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Sarason et al present evidence that the anxious child will suffer in the test-like situation, and that his performance will be impaired unless he receives supporting and accepting treatment from the teacher.

Although the present study was not a direct replication of their investigations, the results do not confirm their conclusion.

Observers, in the two school systems studied here, judged the teachers in the structured schools to be more impersonal and demanding, while the atmosphere in the unstructured schools was judged to be more supporting and accepting.

Yet the highly anxious child suffered a tremendous disadvantage only in the unstructured school, and performed as well or better than average in the structured setting.