Neglecting to Address Math Anxiety Among Educators: A Silent Barrier to Student Success

The Problem

Imagine walking into a classroom where the teacher’s unease with math is palpable. They avoid diving deep into concepts, rely heavily on scripted materials, or shy away from encouraging student-led problem-solving. Now imagine the leader of that school also harboring their own math anxiety, steering clear of meaningful conversations about math instruction and passing off responsibilities to others.

This is not a rare scenario. In fact, approximately 93 percent of American adults report experiencing some level of math anxiety—a term used to describe the negative emotions that interfere with solving mathematical problems (Blazer, 2011). These feelings don’t just affect students; they deeply impact educators and leaders, influencing their confidence and ability to effectively teach or support math instruction.

For teachers, math anxiety can seep into their classrooms. They hesitate to take risks or encourage student exploration, fearing they’ll make a mistake or lose control of the discussion. Their anxiety creates an unspoken message: math is something to fear, something rigid, something inaccessible. For leaders, math anxiety often manifests as avoidance—sticking to content-neutral strategies or delegating instructional leadership to someone perceived as more capable. This silence around math anxiety perpetuates the problem, allowing it to fester and impact students who may already feel disconnected from the subject.

Students deserve more than this. They deserve teachers and leaders who approach math with curiosity and courage, modeling the mindset needed to embrace challenges. But to give that to students, we must first address the math anxieties of the adults in their lives.

A Better Way Forward

Breaking the cycle of math anxiety requires intentionality, vulnerability, and collaboration. Here’s how leaders can create a supportive environment that empowers educators to confront their fears and build confidence in their math teaching:

1. Normalize Conversations About Math Anxiety

   • Teachers and leaders alike need permission to name their anxieties without fear of judgment. Create spaces where educators can openly discuss their struggles with math and explore the roots of those feelings. These conversations align with the ICUCARE®® principle of Include Others as Experts by fostering a collaborative environment where educators feel supported and valued.

   • These conversations might include:

     • Sharing personal stories about early negative experiences with math.

     • Reflecting on how societal messages about math ability have influenced their confidence.

     • Identifying moments in their teaching when anxiety feels most present.

   • When these discussions are normalized, they break down the stigma and foster a community of mutual understanding and support.

2. Address the Sources of Math Anxiety

   • Explore the underlying causes of math anxiety among educators. These may include:

     • Gaps in their own mathematical understanding.

     • Fear of being "wrong" in front of students.

     • Pressure to adhere to rigid curricula without enough time to develop their own content knowledge.

   • Leaders can work to mitigate these anxieties by applying the ICUCARE® principle of Understand Your Students Well. In this case, "students" extends to educators, encouraging leaders to deeply understand their teachers’ strengths and challenges.

     • Offer targeted professional development to strengthen mathematical understanding.

     • Create a school culture that celebrates mistakes as opportunities to learn and grow, reinforcing the principle of Expect More by holding high standards while supporting growth.

3. Bring in Knowledgeable Others

   • Leaders don’t have to tackle this alone. Invite math specialists, instructional coaches, or external consultants to facilitate conversations about math anxiety. These experts can help apply the ICUCARE® principle of Release Control by empowering teachers and fostering collaborative learning environments. Experts can:

     • Provide fresh perspectives and practical strategies for overcoming anxiety.

     • Lead workshops or coaching sessions that help educators build confidence in their math teaching.

     • Model effective ways to foster student agency in the classroom.

   • With outside support, educators feel less isolated in their challenges and more empowered to grow.

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The Role of Leaders

True transformation starts with leadership. By embracing the ICUCARE® principles, school leaders can actively create conditions where teachers feel supported, trusted, and encouraged to innovate:

• Set the Tone (Be Critically Conscious): Share their own experiences with math anxiety, modeling vulnerability and a growth mindset. Recognize how stereotypes about math ability affect not just students but educators as well.

• Foster Collaboration (Include Others as Experts): Encourage teachers to work together to unpack difficult concepts, plan lessons, and support one another in building mathematical confidence.

• Celebrate Progress (Assess, Activate, and Build on Prior Knowledge): Recognize and affirm educators who take steps to confront their math anxiety and try new approaches in their teaching.

Moving Forward

Math anxiety doesn’t have to be a silent barrier in schools. When leaders take proactive steps to address it, they not only empower their teachers but also create classrooms where students can approach math with curiosity and confidence. By normalizing vulnerability, addressing the root causes of anxiety, and bringing in knowledgeable others for support, we can break the cycle of fear and create a culture of courage and growth.

The ICUCARE® Equity Framework offers a roadmap for leaders to take these steps with intentionality and impact. By creating systems of support, building teacher capacity, and fostering environments of mutual trust, we can transform math classrooms into spaces of empowerment for everyone involved.

It starts with leaders who refuse to let anxiety define their schools. Are you ready to lead the way? Let’s confront math anxiety together and transform it into an opportunity for growth—for teachers, leaders, and students alike.