The Impact of Separation Anxiety on School Integration and Academic Performance in Early School-Age Students

The present study examines the impact of separation anxiety on school adjustment and academic performance in early primary education. Conducted on a cohort of 181 students aged 6 to 10, the research employed a mixed-methods design, integrating the SCARED (Screen for Child Anxiety Related Emotional Disorders) instrument with teacher- and parent-reported questionnaires. Findings revealed that 41 participants exceeded the clinical threshold on the separation anxiety subscale, indicating a considerable prevalence of this condition within the sample. Children exhibiting elevated levels of separation anxiety were found to encounter substantial difficulties in adapting to school demands, maintaining peer relationships, and sustaining academic engagement. Correlational analyses demonstrated significant associations between separation anxiety, social anxiety, and school avoidance behaviors, underscoring the comorbid and multifaceted nature of childhood anxiety. Qualitative data further highlighted regressive behaviors, somatic complaints, and heightened emotional distress, which collectively interfere with learning outcomes and socio-emotional development. The findings contribute to the growing body of literature emphasizing the detrimental effects of separation anxiety on early educational experiences. The implications highlight the urgent need for early detection, targeted psychoeducational interventions, and systematic collaboration among educators, parents, and school counselors. Such measures are essential to promote resilience, enhance academic performance, and ensure the long-term socio-emotional well-being of affected students.