exam pressure essay

• +44 (0) 207 391 9032

The OE Blog

Get an insight into the minds of our academics and team of educational creatives here at Oxbridge Essays. From expert guidance and practical advice on essay and dissertation writing, to commentary on current academic affairs, our blog covers all things student-related, with the goal of helping you do better during your time at university.

Exam essay techniques: planning under time pressure

It’s that time of year again; exams are looming and revision is your highest priority. But don’t forget, just learning the facts isn’t enough to score you the high marks you deserve. It’s also crucial to spend some time brushing up your exam essay writing technique , to save valuable minutes when you are under time pressure and stop you from panicking when you get into the exam room.

Many students coming to me for essay help tell me that in the highly pressurised exam situation, the hardest thing of all is working out how to structure their exam essay plan and putting the pen to paper to actually begin. Follow the simple exam essay technique steps below to plan and write a clear, structured essay, even under time pressure.

Your exam essay plan

Your exam essay plan is a key first step is to give your essay a clear structure and arrange your main points into a logical order, but it is important not to spend more than 10 minutes on it as it ultimately isn’t gaining you any marks. Working out the balance between planning time and the time you leave yourself for writing is a skill that comes best from practice – try timing yourself to work out exactly what works best for you.

To write a speedy but effective plan, first work out how the question breaks down into the main areas of argument. If it’s a ‘compare’ question, your plan might have two main sections, ‘similarities’ and ‘differences’. If it’s a ‘do you agree’ or ‘how far is it true’ question, you will have a ‘yes’ and a ‘no’ section. If a question asks you to ‘explain how’ or ‘list the ways’, your plan will have more sections, each dealing with one specific aspect or method.

Once you have identified these main sections, write them out on your planning sheet, underlined, spacing them evenly and leaving room for notes in between.

Completing your essay plan

Next very briefly write notes under each section title to remind you of the different ideas that belong in that section. This is the part of your plan where you brainstorm all the different ideas and arguments from your revision that you could bring to bear on this question, and organise them into a clear structure by placing them in the sections you have already defined.

For example:

For a question asking you to compare two poems, under ‘similarities’ you might jot down ‘language’, ‘punctuation’, ‘themes’, whilst under ‘differences’, you might put ‘rhyme scheme’, ‘structure’ and ‘tone’.

Once you have summarised your main points and got the min order, you may like to briefly jot key quotes down alongside the relevant sections where they will be most powerfully included – this will help you remember to include them in the right places as you go along and avoid the all too common exam essay writing pitfall of forgetting to include quotes evenly throughout the essay and having to put them all in at the end.

Exam essay technique: getting started

Always start your exam essay with a clear introduction . Once you’ve written your exam essay plan, this will be easy to do quickly, because the purpose of your introduction is to clearly lay out the way in which you plan to answer the question, very briefly mentioning what your key points will be. So use your plan to write your introduction; first describe how your plan has divided up the question, then use the notes to summarise what your main arguments will be.

“The poems ‘Half Caste’ and ‘Search for my Tongue’ both deal with the key issue of culture clashes and differences between people. There are many similarities in the way they portray these issues, from language to punctuation and themes. However there are also several important differences between the poems, particularly in their use of rhyme, structure and tone.”

This introduction clearly indicates to the examiner that you will answer the question first by comparing the similarities of the poems and then by considering their differences. You have also made it clear that you are able to identify all the key areas of the poems that are relevant to the question. Immediately you pick up those crucial exam essay writing marks for a clear structure and a direct, relevant introduction, and for making the examiner aware of the intended structure of your argument. So remember, your exam essay technique is never complete without a clear, structured exam essay plan to clearly set out your main points and help you to order them correctly.

Recent Articles

• How to Hook Your Readers with a Compelling Topic Sentence
• Is a Thesis Writing Format Easy? A Comprehensive Guide to Thesis Writing
• The Complete Guide to Copy Editing: Roles, Rates, Skills, and Process
• How to Write a Paragraph: Successful Essay Writing Strategies
• Everything You Should Know About Academic Writing: Types, Importance, and Structure
• Concise Writing: Tips, Importance, and Exercises for a Clear Writing Style
• How to Write a PhD Thesis: A Step-by-Step Guide for Success
• How to Use AI in Essay Writing: Tips, Tools, and FAQs
• Copy Editing Vs Proofreading: What’s The Difference?
• How Much Does It Cost To Write A Thesis? Get Complete Process & Tips
• Academic News
• Custom Essays
• Dissertation Writing
• Essay Marking
• Essay Writing
• Essay Writing Companies
• Model Essays
• Model Exam Answers
• Oxbridge Essays Updates
• PhD Writing
• Significant Academics
• Student News
• Study Skills
• University Applications
• University Essays
• University Life
• Writing Tips

Writing Services

• Essay Plans
• Critical Reviews
• Literature Reviews
• Presentations
• Dissertation Title Creation
• Dissertation Proposals
• Dissertation Chapters
• PhD Proposals
• Journal Publication
• CV Writing Service
• Business Proofreading Services

Editing Services

• Proofreading Service
• Editing Service
• Academic Editing Service

Additional Services

• Marking Services
• Consultation Calls
• Personal Statements
• Tutoring Services

Our Company

• Frequently Asked Questions
• Become a Writer

Terms & Policies

• Fair Use Policy
• Policy for Students in England
• Privacy Policy
• Terms & Conditions
• [email protected]
• Contact Form

Payment Methods

Cryptocurrency payments.

