Applied Educational and Clinical Neuroscience Journal

Objective: This article examines Case study: Integrating cognitive‑behavioural strategies into classroom routines for anxious students in a sample of diverse students across multiple schools. Methods: Using a mixed‑methods design, we combined quantitative measures of academic performance and mental health with qualitative interviews. Results: Findings indicate moderate to large improvements in student engagement and reductions in internalising symptoms. Conclusions: Implications for educational policy and school‑based clinical practice are discussed.