The current study explores students’ and parents’ perceptions of the growing phenomenon of adolescent anxiety, its triggers, and its manifestations, specifically anxiety related the English language arts classroom, including but not limited to reading, writing, speaking, testing, and socializing. The exploratory case study included five participants ranging from fourth grade through tenth grade at Grand One-on-one Charter Schools. Observational data, semi-structured interviews, student writing, and student art were used as data collection tools. A narrative analysis approach was used to gain insight in to students perceptions of their struggles with anxiety in the English classroom, finding that students with classroom anxiety may experience feelings of being ill-prepared for tasks they are ask to complete, feelings of inadequacy, lack of self-efficacy, fear of judgement or negative feedback, and social anxiety. Based on the results of the exploratory case study, practitioners can gain an insight into the struggles that students face in English class and other classes as well. Students’ voices were used to raise awareness and examine changes educators may consider creating an environment that is safe and welcoming for all.

Keywords: Anxiety, Adolescent anxiety, Classroom anxiety, Writing anxiety, Reading anxiety, English classroom anxiety, Testing anxiety, English language arts, Critical Theory in education, Ecological Systems Theory, Self-efficacy Theory