Blog The Ofqual blog

https://ofqual.blog.gov.uk/2019/03/08/what-is-it-like-to-experience-exam-stress-a-student-perspective/

What is it like to experience exam stress? A student perspective

Test anxiety blog series: 2

Authors: Tamsin McCaldin, Kerry-ann Brown and Dr Jo Greenwood

With recent changes to exams in England, there has been increased media interest into exam stress and what that might mean for students working towards exams. Although it is likely that anyone preparing for and taking exams will experience some stress and anxiety, research has suggested that around 15% of GCSE students may fall into the category of being ‘highly test anxious’ (Putwain & Daly, 2014). For these students, their levels of stress and anxiety are high enough that their well being and exam performance can be negatively affected.

In response to a growing awareness, many articles have been published giving tips and advice on how to manage and cope with exam stress but little focus has been directed towards what it’s like for the students who are actually experiencing exam stress. Here, Jemma and Sami, two GCSE students in Year 11, give an insight into what it’s like for them to experience stress around their exams.

These are real accounts from students. Although only two are presented here, these examples illustrate common experiences of many students. They show the importance of listening to students, to gain the insight needed to provide the right support.

What is exam stress like?

For Sami, feeling stressed is what he associates most with the topic of exams. “The whole time is just a stressful thing,” he says. “All everyone’s talking about is how your exams are really soon and they’re the most important things… it’s like the whole world - it’s just stress .”

Jemma shares the experience that stress around exams is not confined to the exam itself, or to revision. She explains that she sees the stress as starting early and being everywhere. “You start to feel it as soon as you’re in Year 10 kind of- maybe before actually… And then in Year 11 it’s everywhere. Everyone’s stressing.”

Sami explains that in certain situations, such as when he’s feeling unmotivated to complete a piece of work he knows he’s able to do, a small amount of stress can be helpful. “If I’m stressing over it,” he says, “I’ll be able to get it and do it really quick. Whereas, if I’m not really bothered, like, not really stressed about it, I won’t.” Sami’s exam stress, however, is different and more extreme. It is unpleasant to experience and something he perceives as having a negative impact on his work. “Too much stress is just getting you panicked,” he explains. “And you can’t do anything because it’s too much.” His only solution to remove the feeling is to “move away from revision to calm down because you can’t do anything like that.”

Jemma’s experience of stress is similar. “The amount of pressure on that high level,” she says, “is sometimes so overwhelming that you don't want to do it.” Like Sami, she finds herself moving away from exam preparation and revision because of how stressed it makes her feel. She also describes feeling that stress will affect her during the exam, saying “who wants to sit there in an exam hall and be, like, doing this test when you can't remember anything because you're that stressed out?”

Both students explain that feeling stressed can make them feel negatively about all aspects of their school and exam work. Jemma explains that, “feeling that bad makes you feel like nothing’s right. Everything’s going to go bad.” When she gets extremely stressed she can begin to feel like she won’t get the grades she hopes for and describes feeling like she’s “just going to fail, and then there’s nowhere else to go.” Being extremely stressed can make the situation seem hopeless and success in their exams seem impossible.

What causes exam stress?

Both Jemma and Sami talk about not knowing what various aspects of the exam will be like, and this element of the unknown being a source of stress.

For Jemma, it is uncertainty around the exam itself which is a source of stress. “You don’t know what it’s actually like,” she says, when trying to imagine being in the exam. Even though she has taken mock exams there are still parts of the ‘real exams’ which remain unknown. “You don’t know the people who give out the papers,” she says, talking about the school's use of independent invigilators, “or where you’re going to be and stuff and that’s ominous with stress. It’s horrible.”

Sami describes feeling unsure about the questions which will come up in the exams. His teachers, he says, are more focused on teaching the content of the course than the structure of the exam. He describes asking his teacher about sample exam questions, because he feels, “we need to know what we’re going to come up against in the exam.” Sami explains that his teachers, “say we don’t. Like, we don’t have to worry about that right now, that’s something we do later. I think they will tell us later and that but it’s scary not knowing.”

For both students, as well as the unknown aspects of the exam itself, their lack of confidence in revision technique and confusion around what revision should look like was another source of stress.

Sami and Jemma give similar descriptions of their teachers highlighting the importance of revision, and encouraging them to do it. Sami views his teachers as saying, “you know what, just go home, go revise everything. You’ve got a test coming up,” but explains that he is left feeling that “you don’t know what that means.” He feels unclear on exactly what he should revise, and how he should go about doing it, stating that he wants his teachers to “just tell us what we’re meant to do.”

Jemma explains how feeling unsure of how to revise causes her stress. “Me as a person revising is just not good,” she says, “because, I will stress over it, and I will freak out about it and I just won’t remember anything and I’ll do crap in the exam.” And why does she see revision as a source of stress? “Because,” she explains, “the whole time you’re thinking ‘is this going to be something I remember? Am I doing it right? Should I be reading stuff or making flash cards or something?’”.

What can teachers do?

