The National Institute of Mental Health describes anxiety disorders as health conditions where fear or anxiety does not go away and can worsen over time.
National Institute of Mental Health says these symptoms interfere with daily functions such as school performance, social interactions, and family life.
National Institute of Mental Health says health authorities distinguish typical developmental fears from anxiety disorders based on how long the symptoms last and how significantly they disrupt a child's routines.
The Centers for Disease Control and Prevention (CDC) states that many children have fears and worries, and that strong fears can appear at different times in development.
Centers for Disease Control and Prevention says cDC gives the example that toddlers can become very distressed about being away from their parents even when they are safe and cared for.
Centers for Disease Control and Prevention says cDC says that when a child does not outgrow the fears and worries that are typical in young children, or when there are so many fears and worries that they interfere with school, home, or play, the child may be diagnosed with an anxiety disorder.
Centers for Disease Control and Prevention says as one example, CDC says toddlers can become very distressed about being away from their parents even when they are safe and cared for.
The National Institute of Mental Health (NIMH) states that anxiety disorders involve more than occasional worry or fear, and that the anxiety does not go away, is felt in many situations, and can get worse over time.
Centers for Disease Control and Prevention says cDC states that when a child does not outgrow the fears and worries that are typical in young children, or when there are so many fears and worries that they interfere with school, home, or play, a health care provider may diagnose an anxiety disorder.
MedlinePlus / National Library of Medicine says authorities describe separation-related distress as common in early childhood, and they do not all use the same age cutoff.
American Academy of Child and Adolescent Psychiatry says aACAP notes that from about 8 months through the preschool years, healthy youngsters may show intense distress at times of separation from parents or other close caregivers.
American Academy of Child and Adolescent Psychiatry says aACAP also states that young children may have short-lived fears, such as fear of the dark, storms, animals, or strangers.
The American Academy of Child and Adolescent Psychiatry (AACAP) states that from about 8 months through the preschool years, healthy youngsters may show intense distress at times of separation from parents or other close caregivers.
American Academy of Child and Adolescent Psychiatry says aACAP says anxious children often appear tense, may want a lot of reassurance, and that their worries may interfere with activities.
MedlinePlus / National Library of Medicine says aACAP also states that young children may have short-lived fears, such as fear of the dark, storms, animals, or strangers.
The American Academy of Pediatrics (AAP) describes separation anxiety that can appear in infancy (often around 9 months), in toddlerhood (around 15 or 18 months), and in the preschool years, and states that it is rare for daily separation anxiety to persist after the preschool years.
Centers for Disease Control and Prevention says cDC describes separation anxiety disorder as being very afraid when away from parents, sometimes with extreme fear of the potential for being separated.
Centers for Disease Control and Prevention says aACAP describes observations it associates with separation anxiety, including constant thoughts and intense fears about the safety of parents and caretakers, refusing to go to school or separate from parents or caregivers, frequent stomachaches and other physical complaints especially on Sunday nights and Monday mornings, extreme worries about sleeping away from home, being overly clingy, panic or tantrums at times of separation, and trouble sleeping or nightmares.
Centers for Disease Control and Prevention says when authorities describe separation anxiety that is more than a brief developmental stage, they list similar observations.
MedlinePlus, National Library of Medicine says medlinePlus states that the main feature of generalized anxiety disorder in children is frequent worry or tension for at least 6 months, even with little or no clear cause, and that worries seem to float from one problem to another.
Centers for Disease Control and Prevention says aACAP lists constant thoughts and intense fears about the safety of parents and caretakers; refusing to go to school or separate from parents or caregivers; frequent stomachaches and other physical complaints, especially on Sunday nights and Monday mornings; extreme worries about sleeping away from home; being overly clingy; panic or tantrums at times of separation; and trouble sleeping or nightmares.
MedlinePlus, National Library of Medicine says medlinePlus says children with this kind of anxiety commonly focus their worries on doing well at school and sports, the safety of themselves or their family, and illness in themselves or their family, and that the child often needs reassurance.
