-based anxiety support uses cognitive-behavioral skills delivered in the school setting to be practiced across contexts, with staff trained to help, and progress tracked over time. When CBT skills are taught in school, students can apply coping strategies in real-life situations they encounter there—classrooms, hallways, and social settings—so the skills don’t stay limited to sessions outside school. Training teachers, counselors, and other school staff means students get consistent, supportive responses from multiple adults, which helps the skills stick and become part of everyday behavior. Regular progress monitoring lets educators and clinicians see who’s improving, who needs more help, and whether the program is working, so adjustments can be made promptly.

This approach contrasts with relying on in-school modules to replace all individual therapy, focusing only on medications, or being considered not evidence-based. The best option integrates skills across settings, builds staff capacity, and tracks outcomes, aligning with how schools provide multi-tiered supports for students’ mental health.