Interestingly, both students see their stress as something their teachers don’t, and can’t understand. “Unless you’ve lived with a child who’s telling you a lot about their lives and how stressed they are about their GCSEs, you’re not going to know what it’s like,” explains Sami. “There’s not much connection, to be honest,” Jemma says, talking about how much her teachers can understand about her experience of taking exams. “The things they say don’t even make sense for us. They don’t know what we’re thinking.” Despite this, they both agree that there are things teachers could do to improve their experience of working towards exams and reduce their stress.

“They should tell us that it’s not everything,” says Jemma. “Because that’s what every teacher tells us, that our GCSEs will set the future for all our lives. But it won’t. Like, it just won’t”. Sami agrees. His maths teacher, he says, already does something like this. “He says, you know what, if you don’t pass your GCSEs, at least you still learnt something and I’d prefer you learnt something than learn nothing and pass your GCSEs.” As well as making the exams seem more manageable, this gives Sami the sense that his teacher’s support is not conditional on his exam performance. “As least I’ve still got somebody who will be with me,” he says. “Even if I don’t pass my GCSEs, it’s somebody who will give me support and guidance, and still be confident in me. Like, who knows that GCSEs are just exams and you might not pass, but you don’t fail.”

“Advice on doing revision,” Sami says, is something he and Jemma agree would reduce stress when preparing for exams. “I think they should give us different types of revision,” Sami continues. “Like, what we should actually do, not just ‘go and revise,’ because there’s difference types and one type won’t work for everyone. I think it’s quite important.” Advice on specific revision techniques would “make you more confident,” Jemma explains, and reduce stress.

Although, Jemma says, “some kids really want to do well,” she perceives teachers as “putting on pressure”, telling students they are, or should be, stressed. “Just be gentler,” is what she advises teachers. “The pressure is sometimes way too much especially when it comes to revising and studying and extra lessons. Don’t tell us we should be stressed. We don’t need any more stress.”

As Sami and Jemma’s accounts show, students’ experiences of exams are complex.  Discussing stress with your students can help to understand what they are experiencing. Although there are common reactions to stress, each student’s response is likely to be unique. By listening to what they have to say, you can begin to understand how to help and what support and techniques they could be given to empower them to help themselves.

Contributors to this blog series are:

Professor Kevin Woods (blog series co-ordinator)

Dr Cathy Atkinson

Kerry-Ann Brown

Dr Rob Buck

Dr Deborah Flitcroft

Dr Jo Greenwood

Amanda Hipkiss

Dr Abi James

Tamsin McCaldin

David Soares

We are a group of researchers and practitioners working at, or in partnership with, The University of Manchester Institute of Education. We have professional backgrounds as school teachers and/ or educational psychologists working in secondary, primary and special schools. Our research and professional practice covers a range of learning and well-being issues, including those relating to school examinations and tests, such as examination stress, test anxiety, and access arrangements. We are pleased to be working with Ofqual to bring our understanding of these issues to a wider audience through a series of blogs to be published over the coming weeks. These blogs are written for teachers, parents, examinations officers, and older students. We hope you find them informative and helpful.

Recent projects:

Buck, R. (2018). An investigation of attentional bias in test anxiety. Manchester Institute of Education, The University of Manchester

Flitcroft & Woods (2014). The language Key Stage 4 teachers use prior to high stake exams and how this can be adapted to suit their students. DfE ITEP-funded through The University of Manchester.

Hipkiss, A. (2014). Management of GCSE access arrangements: utilizing student feedback and observational data. ESRC-funded CASE project through the North West Doctoral Training Partnership (NWDTP).

McCaldin, T. (2015). GCSE student experience across Key Stage 4. ESRC-funded through the North West Doctoral Training Partnership.

Some recent publications:

Buck, R. (2016). An ethical approach to anxiety manipulation in school-based research. Psychology of Education Review , 40 (2), 10-16.

Atkinson, C., Thomas, G., Goodhall, N., Barker, L. Healey, I., Wilkinson, L. & Ogunmyiwa, J. (2019) Developing a student-led school mental health strategy. Pastoral Care in Education. doi: 10.1080/02643944.2019.1570545

Flitcroft, D., & Woods, K. (2018). What does research tell high school teachers about student motivation for test performance? Pastoral Care in Education, 36 (2), 112-125. https://doi.org/10.1080/02643944.2018.1453858

Flitcroft, D., Woods, K., & Putwain (2017). Developing practice in preparing students for high-stakes examinations in English and Mathematics. Educational and Child Psychology, 34 (3), 7-19.

Woods, K., James, A., & Hipkiss, A. (2018). Best practice in access arrangements made for England’s General Certificates of Secondary Education (GCSEs): Where are we 10 years on? British Journal of Special Education, 45 (3), 236-255.  https://doi.org/10.1111/1467-8578.12221

Tags: a level , exams , gcse

Sharing and comments

Share this page.

Comment by Bruce McLachlan posted on 12 March 2019

Thank you so much for this enlightening perspective on exam stress. As teachers we must ensure that exam stress does not lead to 'failure' and a waste of talent.

Comment by Cal Roberts posted on 13 March 2019

Good to see comments from real students. Would be interesting to see real student views across all things Ofqual talks about.

Comment by Sophie Thompson posted on 25 June 2019

Sounds like they have terrible teachers! When I was at school it was all about exam technique. We did past papers every week so we knew what to expect and how to answer the questions under time pressure so we were fully prepared when it came to the real thing. I really feel for these students. They deserve better.