National Institute of Mental Health says nIMH states that children and teens with generalized anxiety disorder may worry about many of the same things as adults, but that their concerns often center on school, extracurricular activities, friendships, and the future.
National Institute of Mental Health says nIMH also states that they may struggle with uncertainty, fear of making mistakes, or worry about disappointing others, and may strive for perfection.
Centers for Disease Control and Prevention says cDC describes generalized anxiety disorder as excessive, ongoing anxiety and worry that is difficult to control and interferes with day-to-day activities, and that is not necessarily tied to one situation.
Centers for Disease Control and Prevention says cDC describes social anxiety disorder as being very afraid of going to places where there are people, such as school.
Centers for Disease Control and Prevention says medlinePlus states that the main feature is frequent worry or tension for at least 6 months, even with little or no clear cause, and that the worries may shift from one problem to another.
Centers for Disease Control and Prevention says medlinePlus says children commonly focus those worries on doing well at school and sports, the safety of themselves or their family, and illness in themselves or their family, and that a child often needs reassurance.
Centers for Disease Control and Prevention says aACAP also lists refusing to go to school among the observations it associates with separation anxiety.
Centers for Disease Control and Prevention says other observations MedlinePlus lists include problems concentrating or the mind going blank, fatigue, irritability, restless or unsatisfying sleep, restlessness when awake, not eating enough or overeating, outbursts of anger, and physical symptoms such as muscle tension, upset stomach, sweating, difficulty breathing, and headaches.
Centers for Disease Control and Prevention says medlinePlus states that generalized anxiety disorder usually does not occur until puberty and is more often seen in girls than in boys.
Centers for Disease Control and Prevention says medlinePlus states that anxiety disorders share a combination of anxious thoughts that are hard to control, physical symptoms, and changes in behavior such as avoiding everyday activities.
American Academy of Child and Adolescent Psychiatry says aAP, on its HealthyChildren site, uses the terms school avoidance, school refusal, and school phobia when a child regularly resists going to school.
Centers for Disease Control and Prevention says cDC says anxiety symptoms can also include trouble sleeping and physical symptoms such as fatigue, headaches, or stomach-aches.
American Academy of Child and Adolescent Psychiatry says aAP states that children may refuse to attend, create reasons not to go, miss a lot of school, and complain of not feeling well with vague, unexplainable symptoms.
American Academy of Child and Adolescent Psychiatry says aAP says many children who try to avoid school have anxiety-related symptoms over which they have no conscious control, including headaches, stomachaches, hyperventilation, nausea, or dizziness that happen most often on school days and are usually absent on weekends.
Centers for Disease Control and Prevention says aACAP similarly notes that because anxious children may also be quiet, compliant, and eager to please, their difficulties may be missed.
American Academy of Child and Adolescent Psychiatry says aAP also states that these children often do not know exactly why they feel sick and may have a hard time saying what is causing the discomfort.
Centers for Disease Control and Prevention says the American Academy of Pediatrics HealthyChildren site lists physical signs that may appear when a child is feeling anxious and may not be able to say so, including a racing heart, sweating or blushing, shaking or feeling sick to the stomach, feeling very cold or hot, and trouble paying attention or sitting still.
American Academy of Child and Adolescent Psychiatry says aACAP includes refusing to go to school among observations it associates with separation anxiety, along with physical complaints especially at the start of the school week.
Centers for Disease Control and Prevention says nIMH lists observations in younger children that may prompt consideration of an evaluation for a mental health condition, including often seeming fearful or worried, frequent tantrums or irritability much of the time, and frequent stomachaches or headaches with no known medical cause.
Centers for Disease Control and Prevention says cDC lists trouble sleeping and physical symptoms such as fatigue, headaches, or stomach-aches, and notes that some anxious children keep their worries to themselves, so the symptoms can be missed.
Centers for Disease Control and Prevention says aACAP states that anxious children often appear tense, may want a lot of reassurance, and may be quiet, compliant, and eager to please, which can also mean their fears are missed.
