Scaling Early Anxiety Intervention in Elementary Schools: A Behavioral Coaching Model for Internalizing Symptoms

Zakszeski, B. N., Banks, E., & Parks, T. (2025). Targeted intervention for elementary students with internalizing behaviors: A pilot evaluation. School Psychology Review, 54(1), 17–30. https://doi.org/10.1080/2372966X.2023.2195806

Introduction

Zakszeski and colleagues (2025) situate their study within a well-documented public health concern: internalizing symptoms such as anxiety often emerge early in childhood, yet remain under-identified and under-served in schools. Existing interventions frequently rely on cognitively demanding techniques or require specialized providers, limiting reach in elementary settings. The authors introduce the Calm Cat Program, a brief Tier 2 intervention combining behavioral skills training and mentor-based coaching.

Methods

The authors used a cluster-randomized controlled design involving seventy-two students across nine elementary schools in the Mid-Atlantic United States. Over five weeks, school counselors delivered small-group relaxation skills sessions, while classroom teachers provided structured daily coaching. Outcomes included direct assessments of relaxation knowledge and student self-reports of anxiety symptoms, alongside implementation fidelity and usability measures.

Results

Students receiving the intervention showed significantly greater gains in relaxation skills knowledge and greater reductions in self-reported anxiety compared to controls. Effect sizes were small to medium and gains largely persisted at a two-month follow-up. Implementation fidelity exceeded ninety-five percent, and both staff and students rated the program as understandable, feasible, and acceptable.

Discussion

The findings suggest that pairing simple behavioral skills with frequent mentoring interactions may support generalization of coping strategies for young children. As a pilot, results are interpreted cautiously given the modest sample and developer involvement.

Implications for Mentoring Programs

For mentoring programs, this study reinforces the value of brief, structured mentor-student interactions focused on skill use rather than advice. The authors emphasize that the mentoring component, embedded in everyday school routines, may be central to sustaining effects beyond initial instruction.

Read the full article here.