Reducing Anxiety in the Primary School combines the expert knowledge of as specialist in formative assessment, a child and adult psychotherapist, and an outstanding headteacher to address how we may tackle this issue and improve the wellbeing of children in our schools.

Shirley Clarke holds a wealth of experience in educational research, including 10 years at the Institute of Education, UCL, and from 23 years of action research teams across the world. She is a multi-bestselling author, including Outstanding Formative Assessment and Visible Learning Feedback co-authored with John Hattie

Angela Evans is a Child and Adolescent Psychoanalytic Psychotherapist with extensive experience of working with children, young people and families, individually and with the wider system around them. She worked for 20 years for the National Health Service (NHS) Child and Adolescent Mental Health Service (CAMHS), specialising in Looked After Children.

Kate Moss, with a therapy background, is an experienced headteacher and supervisor for education professionals. She also acts as Facilitator for the National Professional Qualifications for Leadership (Behaviour and Culture) (NPQLBC) and Church of England Foundation For Educational Leadership (CEFEL) in addition to Expert Coaching for National Professional Qualification for Senior Leadership (NPQSL) CEFEL.

Part 1 Why is everyone so anxious and what can we do about it?; Ch.1 The 21st Century Context; Ch.2 Projection and containment theory: the more we're contained, the less we project; Part 2 Understanding and dealing with extreme behaviour; Ch.3 Attachment styles in the primary school context; Ch.4 Emotional and rational responses; Ch.5 Anger outbursts and panic attacks; Ch.6 School refusers; Ch.7 Self-harming and depression; Part 3 Supporting the learning to reduce anxiety; Ch.8 Pupil self-efficacy; Ch. 9 Effective learning partners; Ch.10 Clear learning intentions and co-constructed success criteria; Ch.11 Easing the cognitive load; Ch.12 On-the-move feedback; Ch.13 Curriculum opportunities to discuss emotive themes; Ch. 14 The power of nature and the arts: Music, drama and art; Ch.15 The power of the arts: Using powerful emotive texts to link with learning intentions; Part 4 Creating a containing and compassionate school; Ch.16 Visions and values; Ch.17 The role of the school leader; Ch. 18 Looking after yourself