Centers for Disease Control and Prevention says for younger children, NIMH includes often seeming fearful or worried, frequent stomachaches or headaches with no known medical cause, frequent tantrums or intense irritability, sleep that is too much or too little, frequent nightmares, and academic struggle.
Centers for Disease Control and Prevention says for older children and adolescents, NIMH includes spending more time alone, avoiding social activities with friends or family, sleep changes, and low energy, among other signs that are not limited to anxiety.
The National Institute of Mental Health (NIMH) says feeling anxious is a normal part of life, but anxiety disorders involve more than occasional worry or fear.
The Centers for Disease Control and Prevention (CDC) states that anxiety is not one disorder. It is a category of conditions.
National Institute of Mental Health says the National Institute of Mental Health (NIMH) lists several types, including generalized anxiety disorder, panic disorder, social anxiety disorder, and various phobia-related disorders.
NIMH says that for people with these disorders, anxiety does not go away, is felt in many situations, and can get worse over time.
Centers for Disease Control and Prevention says cDC says a child may be diagnosed with an anxiety disorder when typical childhood fears do not fade, or when fears and worries interfere with school, home, or play.
Centers for Disease Control and Prevention says on its children’s page, CDC names five types: separation anxiety disorder (being very afraid when away from parents); phobia (extreme fear of a specific thing or situation); social anxiety disorder (being very afraid of places with people, such as school); generalized anxiety disorder (excessive, ongoing worry that is hard to control and is not limited to one situation); and panic disorder (repeated sudden episodes of intense fear with physical symptoms such as a pounding heart, trouble breathing, dizziness, shaking, or sweating).
On its page about anxiety and depression in children, CDC names these conditions in the anxiety category: separation anxiety disorder (being very afraid when away from parents, sometimes with extreme fear of the potential for being separated); phobia (extreme fear about a specific thing or situation, such as dogs, insects, or going to the doctor); social anxiety disorder (being very afraid of going to places where there are people, such as school); generalized anxiety disorder (excessive, ongoing anxiety and worry that is difficult to control and interferes with day-to-day activities); and panic disorder (repeated episodes of sudden, unexpected, intense fear with symptoms such as a pounding heart, trouble breathing, or feeling dizzy, shaky, or sweaty).
American Psychiatric Association says the American Psychiatric Association (APA) lists anxiety disorders as identified in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR).
American Academy of Child and Adolescent Psychiatry says the American Psychiatric Association (APA) defines separation anxiety disorder as excessive fear about being apart from attachment figures.
American Psychiatric Association says that list includes generalized anxiety disorder, panic disorder, specific phobias, agoraphobia, social anxiety disorder (also called social phobia), separation anxiety disorder, and selective mutism.
American Psychiatric Association says aPA says selective mutism is a condition in which a child is unable to speak in certain social situations despite speaking normally in others.
American Psychiatric Association says aPA says a person with separation anxiety disorder is excessively fearful or anxious about separation from those to whom they are attached, beyond what is appropriate for the person's age.
American Academy of Child and Adolescent Psychiatry says aACAP states that the related symptoms and behaviors are common among children with separation anxiety disorder.
American Academy of Child and Adolescent Psychiatry says aACAP also notes that a child may complain of headache, sore throat, or stomachache before school, and that the complaint often eases after the child stays home.
NIMH names several types of anxiety disorders, including generalized anxiety disorder, panic disorder, social anxiety disorder, and various phobia-related disorders.
NIMH describes generalized anxiety disorder as extreme worry that is more frequent or more intense than the situation warrants and that can last for months or years.
National Institute of Mental Health says nIMH describes generalized anxiety disorder as worry that is more frequent or more intense than the situation calls for, with a persistent feeling of anxiety or dread that interferes with daily life.
National Institute of Mental Health says nIMH says children and teens with this condition often focus on school, activities, friendships, and the future.
National Institute of Mental Health says nIMH describes social anxiety disorder as anxiety or fear in situations where a person may be scrutinized or judged by others.
