But you can’t say all kids with anxiety come from parents who parent like that
Except nobody has said all kids come from parents like that. 🙄
People have said there's a range of factors and parenting choices and influences are some of those factors.
How on earth do children and teens learn how to appraise risks and take risks if the adults don't let them? How do they learn it's ok to make mistakes or mess up or do badly on a test if they're never allowed to fail or they get it in the neck any time anything isn't top? How do children learn it's ok to find things tough and that life isn't a competition if their parents have spent years focusing on how great it is that their child is better than others? How do children learn how to travel independently without being scared of kidnap if home insist on ferrying them round because the streets are apparently not safe? How do they learn to manage their time if home micromanage their time? How do they learn how to navigate social situations and fall outs if someone always swoops in to rescue them? How do they learn to see being in a lower set as a positive opportunity to learn at their pace if they've only ever heard their parents speak of lower sets as being for "bad children" or "naughty children"?
Ultimately the way adults model resilience and life skills and outlook affects children.
It makes me think of two classes one year. With mine, we'd worked hard for 2 years, they'd been praised when needed and nudged/sanctioned when needed, they were told they'd find things difficult and that's ok, they were told that they'd score some low marks along the way and that's ok, they knew that when they went into that exam they'd be well prepared and I had every faith in them.
Meanwhile in another class students were wound up, stressed out, told they had to learn at least X number of quotations or they'd struggle on the paper, they had lots of so called motivational talks which seemed to be a colleague passing on their own stresses. But then they were always told they were out performing other classes (they weren't and the colleague wasn't aware of other group performance). They'd get detailed essay frames to ensure their essays got higher marks, because that made them feel good (even though they couldn't replicate it in the exam). It was a mix of steamrollering difficulties and bigging them up, and stressful pep talks to pile the pressure on. They wanted the reassurance of being top/better than everyone else, but we're also crippled in places by the pressure.
As y11 rolled round, my class were calmer and more confident and not worried, whilst the other class were worrying, always fishing for information about what grades everyone else was on, asking what homework different classes were doing etc.
My class got the better results and were less stressed.
That's an anonymised anecdotal observation, but if that's the difference on a few hours a week, imagine the difference the adults in a child's whole life could have.