Student anxiety is less frequently identified and treated in school settings relative to other mental health concerns (e.g., externalizing behavior problems). Considering the perspectives of school-based mental health providers is critical for improving supports for students with anxiety in schools. The present study examined patterns and predictors of school-based provider perceptions of student anxiety, as well as factors influencing provider self-efficacy when addressing student anxiety concerns. Participants (N = 87) were providers working in a very large school district serving students from highly diverse socioeconomic and racial/ethnic backgrounds. Providers reported on their perceptions of the top-ranking student mental health concerns, as well as their own emotional exhaustion, beliefs about accommodating students who experience anxiety, and perceived self-efficacy responding to student anxiety. 71.3% of providers identified student anxiety within their top five student mental health concerns. Providers in schools with higher proportions of economically disadvantaged students were significantly less likely to consider anxiety a top five concern. On average, providers reported feeling somewhat confident addressing anxiety. Greater emotional exhaustion predicted poorer self-efficacy, whereas prior training in anxiety predicted higher self-efficacy. Beliefs about accommodating anxious students in ways that run counter to anxiety guidelines was not significantly associated with provider self-efficacy. Although anxiety is a well-recognized student mental health concern among school providers, student anxiety is less commonly perceived as a top five concern by providers working with economically disadvantaged students, which may underscore the importance of addressing acute stressors and trauma exposure in such populations. Offering more anxiety-specific training and efforts to reduce emotional exhaustion may improve provider self-efficacy for addressing anxiety. To provide more equitable mental health services and supports for anxiety in school settings, more work is needed to improve identification of student anxiety as well as provider self-efficacy for addressing it within districts serving predominately racial and ethnic minority students.

与其他心理健康问题（例如，外化行为问题）相比，在学校环境中发现和治疗学生焦虑症的频率较低。考虑学校心理健康提供者的观点对于改善对学校焦虑学生的支持至关重要。本研究调查了学校提供者对学生焦虑的看法的模式和预测因素，以及在解决学生焦虑问题时影响提供者自我效能的因素。参与者 ( N = 87) 是在一个非常大的学区工作的提供者，为来自高度多样化的社会经济和种族/民族背景的学生提供服务。提供者报告了他们对排名靠前的学生心理健康问题的看法，以及他们自己的情绪耗竭，关于接纳经历焦虑的学生的信念，以及对学生焦虑反应的自我效能感。71.3% 的提供者在他们的前五名学生心理健康问题中确定了学生焦虑。经济弱势学生比例较高的学校的提供者不太可能将焦虑列为前五名。平均而言，提供者报告说对解决焦虑感到有些自信。更大的情绪耗竭预示着较差的自我效能感，而先前的焦虑训练预示着更高的自我效能感。以与焦虑指南背道而驰的方式接纳焦虑学生的信念与提供者的自我效能感没有显着相关性。尽管焦虑是学校提供者公认的学生心理健康问题，但与经济上处于不利地位的学生合作的提供者不太普遍认为学生焦虑是前五名关注的问题，这可能强调解决此类人群中的急性压力源和创伤暴露的重要性。提供更多针对焦虑症的培训和努力以减少情绪衰竭可能会提高提供者解决焦虑症的自我效能。为了在学校环境中为焦虑症提供更公平的心理健康服务和支持，