National Institute of Mental Health says medlinePlus says the main feature in children is frequent worry or tension for at least six months, even with little or no clear cause.
National Institute of Mental Health says nIMH says children and teens with social anxiety disorder may try to avoid going to school, have difficulty making friends, complain of stomachaches or headaches, have emotional outbursts in social situations, or refuse to speak or participate in social situations.
American Academy of Child and Adolescent Psychiatry says nIMH describes panic disorder as frequent, unexpected panic attacks—sudden waves of fear or a sense of losing control when there is no clear danger.
The American Academy of Child and Adolescent Psychiatry (AACAP) says there are quite a few different types of anxiety in children and lists symptoms of separation anxiety, phobia, selective mutism, and social anxiety.
American Academy of Child and Adolescent Psychiatry says in a fact sheet titled "Children Who Won't Go to School (Separation Anxiety)," AACAP describes some children as having intense fear or panic about going to school and a paralyzing fear of leaving the safety of their parents and home.
American Academy of Child and Adolescent Psychiatry says aPA defines it as a child not speaking in some social settings, such as school, even though the child speaks in other settings.
American Academy of Child and Adolescent Psychiatry says aACAP says such symptoms and behaviors are common among children with separation anxiety disorder.
American Psychiatric Association says on the same page as its anxiety-disorder list, APA names posttraumatic stress disorder (PTSD), acute stress disorder, obsessive-compulsive disorder, and adjustment disorder as related conditions that are not in that anxiety-disorder list.
MedlinePlus names generalized anxiety disorder, panic disorder, and phobias as types of anxiety disorders, and describes fear of social situations as social anxiety within its phobias category.
Last checked August 20, 2026.
When it may be more than ordinary childhood worry
Where the difference is described by clinicians, and who can tell you for your own child.
In a publication for parents, NIMH says: if your child's behavior is unsafe, or if your child talks about wanting to hurt themselves or someone else, seek help immediately.
CDC's page on anxiety and depression in children has a "Get help now" heading.
National Institute of Mental Health says nIMH repeats this language on its pages about generalized anxiety disorder, social anxiety disorder, and panic disorder.
National Institute of Mental Health says on its generalized anxiety page, NIMH also notes that some people with that condition have suicidal thoughts or behaviors.
The same AAP HealthyChildren.org page has a heading "Go to ER Now." The items listed there are: breathing fast now and this is the child's first attack; heart is racing or pounding now and this is the child's first attack; an anxiety attack is suspected and this is the child's first attack; passed out (fainted) and now awake; drug or alcohol use is suspected and the child has symptoms now; and past psychiatric hospitalization for similar symptoms the child is having now.
American Academy of Child and Adolescent Psychiatry says aACAP lists “threatens to harm or kill oneself” among signs that a psychiatric evaluation may be useful for a younger child.
The page also says that when symptoms keep the child from doing most normal activities, "these patients often need to be seen urgently by a mental health provider."
Options, not instructions. There is no single right order, and you can stop after one.
U.S. Department of Education says under the Individuals with Disabilities Education Act, public school districts are required to evaluate children suspected of having a qualifying disability that impacts educational progress.
Centers for Disease Control and Prevention says cDC states that when a family is concerned about anxiety in a child, they may talk with the child's primary care provider or a mental health specialist about an evaluation.
Centers for Disease Control and Prevention says cDC reports that the U.S. Preventive Services Task Force recommends screening for anxiety in children ages 8 to 18 years.
U.S. Department of Education says parents have the right to submit a written request for a comprehensive evaluation at no cost to determine eligibility for special education services or formal accommodations.
Centers for Disease Control and Prevention says cDC notes that some signs of anxiety can come from other conditions, and that a careful evaluation is used to reach a diagnosis.
MedlinePlus, National Library of Medicine says medlinePlus states that a health care provider diagnoses an anxiety disorder by asking about symptoms and medical history.
MedlinePlus, National Library of Medicine says a physical exam or lab tests may be used to check whether another health problem could explain the symptoms.