Comment by Desirae Comas posted on 16 July 2019

Great info, thanks for the share!

Related content and links

The ofqual blog.

Ofqual maintain standards and confidence in qualifications Find out more .

Please read our comment and moderation policy before leaving a comment on this blog.

Work for us

Current vacancies at Ofqual

Sign up and manage updates

• Ofqual on Twitter
• Ofqual on YouTube

Would you like to explore a topic?

• LEARNING OUTSIDE OF SCHOOL

Or read some of our popular articles?

Free downloadable english gcse past papers with mark scheme.

• 19 May 2022

The Best Free Homeschooling Resources UK Parents Need to Start Using Today

• Joseph McCrossan
• 18 February 2022

How Will GCSE Grade Boundaries Affect My Child’s Results?

• Akshat Biyani
• 13 December 2021

Tips for Coping With Exam Anxiety

• January 25, 2022

Be sure to get enough sleep

Eat well before an exam, do practice exams, talk about their nerves, try teaching others, request extra time, when to seek professional help for exam anxiety .

Most students will experience anxiety around exams at some point.  In fact, according to a study published by the British Psychological Society , 80% of young people have felt that exam pressure negatively impacted their mental health. Exam anxiety can feel like an unavoidable part of schooling, impacting students from primary school all the way up to A-Levels.

There are many reasons students can have exam anxiety, such as fear of failure , not understanding the material, or overwhelming pressure to perform. Though exam anxiety may feel unrelenting, there are many ways to help alleviate that anxiety. We’re here to show you some of our best tips for getting rid of pre-test nerves and setting your student up for confidence and success.

As you likely know all too well, everything feels so much worse when you’re overtired! Lack of sleep can often make negative emotions like anxiety feel insurmountable. More than that, lack of sleep significantly impacts cognitive function, making it much harder to recall information and focus on a task at hand. In short, not getting enough sleep is bad for your anxiety and your test-taking abilities.

It’s important that students get enough sleep the night before an exam. Whether it’s a basic spelling test or GCSE’s, adequate rest is essential. How many hours does your child need to be well-rested, though?

The amount of sleep needed varies from age to age. Primary school students (ages 6-12) need 9-12 hours of sleep per night. Once your child reaches their teenage years, their sleep needs don’t change too much, still requiring 8-10 hours a night–yet studies have found that 90% of British teens don’t get adequate rest every night!

However, there are things you can do to ensure your child gets adequate rest the night before a big exam. Limit your child’s screen time as best you can. If you have a teen who’s very attached to their phone, encourage them to leave it in the living room or kitchen a night before an exam. 

Anxiety can make it difficult to get shut-eye. If your child’s worries are keeping them up the night before a big test, do what you can to help quiet their mind so they can rest. Younger kids may want to sleep in your bed with you or have a special toy with them to feel safe. To help your teen, encourage them to practice breathwork or meditation to help quiet their minds. 

There are few things more distracting than a tummy grumbling from hunger! Eating well before an exam is an essential part of ensuring success. Your student’s body needs fuel to focus and help their brain work as best it can.

If you’re seeking an extra jolt of brainpower for your student, these foods that are proven to have brain-boosting abilities :

• Whole grains provide the kind of complex carbohydrates needed for ideal brain function. 
• Omega - 3 is a complex fatty acid that helps increase brain function as well. You can find it in foods like salmon, olive oil, soybeans, chia seeds, and walnuts. 
• Berries are rich in gallic acid, an important antioxidant. Strawberries, blueberries, raspberries–really any kind of berry gives you a great gallic acid boost!
• Eating your veggies is important for exam prep, too! Leafy greens like spinach and kale are full of Vitamin K, which helps the brain’s neuropathways thrive.
• Dark chocolate is a yummy treat that also packs an antioxidant punch.

These are some of the best foods to improve brain function. However, it’s most important to just eat something before an exam. Anxiety can make it difficult to stomach food. If your child is really anxious, encourage them to have small bites of bread or crackers, and to try a cup of hot tea. While caffeine can help your child stay alert, encourage them to limit their coffee or energy drink intake the morning of an exam. Too much caffeine can only exacerbate anxiety.

Practice makes perfect, and that often applies to exams, too! For many students, it’s not knowing what will be on an exam that makes it so stressful. This is particularly true for standardised tests like GCSEs or A-Levels. 

Practice tests are a great way to help students feel more comfortable going into an exam. Rather than just simply studying and memorising, which is often a passive activity, practice tests force students to actively engage with the material and see where the gaps in their knowledge are. Practice tests also help familarise students with a test format, which can help them f eel more prepared and in turn reduce nerves.

Your child’s school may offer practice tests before big exams like GCSEs, and teachers can be a great resource to direct your child to further practice exam opportunities. Test-prep books with practice exams can also be found at many bookstores and online. However, if your child is seeking more individualised help for a practice exam, a tutor can provide customised support to help your student feel more secure in their ability to do well on an exam.

GoStudent’s world-class tutors utilise our innovative online learning platform to help students ace their practice exams and feel more prepared for the real thing.

Your child may be so anxious and overwhelmed about their upcoming exam that they don’t want to talk about it. However, talking about it is one of the most important (and easiest!) ways to cope with anxiety.

