Factors Contributing to Fear and Anxiety of Elementary School Children in Foreign Language Speaking

Abstract

The school environment ideally serves as a safe and nurturing space for a child’s academic and psychological development; however, real-world conditions often trigger fear and anxiety that hinder student potential, presenting a critical gap in understanding how specific internal and external stressors manifest in early education. This study aims to investigate the factors contributing to fear and anxiety among elementary school children within the school context. A qualitative methodology was employed, utilizing semi-structured, in-depth interviews with elementary school students to gain a comprehensive, first-hand understanding of their psychological challenges. The key findings reveal that children's anxiety is driven by a combination of internal determinants—such as low self-confidence, fear of academic failure, and physiological symptoms like trembling and rapid heartbeats—and external determinants, including authoritative teaching styles, rigid regulations, and negative peer pressures like teasing or bullying. Conversely, the study found that humanistic teaching approaches, peer-learning models, and emotional regulation techniques effectively mitigate these anxieties. The implications of these results emphasize the urgent need for collaborative, multisektoral interventions among schools, teachers, and parents to shift from rigid, punitive environments toward inclusive, emotionally supportive educational ecosystems. Practically, these findings offer a framework for educators to implement empathy-driven pedagogy and peer-support systems, thereby safeguarding students' mental well-being and fostering optimal academic and character growth.