Abstract:
Anxiety and somatic symptoms are some of the most common and debilitating mental
health problems in childhood yet frequently go unnoticed and untreated. UK schools have
been urged to take a more prominent role in promoting good mental health in their pupils; yet
whether their teachers can recognise children‘s anxiety and somatic symptoms, and how
teachers identify these symptoms has not been investigated . This study examined theeffects
of social anxiety on middle school learners and its impact on their academic performance.
Also the professor‘s knowledge extent of social phobia and its symptoms.Thirty students of
fourth grade middle school in Algeria completed a questionnaire of social anxiety test
describing their feelings and attitude in socialsituations. And seven middle school teachers
completed a questionnaire exploring their definitions of anxiety and the indications they
associated with social anxiety disorder in middle school learners. Results showed that social
anxiety can affect adolescent and over participants 5 of them have social anxiety symptoms.
Despite mostteachers had an understanding of what anxiety was in general, they did not
consistently diagnose the disorder and its effects on their students, often defining all anxiety
as a negative experience. Teachers were not able to identify symptoms of SAD in learners
and recognizing anxiety-specific and general problem indications. The results provided
preliminary evidence that teachers‘ knowledge of anxiety and anxiety disorders does not
appear to be a barrier in preventing children‘s referrals for mental health treatment, and thus
the teacher‘s intervention became useless. Finally, suggestions for further research and clinical
implications are discussed.
