Math and school anxiety: comparing students with and without SLD and the potential role of active breaks

School and math anxiety can hinder learning, especially in students with SLD, who often struggle with Executive Functions and emotion regulation. This paper, based on data from the PRIN PNRR 2022 “Inclusive didactic for enhancing math learning and reducing math anxiety: efficacy of active breaks in the classroom” project, analyzes anxiety traits in a sub-sample of 4150 students from Sicily, Puglia, and Piedmont, comparing SLD and non-SLD students. It also explores Active Breaks as an inclusive strategy to reduce anxiety and support math learning.