MedlinePlus, National Library of Medicine says if another health problem is not found, the child may receive a psychological evaluation from that provider or from a mental health professional.
MedlinePlus, National Library of Medicine says for generalized anxiety disorder in children, MedlinePlus says the diagnosis is based on the parent’s and child’s answers to those questions, including mental and physical health, school problems, and behavior with friends and family.
The National Institute of Mental Health states that an evaluation by a mental health professional can help clarify a child's emotions, behavior, and current situation.
National Institute of Mental Health says nIMH describes a comprehensive child mental health evaluation as usually including a parent interview about development, temperament, relationships, medical history, interests, abilities, and any prior treatment.
National Institute of Mental Health says the professional then reviews whether the child's emotions and behavior relate to stresses at home or school or may indicate a disorder.
Centers for Disease Control and Prevention says for children younger than 3 years, CDC describes early intervention as publicly funded services for infants and toddlers with developmental delays and disabilities.
Centers for Disease Control and Prevention says cDC states that eligibility is based on an evaluation of the child's skills and abilities. Each state sets its own eligibility rules.
Centers for Disease Control and Prevention says cDC says a family can contact the state early intervention program and ask for an evaluation. A doctor's referral is not required.
Centers for Disease Control and Prevention says cDC states that for a child age 3 or older, a family can ask a local public elementary school for an evaluation through the school system for preschool special education services.
Centers for Disease Control and Prevention says they do not, by themselves, establish that a child has an anxiety disorder or that the child is eligible.
U.S. Department of Education says under the Individuals with Disabilities Education Act, either a parent or a public agency may request an initial evaluation to determine whether a child is a child with a disability.
U.S. Department of Education says federal rules say the evaluation must use a variety of tools, include information from the parent, and not rely on any single measure.
U.S. Department of Education says the child is assessed in all areas related to the suspected disability, including social and emotional status when appropriate.
The U.S. Department of Education also states that a parent has the right to request that the school determine whether the child has a disability and whether special education or related services are needed.
U.S. Department of Education says if they disagree with the school's evaluation, they have a right to one independent evaluation at public expense, subject to the conditions in the regulation.
The National Institute of Mental Health lists psychotherapy, specifically Cognitive Behavioral Therapy, as an established psychological approach for childhood anxiety disorders.
Centers for Disease Control and Prevention says cDC describes behavior therapy as including child therapy, family therapy, or a combination of both.
Centers for Disease Control and Prevention says cDC describes cognitive-behavioral therapy as one form of therapy used for anxiety, particularly in older children.
Centers for Disease Control and Prevention says cDC states that behavior therapy for anxiety may involve helping children cope with anxiety symptoms while they are gradually exposed to their fears.
National Institute of Mental Health says nIMH states that psychotherapy, sometimes called talk therapy, includes structured approaches directed at specific conditions.
National Institute of Mental Health says nIMH says effective psychotherapy for children often includes parent involvement, skills practice at home or school, and tracking of progress.
National Institute of Mental Health says nIMH also describes exposure therapy, a type of cognitive behavioral therapy used for anxiety disorders, as practice in a supportive setting until the fear tied to certain situations goes down.
Centers for Disease Control and Prevention says medlinePlus describes cognitive behavioral therapy as teaching different ways of thinking and behaving, and says it may include exposure therapy.
American Academy of Child and Adolescent Psychiatry says the American Academy of Child and Adolescent Psychiatry lists several treatment categories that may be used together: individual psychotherapy, family therapy, medications, behavioral treatments, and consultation to the school.
National Institute of Mental Health says nIMH also names family counseling and support for parents among options a mental health professional may discuss.
National Institute of Mental Health says for generalized anxiety disorder in children, MedlinePlus says talk therapy or medicine alone may be used in less severe cases, and that a combination may be used in more severe cases.
National Institute of Mental Health says nIMH states that many medicines used for depression, including selective serotonin reuptake inhibitors and serotonin-norepinephrine reuptake inhibitors, may also be used to treat anxiety.
