Behind the Screen: Online Meeting Anxiety (Yes, Even Teachers Have It)
The Virtual Vibe: Success and Sanity for the Online Teacher
September 15, 2025
The Zoom window pops up, and there’s Jordan, again. Camera off. Microphone dead. All communication must go through the chat box. You wait, hoping for a sign they’re listening, typing, engaging, but the silence stretches. You might wonder, “Why won’t they just participate?”
For many students, online lessons are stressful, overwhelming, and anxiety-inducing. Some worry about being judged, others feel exposed seeing themselves on camera, and for many, the chaos of home life adds another layer of pressure. For Jordan, this means participating without ever feeling truly seen, while still trying to keep up with the class.
One lesser-known factor is mirror anxiety, the stress of constantly seeing your own face on screen. This can make even confident students hesitant to speak or engage. And yes, even teachers feel it too. Personally, this is why I get my happy wrinkle juice pumped into the deep number 11 between my eyes every four months. The pinch is worth it, because honestly, staring at my own resting “B” face on camera all day is enough to make anyone anxious.
Symptoms of online meeting anxiety can include:
Silence or minimal participation
Hesitation or rapid, shallow answers
Fidgeting, looking away, or multitasking
Avoiding the camera entirely
Physical signs like tense posture, sweating, or restless movements
If these behaviors are taken personally, it can be discouraging for both teachers and students. The good news? Online meeting anxiety can be addressed with thoughtful strategies that help students, and teachers, feel more comfortable and confident.
Here are some strategies that can make a difference:
Normalize the experience: Let students know anxiety about speaking online is common, even adults experience it.
Low-pressure participation: Polls, chat responses, or reaction emojis give students a way to engage without speaking aloud.
Private check-ins: Short one-on-one conversations can uncover what’s holding a student back and show you care.
Small group or one-on-one options: If a student struggles in large group sessions, consider a smaller group with peers who also experience anxiety, a one-on-one session, or having them review a session and talk through it with you over the phone. There are multiple ways to support participation.
Gradual practice: Encourage students to start with small contributions before moving to larger discussions or presentations.
Reduce mirror stress: Encourage turning off self-view or using a virtual background to reduce self-consciousness.
Teach self-regulation: Breathing exercises, grounding techniques, and short breaks can help students calm their nerves.
Predictable routines: Clear agendas, consistent meeting structures, and reminders reduce uncertainty and help anxious students feel prepared.
Next time a student is silent, hesitant, or fidgety online, pause. Behavior is often the surface, anxiety is usually the story underneath. With patience, empathy, and thoughtful coaching, we can help students navigate the digital classroom with confidence, and help ourselves model that resilience too.
Because when we focus on the story behind the screen, we don’t just reach students, we honor them.
Take one small action this week: Check in with at least one student who struggles with live sessions. Even a brief, supportive conversation can make a big difference.
Pause, Ponder & Progress
How does my own experience with online meeting anxiety show up in the way I teach or respond to students?
Which students might be struggling silently, and what concrete steps can I take to create a safer space for them?
What low-pressure or alternative ways can I offer for students to participate without fear?
Are my online routines consistent and predictable, or could small changes reduce student anxiety?
Before labeling a student as disengaged, how often do I pause to consider the story behind their behavior, and what can I do differently next time?
About the Author
With over 20 years in education - most of them spent in the virtual trenches - Desire’ Mosser has done more than survive online teaching; she’s helped others thrive in it! As the author of SOS: Strategies for Online Survival, she dishes out practical tools, honest lessons, and just the right amount of humor to keep educators going.
Former Pasco eSchool Teacher of the Year and Florida Virtual Schools Mentor of the Year, she continues to champion excellence in virtual learning today. She currently serves as Vice President of B.O.L.D. (Blended Online Learning Discovery of Florida). Her passion? Coaching educators to find their stride, build meaningful connections with students and families, and master the art of scheduling for sanity—preferably with a strong cup of coffee in hand. For more real talk, useful tips, and the occasional caffeine-fueled confession, connect with her on LinkedIn.
