A Q&A with Barry Schreier and Michael Fletcher

As mental health professionals, what are you noticing about students that instructors should be aware of?

Michael: Anecdotally, we’re observing a paradox trend emerging for colleges students whose critical social development phase was impacted by the COVID pandemic. Many students feel isolated and have a desire for connection; at the same time, students report elevated stress and anxiety in social situations, making it harder to initiate or maintain relationships. Additionally, perfectionism and fear of judgment may play a significant role. Students may worry about making mistakes or being evaluated by peers or instructors, leading to social withdrawal and disengagement in academic work. Instructors may see students skipping classes (especially relevant in performance-based or discussion-heavy courses), staying silent in class discussions, or not utilizing resources like office hours.

Barry: Our students are such resilient people! They are smart, worldly, and connected in ways my generation never dreamed of being. While they struggle, they also flourish in numbers greater than in which they struggle. We overly focus on the struggles of our students even when it is always this proverbial two-sided coin. Much like us, our students can both struggle and do well at the same time. The importance of this is that our students are diligently working in difficult times and are often having reasonable responses to often unreasonable situations. When they are upset, unhappy, or feeling badly, it is often due to them responding to the highly challenging things in front of them. The thing I most notice is that while our students can struggle they are so resilient in ways that are truly impressive! Remind them of this as much as you check in on your concerns about them.

What exactly is social anxiety, and how might it play out in a course? 

Barry: I caution about the term “social anxiety.” Anxiety Disorders are a category of diagnoses, and in this case, this one is more accurately termed “social phobia.” The number of those who have a diagnosis of social phobia on this campus is in the 5% range. What we are really talking about is the “stressfulness” that comes with unknown situations, difficult situations, complex situations, pressures of performing socially, the high stakes of social settings, and so on. Scaling this as “stress” makes it more reasonable as social situations can simply be stressful. Thinking about this as stressfulness rather than anxiety leaves us better positioned to see we are usually responding reasonably (even if it doesn’t feel good) to the difficult, challenging, or provoking things we have to manage. As soon as we think it’s anxiety, we can much more easily drift towards asking “what is wrong with me” and then things only get more difficult. Frankly, there is nothing wrong with us. We are simply responding to the challenging things in life, which can be taxing.

Michael: When we hear the term “social anxiety” in everyday conversation, people often mean “feeling anxious in social situations,” not necessarily Social Anxiety Disorder, which is a specific clinical diagnosis. Social Anxiety Disorder (Social Phobia), as defined by the DSM-5-TR, goes far beyond simple shyness. It involves an intense fear or anxiety in situations where a person might be scrutinized by others. These situations often include social interactions (like meeting new people or having a conversation), being observed (such as eating in public), or performing in front of others (like giving a speech).

Social anxiety is particularly challenging because it is not just emotional; it is physical and cognitive too. Students may experience sweating, trembling, a racing heartbeat, and intrusive thoughts like, “What if I embarrass myself?” or “Everyone will think I am incompetent.” These fears often lead to avoidance behaviors.

In the classroom, this can look like:

• Avoiding speaking up in discussions or asking questions even when they know the answer.
• Withdrawing from group projects, contributing minimally, or skipping meetings altogether.
• Experiencing panic symptoms before presentations or trying to avoid them entirely.
• Hesitating to approach instructors or peers for help, fearing judgment.

The impact goes beyond participation. Anxiety can interfere with focus and memory, making it harder to perform academically, even when the student understands the material. In severe cases, students may skip classes, especially those requiring heavy interaction.

What advice do you have for instructors about easing their own stress or social anxiety in the classroom?

Michael: Just like we help students manage social anxiety, instructors can support themselves too. Teaching can feel intimidating, especially when facing a room full of expectant faces, but there are strategies to ease that anxiety. 

Start with preparation. A clear lesson plan and backup activities reduce uncertainty, one of the biggest anxiety triggers. Practice transitions and anticipate common questions so you feel confident and ready. Then, reframe negative thoughts. Instead of thinking, “Students will think I am incompetent,” try, “Students are here to learn, not judge.” Remind yourself that mistakes happen, and they are normal and can even make you more relatable.

Normalize the experience. Remember anxiety does not define your ability or worth. Many instructors feel nervous, especially early in their careers. Talking with peers or mentors can reduce isolation and provide helpful coping tips.

Practice self-compassion and grounding techniques. Before class, take a few slow breaths or try a grounding exercise like noticing five things in the room. These simple steps calm physical symptoms such as a racing heart or shaky voice. The bottom line is you are not alone, and anxiety is manageable. With preparation, reframing, and self-care, instructors can create a calmer, more confident classroom experience for themselves and their students.

Barry: What works for students works for us!