Start a conversation with your child about their exam anxiety. If they’re concerned about GCSE’s or A-Levels, they likely feel the pressure of performing well to be set up for a good future. This is a lot for a teenager to bear! When talking with your child about their exam anxiety, let them know that you are there to support them no matter what. Come up with an action plan together to help alleviate some of their test anxiety, such as tutoring, practice exams, and a study schedule. 

You can also encourage your student to speak with someone else about their exam worries. An older sibling, cousin, or friend who has recently been through the same exams can help provide some perspective. Peers and classmates can also be helpful to talk to–knowing they aren’t alone in their anxieties is a great relief.

Though your student’s exam anxiety may be all they can think about, it can be helpful to remember that they’ve made it through school this far! Even if your child feels like they don’t know enough to do well on their exam, they have plenty of knowledge they can pass on to others. Becoming a tutor can be an enriching, motivating, and empowering activity. It can also help your child gain perspective, and realise that they are smart and knowledgeable, giving them the confidence they need to do well on their exam. GoStudent is always looking for passionate new tutors to join the team–why not check it out?

If your student is worried they won’t have enough time to complete their exam, requesting extra time can be a solution. Some teachers and schools will grant extra time to students upon request if they are anxious about finishing an exam in time. Extra time is mandated for students with certain learning disabilities, such as dyslexia , dysgraphia , and ADHD. However, tests administered by the government, including GSCEs, may require specific documentation to allow students to have extra time.

At the beginning of the school year, speak with your child’s teachers and other school officials to ensure all the proper documentation is on file so that when test time comes around, your student will get the accommodations they need. 

Exam anxiety is normal, and something most students encounter at least once throughout their schooling. However, persistent, all-encompassing anxiety requires extra care.

If your child’s anxiety extends outside just schooling or isn’t alleviated by any of the methods outlined above, enlisting professional help can be crucial. How can you tell if your child’s anxiety is normal or requires treatment, though?

Signs of an anxiety disorder, such as general anxiety disorder, can include:

• Irritability
• Trouble concentrating
• Extreme self-consciousness or sensitivity to criticism
• Withdrawl from socialising with friends
• Frequent stomachs or headaches
• Changes in appetite
• Difficulty sleeping
• Repeated reassurance-seeking
• Substance abuse
• Sudden fits of rage

If your child is frequently exhibiting any of these signs, they may be living with an anxiety disorder. If you suspect that’s the case, start by talking with your child. Let them know you can tell they are feeling stressed and anxious, and that you want to help them. They may not even realise that how they feel is abnormal or something that can be fixed.

Your child may be apprehensive to get professional help, but remind them that getting help is what they need to feel better. If you’re unsure where to go, your child’s school counsellor or GP can help put you in touch with a qualified professional. Treatment can include talk therapy, cognitive behavioural therapy (CBT), or in some cases, medication. 

Exam anxiety is normal. However, it’s something that can be alleviated. With a little preparation, focus, and help, your child can feel ready to take on the world–or at least their GCSEs.

Popular posts

• By Guy Doza

• By Joseph McCrossan
• In LEARNING TRENDS

• By Akshat Biyani

4 Surprising Disadvantages of Homeschooling

• By Andrea Butler

What are the Hardest GCSEs? Should You Avoid or Embrace Them?

• By Clarissa Joshua

1:1 tutoring to unlock the full potential of your child

More great reads:.

Advice From a Teacher: How Can I Help My Child If They Fail Their Mock Exams?

• By Natalie Lever
• January 9, 2024

What Are Mock Exams and Why Are They Important?

• January 8, 2024

SQA Results Day 2023: Important Information About How to Get Scottish Exam Results

• By Sharlene Matharu
• August 3, 2023

Book a free trial session

Sign up for your free tutoring lesson..

How to deal with exam stress

Exam season can bring on levels of stress and burnout that can hinder your studies. here are some handy tips on how to manage your anxiety.

• Student life

Seeta Bhardwa

Exam stress affects most students in varying ways. It is important to manage this stress and find little ways of helping to eliminate the risk of burnout. 

For some students, exams can be a breeze; revision is second nature to them and they could ace an exam with their eyes closed. But for others, sweaty palms and heart palpitations are just a part of the territory, and it seems that nothing is more impossible than sitting down and revising. Here are some handy tips that can help to dissipate stress and make sure you can get through exam season. 

Discover the University of Liverpools' online postgraduate courses

1. take regular breaks and schedule in fun things to look forward to.

Even the most intense exam timetables will allow a little time for a study break. This can include 20-minute breaks during your revision day, and longer activities that you can look forward to. Go out for dinner with friends, go to the cinema, attend a gig, anything that you like doing in your spare time that will take your mind off exams. Spending a little time away from the books will leave you feeling more refreshed and relaxed the next time you revise.

2. Exercise and get outdoors

Easily one of the most frustrating things about exam season is that it seems to occur just as the weather brightens up. Use this to your advantage and go out for a walk, or a run, or head to the gym or swimming pool. As well as keeping you healthy, exercise is known to boost your mood and can help to make you more productive while revising. 