National Institute of Mental Health says nIMH states that medicines are often used together with psychotherapy, that people respond in different ways, and that a health care provider or mental health professional develops an individual plan.
National Institute of Mental Health says nIMH notes that in some cases children, teenagers, and young adults under 25 may experience an increase in suicidal thoughts or behavior when taking antidepressants, especially in the first weeks or when the dose is changed, and that people taking antidepressants should be watched closely. These sources describe categories of care.
Centers for Disease Control and Prevention says cDC lists the child's primary care provider and mental health specialists as clinicians families talk with about evaluation and treatment.
National Institute of Mental Health says nIMH states that many types of professionals offer psychotherapy, including psychiatrists, psychologists, social workers, counselors, and psychiatric nurses.
Centers for Disease Control and Prevention says aACAP identifies child and adolescent psychiatrists as physicians with added training in child and adolescent psychiatry.
Centers for Disease Control and Prevention says through HealthyChildren.org, the American Academy of Pediatrics describes the pediatrician as a clinician families talk with about anxiety and about whether seeing a specialist may help.
Centers for Disease Control and Prevention says healthyChildren.org names cognitive behavioral therapy as a type of therapy the pediatrician may discuss.
National Institute of Mental Health says nIMH states that children whose behavioral or emotional challenges interfere with success in school may benefit from plans or accommodations under laws that prevent discrimination against children with disabilities.
National Institute of Mental Health says nIMH states that families may ask the school whether accommodations such as an individualized education program are appropriate.
U.S. Department of Education, Office of Special Education Programs says the Individuals with Disabilities Education Act (IDEA) is a federal law that makes a free appropriate public education (FAPE) available to eligible children with disabilities.
U.S. Department of Education says under the Individuals with Disabilities Education Act, a student whose anxiety significantly affects their educational performance may be evaluated for special education services, often classified under categories such as Emotional Disturbance or Other Health Impairment.
U.S. Department of Education, Office of Special Education Programs says it must consider present levels of academic achievement and functional performance and the impact of the disability on involvement and progress in the general education curriculum.
U.S. Department of Education says emotional disturbance means a condition that shows one or more listed characteristics over a long period of time and to a marked degree that adversely affects educational performance.
U.S. Department of Education says one listed characteristic is a tendency to develop physical symptoms or fears associated with personal or school problems.
U.S. Department of Education says other health impairment means limited strength, vitality, or alertness, including heightened alertness to environmental stimuli, due to chronic or acute health problems, that adversely affects educational performance.
U.S. Department of Education says a parent or a public agency may request an initial evaluation to decide whether a child is a child with a disability.
U.S. Department of Education says after the school receives parental consent, the initial evaluation must be completed within 60 days, or within a different timeframe if the State has set one.
U.S. Department of Education says each State must have policies to identify, locate, and evaluate all children with disabilities who need special education and related services, regardless of the severity of the disability.
U.S. Department of Education says this child find duty also covers children who are suspected of being a child with a disability and of needing special education, even if they are advancing from grade to grade.
U.S. Department of Education, Office for Civil Rights says school districts that receive federal financial assistance must provide FAPE to each qualified student who has a physical or mental impairment that substantially limits one or more major life activities.
The U.S. Department of Education Office for Civil Rights (OCR) states that a physical or mental impairment includes any mental or psychological disorder.
U.S. Department of Education, Office for Civil Rights says under Section 504, FAPE is regular or special education and related aids and services designed to meet the student's individual educational needs as adequately as the needs of students without disabilities are met.
U.S. Department of Education, Office for Civil Rights says oCR's Section 504 resource guide states that a student may have a disability even if the impairment does not limit learning, and even if the student earns good grades.
U.S. Department of Education, Office for Civil Rights says oCR generally looks to the IDEA timeline, or to State or local policy, to judge whether the time taken after consent is reasonable.
U.S. Department of Education, Office for Civil Rights says oCR's September 2024 fact sheet on Section 504 and depression states that frequent absence or refusal to attend school can be among the ways a mental health condition shows up at school, and that a school has a duty to evaluate when it has reason to believe a student has a disability and needs special education or related aids and services.
