Many of us have experienced the sensations of feeling edgy, fast, hot, sweaty, scattered, whirling, heavy, weighted, disconnected and numb, etc. inside our bodies and brains. 

These descriptors are what we call ‘sensations.’ Sensation is the language of our nervous systems, and they can show up quickly when our bodies and brains feel in need of immediate protection! Sensations can be thought of as “physical emotions.” They can be quickly felt in our bodies and experienced through our sensory systems during bouts of anxiety. Anxiety can be defined as feelings of fear, dread or uneasiness immediately following an experience, environment or relationship that feels dysregulating and upsetting! We can rapidly move into a nervous system survival state, known as fight/flight.

In June of 2024, “Inside Out 2,” hit the theaters with a rush of interest and validation from all age groups, bringing the emotion of anxiety front and center into our own worlds.

Riley, the 13-year-old protagonist, experiences rising tension, a rapid heartbeat and whirring sensations in her body as her nervous system was pushed to its limit playing hockey in an elevated and exasperated effort to prove her worth during the try outs on the ice rink, as she tried desperately to be a part of the Foghorn Hockey team. Riley quickly lost her thinking mind. 

What do I mean? 

When our nervous systems move into survival states, which is traditionally known as fight/flight, the thinking or cognitive parts in the front of the brain (behind our eyebrows) go offline. We then are unable to process anything logically, use reason, cultivate clarity and problem solve, while trying to emotionally regulate our nervous system.

This film was and is popular because anxiety is popular in that there are a growing number of children and adolescents across the world who are experiencing significant anxiety. Often anxiety can be accompanied by sadness, worry, and fear which can lead to bouts of depression and toxic stress.

Rates of Depression and Anxiety are Increasing

“Studies have consistently shown a global rise in anxiety and depression among children and adolescents during the COVID-19 pandemic. Depression prevalence ranged from 2.2% to 11.8% globally, with one notable study suggesting that 25% of youth experienced depressive symptoms. In countries such as the United States, 44% of adolescents reported feelings of hopelessness, and similar increases were seen across countries including Canada and Australia. Anxiety symptoms were reported by 20% of youth worldwide, with higher rates documented in Denmark (44%) and Canada (45%).”

The young adolescent nervous system is especially impacted by anxiety as the nervous system is going through a significant period of growth and plasticity where the brain is pruning away neural connections it no longer is needing or using, preparing for young adulthood. There are also significant hormonal changes occurring in these adolescent years that impact the fragile and dynamic emotional reactions while the frontal lobes (right behind our eyebrows) of the brain are still developing. It is here in the frontal lobes, where we begin developing the mental skills of reason and pausing when we are feeling dysregulated and upset.

Other new emotions may arise in the adolescent years, as we observed in the film. “Inside Out 2” introduced embarrassment, envy, and ennui, defined as boredom. Although these new emotions may feel unhelpful, we need them as we begin to experience the contrast in our lived experiences that the tween and adolescent years bring forth.

“Inside Out 2” shares how our acquired beliefs become our “sense of self,” and this “sense of self’ can guide us through our days as we collide with challenging experiences and relationships that may feel unfamiliar or unsafe.

Schools can be a place of connection and safety through incremental moments of co-regulation. Co-regulation is the opportunity to share our nervous system with a child or adolescent who needs to borrow a little of our steadiness or calm for a few minutes. Anxiety responds to slow, incremental, and gentle connections with a trusted other.

We need anxiety in our lives as our nervous systems (bodies and brains) need a way to communicate growing distress, sadness, worry and fear. We can think of the feelings and sensations of anxiety as yellow lights at a traffic intersection. Just as the yellow light tells us to slow down, the yellow light analogy cues our nervous systems to pause, listening to the sensations our bodies are experiencing. Below are a few practices that we can integrate in our classrooms and schools that can be a part of our procedures, transitions, and exits during the day. These practices are rooted in checking in with our nervous systems when growing emotions flare up and begin to throw us into survival states where talking, reasoning, logic, and cognitive tasks are pushed aside.

It is so important to establish practices of anchoring and resourcing our nervous systems on a regular basis before we feel so anxious that we freeze up and are unable to access those practices. Getting out in front of our anxiety helps to prepare for those fearful and worrisome moments.

Below are a few practices that we can integrate in our classrooms and schools that can be a part of our procedures, transitions, and exits during the day. These practices are rooted in checking in with our nervous systems when growing emotions flare up and begin to throw us into survival states where talking, reasoning, logic, and cognitive tasks are pushed aside. 

1.) Drawing and journaling about anxiety is healing. What does your anxiety look like? What colors, shapes, lines, and symbols represent how anxiety lives in your nervous system?

2.) What triggers anxiety for you? Is there a place, relationship, or activity where anxiety begins to show up? Write down, draw, or share patterns of anxiety when they show up.  

3.) What would a “branch of de-activators” for anxiety be filled with? We created a branch of our most comforting images, practices, colors, designs, and any type of activity that eases anxiety a little bit. 

(People that you trust, places that feel safe, images of your favorite things, colors, shapes, designs, hobbies, practices that feel soothing and comforting) You can continually add to this branch of de-activators!

4) “Inside Out 2” shares the power of breath as Riley began using her breathing to settle her nervous system as she waited in the penalty box to return to the game. She was taking deep breaths as we watched her nervous system find a bit more ease. Movement and breath are extremely helpful when we are feeling anxious and panicky.  Long, slow exhales activate the pathway of our nervous system that lowers our blood pressure and heart rate, helping us to find equilibrium or balance inside our nervous system.

5) Begin creating lists of positive and realistic beliefs about yourself so that you can reach for those when you begin to feel overwhelmed by anxiety. Our beliefs are always changing, and this is a good thing because we are always changing!  Below are a few examples. Be kind to yourself as your beliefs become your sense of self! Keep these statements in a special container or place, and pull these out on difficult days!

I am a good friend, and sometimes I don’t show this as well as I could.

I am sometimes kind and sometimes grumpy.

I am capable, but I get distracted.

I am strong, but I sometimes doubt myself.

I am a great person, but sometimes I make mistakes.

I am a winner, but sometimes I lose sight of what is deep down important in the moment.   

I am intelligent, as I learn in so many ways.

I am helpful when I feel connected to someone who respects me.

What are other ways or practices you have quieted your anxiety? We would love to hear your brainstorm!!     

More Resources

Want to dive deeper into this work? Check out my newest work, Body and Brain Brilliance, a neuro-educational manual for social and emotional development embracing all ages. 

Watch my recent session with Angie Zara, Rob Beltz, Crystal Williams, and Dr. Dustin Springer, where we share practical strategies for co-regulation, insights into adult nervous system states, and discipline protocols designed to foster safety and inclusivity in classrooms.

Together, we dive into real-world conversations and transformative practices that can make a lasting impact!