Video: 10 common Exam Results Day questions - answered How to deal with stress over exam results How to survive A-level Results Day How to deal with pressure at university

3. Don’t (always) listen to others

As the old saying goes: "comparison is the thief of joy". While it is helpful to discuss topics with fellow students and often to revise together, try not to compare other peoples' revision to your own. Chances are you’re doing just fine, and listening to other people talk about what they’ve learnt will only stress you out and may make you feel like you aren't progressing as well as them. Plus, if they themselves are stressed this can rub off on to you and other people’s stress is not what you need right now.

4. Speak to someone

If the stress gets to a point where it is overwhelming, and is affecting your day-to-day life, try and speak to someone about it. Your university or school should have a service where you can speak to people about your concerns, and will be able to offer more advice on how to manage it. If that seems like too big a step, open up to a family member or a friend about the pressure you feel. You’ll be amazed to know that you aren’t alone in feeling like this.

10 quick ways to help eliminate exam stress 

• Watch a film, a TV show or listen to a podcast or comedian that makes you laugh.
• Drink some herbal tea or a hot chocolate. It’s a well known fact that hot drinks are known to soothe the soul (avoid too much caffeine though!).
• A shower or a bath can help to relieve stress.
• Cook or bake something. Just the thought of having something delicious to eat can bring you joy. As a bonus side note, try and cook something healthy too. You can’t feed your mind well, if you don’t feed your body well.
• Get some sleep. The virtues of a good night’s sleep during exam season should not be underestimated.
• Keep things in perspective. Yes, exams are important. But you are so much more than your exam results.
• Avoid other stressed people. You know the ones I mean. The ones with cue cards outside of the exam hall, frantically trying to remember key dates and equations. They will do nothing for your stress levels.
• Avoid the exam "post-mortem”. You don’t need to know how other people fared in the exam. You’ve done your best, you can’t go back and change your answers so the second you step out of the exam hall, focus on your next exam.
• Be flexible. While having a revision time table is one of the best tools in your arsenal for exam success, don’t be too hard on yourself if you don’t stick to it. If you accidentally oversleep, don’t write the day off.
• Write down everything you feel like you need to do and try and tick one thing off. Just the act of feeling like you are in control of your revision can help. 

Discover the University of Liverpools' online postgraduate courses

You may also like.

.css-185owts{overflow:hidden;max-height:54px;text-indent:0px;} How to deal with stress over exam results

5 revision techniques to help you ace exam season (plus 7 more unusual approaches)

How to stop procrastinating – from a procrastination psychologist

Nick Wignall

Register free and enjoy extra benefits

9 Tips to Ace That Timed Essay

Exams are almost upon us, and a familiar sense of foreboding has settled over the campus. One exam element that can be particularly intimidating for some students is the timed essay: an exam question which demands a full essay on a topic that is typically revealed for the first time during the test. While these kinds of questions may seem scary, there are plenty of ways to make them easy for yourself. Read on for tips about how to prepare in advance of the exam and how to approach timed essays before, during, and after the writing process.

While Preparing for the Exam: Become familiar with the course content. If the professor hasn’t told you in advance what a timed essay prompt will be, it can be intimidating to think that you will have to write about a subject you’ve never seen before. However, this thinking process does not reflect the reality of the situation. In fact, even if your teacher hasn’t given you any hints about the essay question, you do know what it will be about: the concepts and ideas you’ve discussed in the course. Therefore, if you take the time to review your notes and ensure you understand everything that was discussed, it should be difficult for the essay question to catch you off guard. As soon as you read the question, relevant course concepts will start popping into your head, and you’ll just have to organize them into a coherent essay. Start planning if you can. Although the situation described above sometimes occurs, it’s also very common for professors to give their students a fairly detailed idea of what an essay question will involve in advance of the test day. (After all, professors want to mark high-quality essays written by well-prepared students!) This heads-up gives you a great chance to prepare for the exam. If you have the time, consider mapping out a possible essay in point form before the day of the exam arrives. Consider practicing writing under time pressure. You’ve probably written dozens of essays before--the only thing that sets a timed essay apart is that it’s timed. Students often struggle to complete the full essay within the time constraints, particularly if they have to write longhand when they’re accustomed to working on the computer. For this reason, it can be helpful to simulate the conditions of a timed exam before the actual day: pick a practice question, find some lined paper, set a stopwatch, and see how you do! Before You Start Writing: Read the question carefully. The most critical part of the essay-writing process actually happens before you write your first word. When you flip to the essay question, make sure you read it as carefully as you can, noting the difference between words such as ‘contrast’ and ‘analyze’ and highlighting any details which the professor specifically instructs you to include. It’s not uncommon for excellent essays to receive low marks because the student answered a question other than the one that was asked. Make a clear and specific plan. Some students react to the time pressure of essay exams by scribbling down their introduction as soon as they’ve read the question and figuring out their points as they go. While it might seem counter-intuitive, taking five or ten minutes before you start writing in order to draw up a plan will be an enormous time saver. Decide on your thesis, the topic of each paragraph, and the arguments which you intend to cover, then jot down some quick point-form notes. This process won’t take long, and, once you complete it, all that’s left will be to expand those notes into a well-organized essay. Without a clear plan, you run the risk of realizing partway through that you’ve drifted off topic or written yourself into a corner, and fixing these mistakes will consume a ton of extra time. Schedule a set time for each paragraph. On the topic of planning, it’s important to sketch out an idea of how long you want to spend on each section of your essay. (If you know the number of paragraphs you’ll need to write ahead of time, you can do this before the exam even starts!) Take note of the amount of time allotted for the exam and split it into reasonably-sized segments, leaving some time at the end for revision if possible. Without a schedule to follow, it’s easy to become too focused on a single paragraph and run out of time to finish the essay. While You’re Writing: Write clearly and double-space. This tip may seem basic, but it’s easy to forget and it can make a big difference. Both these measures won’t just make it easier for the marker to read your paper; they'll also help you write it. If you have time left at the end of the exam for review, having the ability to skim quickly through your work and write revisions in blank spaces will be incredibly helpful.

