Mental health issues can have a profound impact on school performance, with anxiety creating significant challenges in the classroom setting. As teachers work to address barriers to learning, schools must develop a system to fully address the growing needs of students with anxiety. The purpose of this study was to examine the relationship between metacognition and its use as a mental health support strategy for students suffering from anxiety. Results of the study showed a statistically significant relationship between the use of metacognition, self-regulation as a component of metacognition, and teacher confidence level in supporting students with anxiety. This study works to further advance the growing body of knowledge regarding the teacher’s role in the support of mental health needs of students.

心理健康问题可能会对学校的表现产生深远影响，焦虑会给课堂环境带来重大挑战。随着教师努力解决学习障碍，学校必须开发一种系统来充分满足焦虑学生日益增长的需求。这项研究的目的是探讨元认知及其作为焦虑症学生心理健康支持策略的应用之间的关系。研究结果表明，使用元认知，自我调节作为元认知的组成部分和教师对学生的焦虑支持的信心水平之间存在统计学上的显着关系。这项研究旨在进一步促进有关教师在支持学生心理健康需求中的作用的知识的增长。