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6 Picture Books That Help Children Understand Anxiety

Therapist-recommended stories for talking about worry, brave feelings and what happens in our bodies when we're anxious.

Reviewed by Sian Trombley, CCCFounder, Thrive Family Company

9 min read

AgesAges 5–8Anxiety9 min readTherapist Created

Best for parents of children who are…

  • worrying often, or asking the same question again and again
  • needing extra emotional support at the moment
  • going through a change at home or at school

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There is a particular kind of stuck that happens when you try to talk to a worried child directly. You ask what's wrong and they say nothing. You offer a reason not to worry and they find a better reason to keep worrying. The conversation closes before it opens.

A book changes the geometry of that conversation. Instead of sitting opposite your child, examining them, you sit beside them and both look at someone else's worry. That small shift — from being the subject to being the observer — is what therapists call externalising, and it is one of the most reliable ways to make anxiety discussable for a child who cannot yet describe it.

Picture books do something else too. They give a child language before they need it. A four-year-old who has met a worry that grows when it is ignored has a concept waiting for them at seven, when the stomach aches start before school. That is not a small thing.

Cover of Ruby Finds a Worry by Tom Percival
01

Ruby Finds a Worry

Tom Percival
Why I like it

Ruby's worry appears as a small yellow shape that grows every time she keeps it to herself. It is the clearest picture-book rendering of the mechanism that keeps childhood anxiety going: worry fed by silence and avoidance gets bigger, worry that is spoken aloud gets smaller.

The resolution matters as much as the metaphor. Ruby does not defeat her worry — she talks to someone, and the worry shrinks to a manageable size. That is an honest model of what actually helps, and it is the model most children's books get wrong.

Best for

Ages 3–7 · Children who go quiet · First conversations about worry

Try this after reading

Ask what colour and size their worry would be today. Draw it together. Then ask what makes it bigger and what makes it smaller — and write both lists down. You now have a plan disguised as a drawing.

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Cover of The Worrysaurus by Rachel Bright and Chris Chatterton
02

The Worrysaurus

Rachel Bright & Chris Chatterton
Why I like it

A small dinosaur sets out for a perfect day and a butterfly of worry starts fluttering in his tummy, growing louder until the day is nearly ruined. The rhyme carries young children through it easily, but the mechanism underneath is precise: the worry is a physical sensation first and a thought second.

What makes it useful is the tin. Worrysaurus keeps a box of small comforting things and uses it when the flutter starts — a concrete, portable coping plan rather than a promise that nothing bad will happen.

Best for

Ages 3–7 · Tummy worries · Children who need something to hold

Try this after reading

Make the tin. A photo, a smooth stone, a note in your handwriting, one joke. Pack it together on a calm afternoon and let your child choose everything that goes in it.

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Cover of The Huge Bag of Worries by Virginia Ironside
03

The Huge Bag of Worries

Virginia Ironside
Why I like it

Jenny drags a bag of worries everywhere until an older neighbour helps her take them out and look at each one. Several turn out to belong to somebody else. Several are not worth keeping.

This is the closest a picture book comes to a genuine cognitive exercise, and it lands especially well with children who carry other people's stress — the ones who worry about money, or about you.

Best for

Ages 5–9 · Over-responsible children · Worry that piles up

Try this after reading

Empty the bag literally. One worry per scrap of paper, then three piles: mine to solve, mine to carry for now, not mine at all. Keep the last pile somewhere out of the bedroom.

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Cover of Wilma Jean the Worry Machine by Julia Cook
04

Wilma Jean the Worry Machine

Julia Cook
Why I like it

Wilma Jean worries about everything, and her teacher and mother do something unusually sensible: they help her sort worries into the ones she can do something about and the ones she cannot. The second pile gets handed over rather than argued with.

It is the most explicitly instructional book here, written by a school counsellor, and it suits the child whose anxiety has already spread across school, friendships and home. The back of the book includes strategies you can use verbatim.

Best for

Ages 5–10 · Generalised worry · School anxiety

Try this after reading

Draw two circles: things I control, things I do not. Sort this week's worries into them out loud. Then work only on the first circle — and give the second one somewhere to live, like a jar on a shelf.

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Cover of What Do You Do With a Problem? by Kobi Yamada, illustrated by Mae Besom
05

What Do You Do With a Problem?

Kobi Yamada & Mae Besom
Why I like it

A child is followed by a problem that grows the longer it is avoided — and shrinks the moment it is faced. The illustrations do most of the work, moving from storm-grey to light as the child turns around.

This is the avoidance book. For an older child who has learned to dodge anything difficult, it makes the cost of avoidance visible without a single word of lecture, and it ends with the idea that the problem contained something useful.

Best for

Ages 6–11 · Avoidance · Perfectionism

Try this after reading

Name one thing they have been walking around all week and do the smallest possible piece of it together — five minutes, timed. Facing it partly is still facing it.

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Cover of A Little Spot of Anxiety by Diane Alber
06

A Little Spot of Anxiety

Diane Alber
Why I like it

The simplest and most concrete of the six. Anxiety is a scribbly spot that can be calmed with practical strategies a young child can actually perform — breathing, grounding, naming what is around them.

Where the other books build understanding, this one builds a toolkit, and it does so without asking a five-year-old to hold an abstraction. For a child mid-spiral, that is often what is needed.

Best for

Ages 4–8 · Children who want something to do · Building a calm-down plan

Try this after reading

Choose one strategy from the book — just one — and practise it daily when your child is calm. Skills learned in calm are the only skills available in panic.

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Books do not treat anxiety. What they do is give a family shared language, and shared language is what makes the harder work possible — the graded steps, the tolerated discomfort, the parent who stays warm while declining to remove the thing their child is afraid of. That work is easier to start when everyone in the house already agrees on what the worry is called.

Children do not need a perfect parent. They need a predictable one who returns after hard moments.

Sian Trombley, Canadian Certified Counsellor

What you can try this week

Step 01

Choose one moment

Pick a single recurring flashpoint this week rather than reforming everything at once.

Step 02

Name it out loud

Put language to what you notice: “Your body looks like it's had enough of today.”

Step 03

Repair afterwards

Return once everyone is settled. Repair, not the rupture, is what children remember.

Step 04

Track it lightly

Note what happened before and after. Patterns show up within about a week.

Key takeaways
  • The behaviour you are seeing is a nervous system doing its best with the skills it currently has.
  • Small, repeated responses change more than one big conversation ever will.
  • Your calm is the intervention — regulation is caught before it is taught.
  • Avoidance shrinks a child's world; graded practice grows it back.
  • Repair after a hard moment matters more than preventing every hard moment.
Reflection
  1. Which moment in this article felt most familiar in your own home?

  2. What is one response you would like to change this week?

  3. What support would make that change realistic rather than aspirational?

Printable resources

Recommended Thrive courses

This article is educational and is not a substitute for individual clinical advice. Comments are closed so the Journal stays a calm place to read.

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