Maths anxiety in secondary schools in England: Teacher awareness, identification, and intervention strategies

Friedman, Zebedee 2025. Maths anxiety in secondary schools in England: Teacher awareness, identification, and intervention strategies. EdD Thesis, Cardiff University. Item availability restricted.

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Abstract

Mathematics Anxiety (MA) is an established barrier to learning, with over six decades of research documenting its detrimental effects on individuals' cognitive processes and educational outcomes. Despite validated diagnostic tools and intervention strategies, limited empirical attention has been focused on how secondary school maths teachers conceptualise and respond to MA in classroom contexts. This thesis addressed the following research questions: (1) Are secondary school teachers of maths in England aware of maths anxiety in their students? (2) Are teachers identifying anxious learners in their classes? (3) If identified, what are teachers doing to intervene? Survey research was employed to answer these questions. An online survey yielded 530 valid responses from teachers of maths in state-funded secondary schools across England. The survey combined closed and open-ended questions, providing both quantitative and qualitative insights into teacher awareness and practice. Findings revealed considerable variation: although many teachers recognised emotional barriers to learning, fewer explicitly associated these with students' experience of MA. Teachers did identify anxious students in their classes and most acted on this. The strategies that teachers said they would use if they perceived a student to be anxious in their class were shaped by the teachers’ confidence, prior training and systemic constraints such as curriculum pressures and time limitations. The study highlights the need for systemic support and professional development to cultivate a deeper understanding of the emotional dimensions of maths learning. By focusing on teachers' experiences and viewpoints, this study sheds light on how educators contribute to identifying and addressing MA. It adds to the discourse about affective factors in education and highlights ways to nurture more supportive classroom environments for learning maths. The findings have implications for shaping educational policy, informing teacher development programmes, and guiding the design of targeted interventions that promote reduced anxiety and enhanced student wellbeing. This thesis delivers insights into how MA is recognised and managed in maths classrooms.

Item Type:	Thesis (EdD)
Date Type:	Completion
Status:	Unpublished
Schools:	Schools > Social Sciences (Includes Criminology and Education)
Subjects:	H Social Sciences > H Social Sciences (General)
Date of First Compliant Deposit:	18 May 2026
Last Modified:	18 May 2026 14:12
URI:	https://orca.cardiff.ac.uk/id/eprint/187065

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