This work presents a study on the symptomatology of anxiety among elementary school students from public schools in the city of Bragança, in the state of Pará. The objective was to analyze the impacts of anxiety on the learning and academic performance of 62 students from the 7th, 8th, and 9th grades of different schools. This research is both bibliographical and fieldbased, with a quantitative and qualitative approach. Data collection was carried out through a multiple-choice questionnaire aimed at identifying the presence, intensity, and frequency of anxiety symptoms. The theoretical framework was supported by the reflections of Barlow (2002), Hoffman et al. (2012), Lenhardt and Calvetti (2017), Nardi (2019), Bastardas (2020), Silva (2020), Fontoura (2021), among others. The results indicated a predominance of mild anxiety symptoms, with daily frequency and, in most cases, spontaneous onset. It was found that these symptoms significantly interfere with both academic performance and social interactions of the students. We conclude that this scenario demands interventions in various areas, including government practices, school actions, and family support.
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