As the end of the academic year approaches in the month of May, many students will be preparing for exams. Whether they are approaching key qualifications or end of year assessments, this period can feel particularly busy and at times, stressful.
For many families, revision schedules, preparation and expectations start to build, and it’s not unusual for tensions, anxiety and stress to rise alongside them. Children and young adults may experience this in different ways, from feeling under pressure, to becoming more tired or needing extra reassurance.
This newsletter provides an evidence-based overview of exam stress, alongside practical strategies drawn from clinical psychology to support young people during this period.
Understanding exam stress
From a psychological perspective, exam stress is closely linked to the body’s stress response and patterns of thinking. Moderate stress can improve focus and performance (often described by the Yerkes–Dodson Law), but when stress becomes overwhelming, it can impair concentration, memory, and emotional regulation.
Common contributing factors include:
- Perfectionistic thinking styles
- High academic or self-imposed expectations
- Comparison with peers
- Uncertainty about the future
In some cases, exam stress may contribute to or exacerbate conditions such as Generalized Anxiety Disorder or Major Depressive Disorder.
Signs a young person may be struggling
Parents and professionals may notice:
- Increased irritability or tearfulness
- Sleep difficulties (difficulty falling or staying asleep)
- Avoidance of revision or, conversely, overworking without breaks
- Physical symptoms (headaches, stomach aches)
- Reduced appetite or changes in eating patterns
- Negative self-talk (“I’m going to fail,” “I’m not good enough”)
Early recognition allows for timely support.
Evidence-based strategies for managing exam stress
- Support effective (not excessive) revision
Encourage structured, realistic revision plans:
- Break study into manageable chunks (e.g., 25–50 minute sessions)
- Use active techniques (practice questions, flashcards, teaching others)
- Space learning over time rather than cramming
Research consistently shows that retrieval practice and spaced repetition are more effective than passive rereading. To read more about these practices, click here.
- Address unhelpful thinking patterns
Cognitive approaches, such as those used in Cognitive Behavioral Therapy, can help young people challenge anxious thoughts:
- Identify: “What am I predicting will happen?”
- Evaluate: “What is the evidence for and against this?” and “Is this way of thinking helpful or unhelpful?”
- Reframe: “What is a more balanced way of looking at this?”
This reduces the intensity of anxiety and supports clearer thinking.
- Prioritise sleep
Sleep plays a critical role in memory consolidation and emotional regulation.
Practical steps:
- Maintain consistent sleep and wake times
- Avoid screens 30–60 minutes before bed
- Keep revision out of the bedroom where possible
- Encourage regular breaks and recovery time
Sustained concentration is limited. Breaks help maintain efficiency and reduce burnout.
- Short breaks between study blocks
- At least one longer break daily
- Continued engagement in enjoyable activities (sport, hobbies, social time)
- Use physiological regulation strategies
Simple techniques can help reduce acute anxiety:
- Slow, controlled breathing (e.g., in for 4 seconds, out for 6)
- Grounding techniques (focusing on senses in the present moment)
- Light physical activity
These strategies help calm the nervous system and improve focus.
- Maintain perspective
Exams are important, but they are not the sole determinant of future success. Reinforcing a broader perspective can reduce pressure:
- There are multiple pathways to career and education goals
- Setbacks can be managed and recovered from
- Effort and wellbeing are as important as outcomes
Guidance for parents
- Focus on support rather than pressure
- Praise effort, consistency, and problem-solving—not just results
- Help create a structured but flexible routine
- Be available to listen without immediately “fixing”
- Monitor for signs of significant distress
A calm, reassuring environment can buffer against stress.
Guidance for GPs and psychiatrists
During exam periods, presentations of anxiety and low mood may increase.
Helpful areas to assess:
- Sleep patterns
- Perfectionism and cognitive style
- Avoidance behaviours
- Psychosomatic symptoms linked to stress
Brief psychoeducation, reassurance, and early intervention strategies can be highly effective. Where symptoms are more severe or persistent, referral for psychological therapy may be indicated.
When to seek additional support
Consider professional input if a young person experiences:
- Persistent anxiety or panic symptoms
- Marked decline in mood or functioning
- School refusal
- Thoughts of self-harm or hopelessness
Early intervention is associated with better outcomes and can prevent difficulties from becoming entrenched.
Final thoughts
Exam periods can be challenging, but with appropriate support, young people can navigate them while maintaining their mental health. Balancing preparation with wellbeing is key to both performance and long-term resilience.
If you would like to discuss assessment or psychological support for a young person during exam periods, our team would be happy to help.