Keep yourself on schedule.  Remember the paragraph-based schedule we discussed above? It’ll be useless if you don’t do regular check-ins during the exam. Keep an eye on the clock to ensure you’re always on track. If you realize that you’re falling dangerously behind schedule, it might be necessary to cut some arguments or examples you planned to include. Although making these omissions can be painful, it’s better to leave out a few points from one section than to leave out an entire paragraph because you ran out of time. Don’t worry too much about editing and revision before you finish. When composing essays, many students stop and read over each paragraph once they finish it, making sure that it’s well-written and free of errors before advancing to the next one. This approach is entirely logical when there’s no time pressure involved, but it can actually work against you during an exam. Perfecting paragraphs is a time-consuming process, and, if you spend too much time editing before the essay is finished, you might have to rush through the last few sections or leave them out entirely. For this reason, it’s best to focus on producing a complete first draft before you worry about edits and revisions.

After You’ve Finished Writing: Re-read the question and ensure you’ve addressed all parts. The most important part of writing an essay exam is ensuring that you’re answering the question was posed. Even if you made sure you were interpreting everything correctly before you began, you may have forgotten to address a subquestion or integrate an example as you were writing. Before you submit, read the prompt again and make sure your completed essay matches up! Edit if you have time. If you have enough time left over, read your essay again and make corrections. When you’re working under time pressure, it’s easy to make grammar mistakes or produce hard-to-follow sentences; the final few minutes are your chance to clean up those errors. Unless if you finished way ahead of schedule, don’t worry about major revisions like reorganizing the structure of the essay--it’s better to hand in an essay with an imperfect structure than a paper that’s impossible to follow because you had to stop halfway through the revision process.

Remember to have the right perspective. Once you hand your exam to the professor, relax! It’s easy to work yourself up after an essay exam when you didn’t get the chance to read your work over or you feel like your arguments were weak. However, it’s important to keep in mind that your professor understands the circumstances under which the essay was written. They’re fully aware of the time pressure you were dealing with, and they will judge your work far differently than they would judge a typical essay with a deadline set weeks after the assignment date. If you did your best to write a complete, clear, and insightful essay within the time allotted, you should have nothing to worry about. Best of luck during the upcoming exam season!

Source: Quick Meme  

• outlining ,
• preparation ,
• writing process

Understanding exam stress in teenagers

Final-year exams can be a stressful time for both you and your teen. There are a lot of different factors that might come into play with exam stress, and these will vary from family to family. 

But the great news is, there are many things you can do to help your teenager manage their stress and thrive during this period.

This article can help if you want to:

learn about the causes of stress at exam time and how these can affect your teen

spot the signs that your teen isn't coping with exam stress

help your teen to focus and deal with exam pressure.

What can cause exam stress?

Emotions can run high before, during and after exams. Here are some of the reasons why your teen might feel stressed:

They feel pressure to achieve certain grades, as they believe this can determine their whole future.

They fear failure or may get stuck in negative thoughts.

They compare themselves to their peers. 

They struggle with their time management skills and feel overwhelmed by their study load.

They have a lot of competing priorities aside from study, such as work, sports or other commitments.

They get too distracted from studying by things such as social media or socialising.

Other health issues might affect your teen’s capacity to study.

The way the education system is structured might not suit your teen.

What are the signs your teen is stressed about exams?

A bit of stress for a short period of time isn’t necessarily a bad thing. In fact, a certain amount of stress can actually motivate your teen to focus and work harder to get things done. A normal amount of pre-exam stress might look like: 

tiredness that goes away after taking a few days off studying or after exams are over

butterflies and jitters ahead of the exam

anxiety or irritability while studying, but feeling better while taking a break and distracting themselves with something else.

The key thing is to recognise when your teen’s stress has tipped over from being a motivating force to something that impacts both their ability to study and other parts of their life. Some of these signs include:

not making time for much else other than studying

being withdrawn or disengaged

a loss of interest in the things they usually enjoy

changes in their sleeping or eating habits

skin issues, such as acne breakouts or eczema flares

nausea or stomach issues

chest pain or tightness

increased heart rate and sweating

feeling grumpy or irritable

teeth grinding and jaw clenching

restlessness, including nail biting and fidgeting

increased smoking, drinking of alcohol, and drug use.

What can you do to support your teen?

Help with time management and concentration

You can help your teen to focus by suggesting they set aside regular social media–free time and by creating a dedicated study space. For more ideas, read this article on how to help your teen avoid distractions while studying .

Give them some guidance or feedback on how to make a study schedule .

Emphasise the importance of maintaining study–life balance for staying energised and preventing burnout.

Try some of these wellbeing and productivity apps together.