U.S. Department of Education, Office for Civil Rights says if a student is eligible under both IDEA and Section 504, OCR states that implementing an IEP is one way to meet Section 504 FAPE requirements.
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Signs and characteristics
U.S. health agencies and pediatric professional groups describe some fear and worry as typical in childhood. They describe anxiety disorders when fear or worry lasts, shows up in many situations, or gets in the way of school, home, or play. Observations they list differ by type of anxiety and sometimes by age.
The Centers for Disease Control and Prevention (CDC) states that many children have fears and worries, and that strong fears can appear at different times in development. CDC gives the example that toddlers can become very distressed about being away from their parents even when they are safe and cared for. CDC says that when a child does not outgrow the fears and worries that are typical in young children, or when there are so many fears and worries that they interfere with school, home, or play, the child may be diagnosed with an anxiety disorder. The National Institute of Mental Health (NIMH) states that anxiety disorders involve more than occasional worry or fear, and that the anxiety does not go away, is felt in many situations, and can get worse over time.
The American Academy of Child and Adolescent Psychiatry (AACAP) states that some fear and anxiety is expected at specific times in development. AACAP notes that from about 8 months through the preschool years, healthy youngsters may show intense distress at times of separation from parents or other close caregivers. AACAP also states that young children may have short-lived fears, such as fear of the dark, storms, animals, or strangers. AACAP says anxious children often appear tense, may want a lot of reassurance, and that their worries may interfere with activities.
CDC describes anxiety as a category of conditions, not one disorder. CDC describes separation anxiety disorder as being very afraid when away from parents, sometimes with extreme fear of the potential for being separated. AACAP describes observations it associates with separation anxiety, including constant thoughts and intense fears about the safety of parents and caretakers, refusing to go to school or separate from parents or caregivers, frequent stomachaches and other physical complaints especially on Sunday nights and Monday mornings, extreme worries about sleeping away from home, being overly clingy, panic or tantrums at times of separation, and trouble sleeping or nightmares.
MedlinePlus states that the main feature of generalized anxiety disorder in children is frequent worry or tension for at least 6 months, even with little or no clear cause, and that worries seem to float from one problem to another. MedlinePlus says children with this kind of anxiety commonly focus their worries on doing well at school and sports, the safety of themselves or their family, and illness in themselves or their family, and that the child often needs reassurance. NIMH states that children and teens with generalized anxiety disorder may worry about many of the same things as adults, but that their concerns often center on school, extracurricular activities, friendships, and the future. NIMH also states that they may struggle with uncertainty, fear of making mistakes, or worry about disappointing others, and may strive for perfection.
CDC describes social anxiety disorder as being very afraid of going to places where there are people, such as school. AACAP describes observations it associates with social anxiety, including fears of meeting or talking to people, avoidance of social situations, and few friends outside the family. AACAP also lists refusing to go to school among the observations it associates with separation anxiety. MedlinePlus states that anxiety disorders share a combination of anxious thoughts that are hard to control, physical symptoms, and changes in behavior such as avoiding everyday activities.
CDC states that anxiety may present as fear or worry but can also make children irritable and angry. CDC says anxiety symptoms can also include trouble sleeping and physical symptoms such as fatigue, headaches, or stomach-aches. CDC notes that some anxious children keep their worries to themselves, so the symptoms can be missed. AACAP similarly notes that because anxious children may also be quiet, compliant, and eager to please, their difficulties may be missed. The American Academy of Pediatrics HealthyChildren site lists physical signs that may appear when a child is feeling anxious and may not be able to say so, including a racing heart, sweating or blushing, shaking or feeling sick to the stomach, feeling very cold or hot, and trouble paying attention or sitting still. NIMH lists observations in younger children that may prompt consideration of an evaluation for a mental health condition, including often seeming fearful or worried, frequent tantrums or irritability much of the time, and frequent stomachaches or headaches with no known medical cause. NIMH presents that list for childhood mental health conditions in general, not only anxiety disorders.
