FEATURE FOCUS: EXAMS
Helping students to navigate exam stress
ALICE HENDY MBE, CEO and Founder of R;pple, talks student stress management as schools head towards exam season
Below are some key ways teachers can support students during exam season: • Normalise stress: Remind students that feeling anxious is completely normal and doesn’t mean they are unprepared or weak.
• Promote realistic goals: Encourage students to aim for progress, not perfection. Small, steady improvements are what really matter.
• Teach study skills: Show them how to break revision into manageable chunks and make effective timetables.
• Model healthy habits: Talk openly about the importance of sleep, nutritious meals, and taking breaks. A 10–15-minute break every hour can actually help retain more information than non-stop studying.
• Create a calm environment: Keep classroom pressures low when possible. Offer space for quiet study sessions, questions, or general reassurance. It’s also a good idea to encourage students to reach out for help as soon as they’re struggling with a topic or feeling overwhelmed.
E
xam season can be an incredibly stressful time for many students, shaped by a complex mix of pressure, fear, and high expectations.
One of the greatest sources of anxiety is the fear of failure. Many students worry about the consequences of poor grades, from disappointing family members to missing out on important future opportunities.
Managing time effectively often becomes another major challenge. Many young people are not only balancing revision but also dealing with part-time jobs, sports commitments, and family responsibilities. This juggling act can leave them stretched thin, struggling to prioritise their workload. At the same time, uncertainty about exam content and personal preparedness can further heighten feelings of anxiety, making it difficult for students to feel fully in control of their revision.
Physical exhaustion also plays a major role. Long study hours, lack of sleep, poor nutrition, and limited time for real rest can leave students feeling depleted both mentally and physically. Over time, this exhaustion can intensify feelings of stress and anxiety, creating a cycle that is difficult to break without the right support. Teachers are in a unique position to help students navigate this challenging period by offering practical strategies, creating a supportive environment, and encouraging healthy habits.
May 2025
• Watch for signs of burnout: Look out for students who seem withdrawn, overly anxious, or physically exhausted, and check in with them. Remind students that sleep strengthens memory — a full night’s sleep is like pressing ‘save’ on everything they learned that day.
• Celebrate effort, not just achievement: Praise hard work and resilience, not just top scores. Students need to hear that their effort matters.
Introducing mindfulness and breathing workshops during exam season can be a simple but powerful way to support students’ mental health. Short sessions that teach basic mindfulness techniques, deep breathing exercises, or simple grounding strategies can give students practical tools to manage feelings of anxiety. These skills not only help in the moment but can also build long-term emotional resilience. Another valuable initiative is offering drop-in support sessions. Making counsellors, pastoral staff, or trusted teachers available for casual, no- appointment-needed check-ins can encourage students to seek help early if they are struggling. Just knowing that there is a safe, welcoming space to talk can reduce feelings of isolation and make it easier for students to ask for the support they need.
In these moments of heightened stress, students may turn to the internet for answers, and unfortunately, some of these searches can
www.education-today.co.uk 39
lead to harmful or distressing content. This is where tools like the free R;pple tool become invaluable. By installing R;pple onto laptops and desktop computers and on the Wi-Fi, educational establishments can provide immediate, tailored support to those who might be struggling with difficult emotions or engaging in harmful search behaviours. This proactive approach ensures that no student is left to cope with the pressure alone, offering a lifeline when they need it most.
In addition, incorporating movement breaks and outdoor activities into the school day can have a big impact. Organising light exercise sessions such as yoga, walking clubs, or even casual sports games provides students with an opportunity to release stress physically and clear their minds. These activities remind students of the importance of looking after both their mental and physical wellbeing during a demanding time. One of the most powerful ways teachers can support students during exam season is by reminding them that one set of results does not define their entire future. Exams are important, but they are only a small part of a much bigger journey, and there are many different paths to success. Sharing real-life examples can be especially reassuring — whether it’s stories of people who took an unexpected route to their career or teachers’ own experiences of setbacks and resilience. Hearing that success doesn’t always come from a ‘perfect’ path can help students breathe a little easier.
It’s also important to talk openly about the skills that matter beyond grades. Resilience, creativity, adaptability, and kindness are all qualities that will serve students well in whatever future they choose.
Rather than focusing only on outcomes, teachers can celebrate the wide range of options available after exams. College, apprenticeships, beginning a job, gap years, training programmes, and even re-sitting exams are all valid and valuable choices. No single path is a ‘failure’, and helping students understand this can lift a huge amount of pressure off their shoulders. Most importantly, students need emotional reassurance, not just practical advice. Sometimes, simply hearing, “No matter what happens, you’ll be okay,” makes a lasting difference. Help students look beyond the intensity of exam season and feel hopeful about what’s to come.
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48
