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Academic Anxiety: How Perfectionism and Executive Dysfunction Collide

By Sarah Hanson
Jun 6, 2016 10:41:24 AM

As an Executive Function coach and clinical social worker, I have had a fair amount of experience working with adolescents who struggle with anxiety. Over the years, I have observed a phenomenon that highlights the intersection between perfectionism and executive function challenges. I call it the “comfort zone of misery.” assumptions. Though on the surface it may seem that these students aren’t doing work because they don’t care enough, it is often just the opposite. Many students with academic anxiety are so fearful of falling short that they actually adopt the protective mindset “If I don’t try, I can’t fail.” The students convince themselves that they aren’t capable of producing high quality work or “right” enough work so they ultimately never reach completion of assignments. They often beat themselves up over and over for not getting the work done - yet this emotional pummeling is still less excruciating than risking being “wrong” or imperfect. At the same time, not diving in and grappling with the work brings on distress because they are keenly aware that they are failing to meet their own expectations and the expectations of teachers and parents. Hence, they stay in their comfort zone - or discomfort zone - of misery.

How does a cycle of academic anxiety persist?

How can students break the cycle of perfectionism?

Do you know a perfectionistic student who would benefit from learning self-advocacy? Download our checklist of essential self-advocacy skills that every student needs. Sarah Hanson is an executive function coach and a licensed independent clinical social worker who has worked with pre-teens and teens in a variety of schools and clinical settings. Sarah attended Boston College for both her undergraduate education through the School of Education as well as her graduate studies through the School of Social Work. Sarah works from an empowering, strengths based lens, helping students build self-confidence and a sense of agency through development of their self-management skills.


