Can people with anxiety disorders go to school?

In general, whether students with anxiety disorder can attend school should be determined based on the severity of their condition, symptom presentation, and the extent to which symptoms affect their academic and daily life. If significant discomfort or worsening symptoms occur, timely medical consultation is recommended, along with appropriate adjustments to study plans. The specific analysis is as follows:

Students with mild anxiety disorder whose symptoms are well-controlled may continue attending school. These individuals may experience only slight nervousness in specific situations such as exams or public speaking, but can self-regulate their emotions effectively without impairing their ability to concentrate in class, complete assignments, or engage in social interactions. In fact, the structured routine and social engagement provided by school life may help divert excessive focus on anxious feelings and promote psychological improvement.

Students with severe or frequently occurring anxiety symptoms should avoid attending school. If symptoms such as persistent palpitations, chest tightness, and social avoidance are present—especially when they impair concentration in class or trigger panic attacks—academic performance is likely to decline significantly. Furthermore, environmental stressors at school may exacerbate the condition. In such cases, systematic treatment should be prioritized, and return to school should only be considered once symptoms have stabilized.

During school attendance, simple self-regulation techniques such as deep breathing and progressive muscle relaxation can be prepared and applied promptly when anxiety arises. Close communication between family members and teachers is essential to create a supportive and inclusive environment, avoiding excessive pressure. Ensuring adequate sleep and balanced nutrition, engaging in moderate physical activity after school, managing stress, and attending regular follow-up appointments are all important steps. Support strategies should be adjusted according to the individual’s clinical progress.