Last checked August 19, 2026
Types and related conditions
U.S. health agencies describe anxiety disorders as a group of conditions, not one diagnosis. Named types include separation anxiety, generalized anxiety, social anxiety, specific phobias, agoraphobia, panic disorder, and selective mutism. School refusal is described as a behavior often seen with separation anxiety, not as its own named disorder.
The Centers for Disease Control and Prevention (CDC) states that anxiety is not one disorder. It is a category of conditions. The National Institute of Mental Health (NIMH) lists several types, including generalized anxiety disorder, panic disorder, social anxiety disorder, and various phobia-related disorders.
CDC says a child may be diagnosed with an anxiety disorder when typical childhood fears do not fade, or when fears and worries interfere with school, home, or play. On its children’s page, CDC names five types: separation anxiety disorder (being very afraid when away from parents); phobia (extreme fear of a specific thing or situation); social anxiety disorder (being very afraid of places with people, such as school); generalized anxiety disorder (excessive, ongoing worry that is hard to control and is not limited to one situation); and panic disorder (repeated sudden episodes of intense fear with physical symptoms such as a pounding heart, trouble breathing, dizziness, shaking, or sweating).
The American Psychiatric Association (APA) defines separation anxiety disorder as excessive fear about being apart from attachment figures. The feeling lasts at least four weeks in children and causes problems with daily functioning. The American Academy of Child and Adolescent Psychiatry (AACAP) describes school refusal as intense fear or panic about going to school. AACAP states that the related symptoms and behaviors are common among children with separation anxiety disorder. AACAP also notes that a child may complain of headache, sore throat, or stomachache before school, and that the complaint often eases after the child stays home.
NIMH describes generalized anxiety disorder as worry that is more frequent or more intense than the situation calls for, with a persistent feeling of anxiety or dread that interferes with daily life. NIMH says children and teens with this condition often focus on school, activities, friendships, and the future. MedlinePlus says the main feature in children is frequent worry or tension for at least six months, even with little or no clear cause.
NIMH describes panic disorder as frequent, unexpected panic attacks—sudden waves of fear or a sense of losing control when there is no clear danger. APA, using DSM-5-TR, also lists selective mutism as an anxiety disorder. APA defines it as a child not speaking in some social settings, such as school, even though the child speaks in other settings. AACAP lists the same pattern among types of anxiety in children.
Last checked August 19, 2026
When to seek urgent professional help
Federal agencies frame thoughts of suicide, a mental-health or substance-use crisis, emotional distress, and life-threatening situations as reasons to use 988 or 911 right away. AACAP lists threats of self-harm or suicide among signs that a psychiatric evaluation may be useful and states that anyone who needs immediate assistance should call 911.
CDC states that if a person is struggling or in crisis, confidential help is available at all hours. CDC says to call or text 988, or chat at 988lifeline.org.
NIMH states: if you or someone you know is struggling or having thoughts of suicide, call or text 988. NIMH states that in life-threatening situations, call 911. NIMH repeats this language on its pages about generalized anxiety disorder, social anxiety disorder, and panic disorder. On its generalized anxiety page, NIMH also notes that some people with that condition have suicidal thoughts or behaviors.
The Substance Abuse and Mental Health Services Administration (SAMHSA) states that people can call or text 988, or chat at 988lifeline.org, for themselves or if they are worried about a loved one who may need crisis support. SAMHSA says 988 counselors can help people experiencing thoughts of suicide, mental health or substance use crises, and emotional distress.
AACAP lists “threatens to harm or kill oneself” among signs that a psychiatric evaluation may be useful for a younger child. For pre-adolescents and adolescents, AACAP lists threats of self-harm or harm to others, and self-injury or self-destructive behavior, among those signs. AACAP states: if you need immediate assistance, please dial 911.
Last checked August 19, 2026
Where this comes from
Sources last checked August 19, 2026. You can read every page we used.
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