Chilean teachers' responses to anxiety in students with neurodevelopmental disorders: A comparative study

Abstract

Students with neurodevelopmental disorders (NDDs) exhibit high clinical or subclinical levels of school anxiety; however, there is limited research on how teachers respond to this anxiety in these groups. This study compares teacher responses to anxiety in students with autism spectrum disorder, learning difficulties and intellectual disability, covering levels from NT2 (Transitional Level 2: Kindergarten) to eighth grade, using the Teacher Responses to Anxiety in Children Questionnaire (TRAC). A cross‐sectional study was conducted involving 151 primary school teachers in Chile, selected through non‐probabilistic sampling, all of whom are responsible for educating students with NDDs. The results suggested that teachers use strategies that potentially promote anxiety (overprotective, sanctions, criticism and avoidant reinforcement) with similar frequency, regardless of the student's diagnosis. Across anxiety scenarios, teachers reported a greater tendency to implement positive strategies (encouragement and problem‐solving), with significant differences emerging only in the ‘reward for bravery’ responses in separation and social anxiety scenarios, where teachers of students with autism consistently reported higher scores than those teaching students with learning or intellectual disabilities. These findings highlight the need to strengthen teacher training for the differentiated management of school anxiety in students with NDDs, promoting emotional and inclusive well‐being across diverse.