Make sure they’re eating the right foods to give their brain a boost while studying.

Provide reassurance around their results and future

Remind your teen that there are different pathway options, no matter what happens, and that people who’ve had setbacks can still go on to achieve great things. Watch these personal stories for inspiration .

Help them to shift their mindset around uncertainty and about the things they can or can’t control.

Suggest they check out this guide for Year 12 students on how to handle fear of the future .

Help them to unwind and keep their stress levels down

Make sure they take regular breaks, don’t consume too much caffeine and get enough sleep. 

If they’re struggling with sleep, you can work together to improve their sleep hygiene .

Identify ways of exercising that they will enjoy.

Read this resource on stress management techniques , which has even more tips for slowing down and feeling more in control.

Share with them these stories of other young people going through exam stress .

Communicate with your teen and get extra support

It’s important that your teen knows you’re there for them during stressful times. You can learn about how to have great conversations here .

Talking about mental health with your teen will help you to understand when they might need extra support beyond their family and friends.

Find out what support is offered at their school. Aside from their teachers, the school may have a counsellor or other dedicated wellbeing staff.

Visit their GP if your teen needs extra mental health support, or see if peer work could be a suitable option for them.

Manage your own stress

Get mum-of-three Stephanie’s tips on how to survive Year 12 as a parent or carer .

Get one-on-one support from our parents and carers coaching service.

Make time for your own self-care. You can do this by getting active, doing something creative or simply giving yourself time to do nothing. Find more ideas for self-care in this article .

Year 12 exams can be an intense period of time for your teen. But your being there to cheer on and support them through the ups and downs can do a lot to help them manage their stress levels and keep them feeling positive about life after school.

Did you find what you needed?

Yes – Read about what teens need to know about the future .

No – Learn more about stress in teenagers .

I need to know more – Watch this video where students talk about how their parents helped them during Year 12 .

• Partnerships

Exams as a source of stress: How assessments may affect learning, through stress

Emotions and learning / Effective lifelong learning / Quality, equity, and relevance of education and learning

Executive Summary      

• Assessment and examination methods have a profound impact on how students study, what they learn and the way they subsequently use new knowledge, ranging from mostly factual knowledge to abilities and skills, and from surface learning to deep learning.
• Traditional exams and evaluations can exert a stressful pressure on students which may affect both the learning process and memory formation in different ways. However, responses to stress depend on the temperament of each individual, among other factors.
• The effects of stress on memory depend on the particular memory phase, for example, encoding, consolidation or retrieval, as well as on the temporality of the stress with respect to the learning activity or memory stage.
• Usually, the temporality of exams with respect to memory phase or learning activity, makes the stress that such evaluations may generate detrimental to memory consolidation, thus making the overall learning process less effective.
• When examination is coupled with the acquisition of new learning and knowledge perceived as relevant to the situation, or when learning and testing take place in the same context, recall is spared from the damaging effects of stress. These methods may contribute to consolidating memory, making for a more efficient learning process.

Introduction

One of the major ongoing questions in education is the role of exams, i.e. what purpose do they serve. Assessments are used to verify whether a student is qualified, although they can be used for other reasons as well, for example progress monitoring and as an educational tool to influence the learning process including memory consolidation, for example through feedback with students. Exam qualifications may be used as selection criteria to determine students’ access to particular high schools or university studies through a numerical classification that can be interpreted by some as an educational “end point”, if a sufficient rating is not achieved, although for others, it can serve as a stimulus to further progress. Temperamental disposition towards stress and anxiety may contribute to these different responses 1 , but the examination method used, as well as the so-called testing effect, may also play a part 2,3 .

The examination method and question typology used to test students’ knowledge on any given subject may also have a considerable impact on how and when students study, what they learn and the way they subsequently use new knowledge 4 . Moreover, official examinations, which depend on the educational policy and legislation of each country or region, such as those allowing access to higher studies (i.e., entry into university), can influence the way teachers teach 5 and, consequently, the way students study and learn. Put simply, if an assessment is mainly a test of factual knowledge, students will be expected to learn, memorize and recall facts and details. Where an assessment requires the ability to interpret, give examples, summarize, compare, explain, apply, analyse, evaluate or synthesize the students will have to focus more on skills. Of course, even if the assessment is mainly of factual knowledge, students can still learn how to interpret, compare, apply, analyse and so on, but the tendency will be to focus more on facts and details to get the best qualification. Conversely, if the assessment is mainly of abilities and skills, students still have to learn facts and details (otherwise they will not have sufficient material to apply their skills to), but they will tend to focus more on these abilities. The same can be said for other kinds of assessment, including those that combine different examination systems. The use of any specific method or combination of different methods, i.e. fact-based or skill-based exams, as well as the precise form in which they are designed (essay, multiple choice test, open-books exam, etcetera; see below for discussion on examination methods) depends on diverse factors such as educational policies, education centres and teaching systems, and it varies worldwide.

Alongside these considerations, exams and evaluations may exert a stressful pressure on students. In fact, stressful events are quite common in educational settings, for both students and teachers. Stress, however, can have a critical adverse impact on learning and memory processes 6,7 and, taken to an extreme where it becomes chronic, it may also contribute to some brain disorders such as major depressive disorder or post-traumatic stress disorder 8 . Many studies have been conducted to clarify the effects of stress on learning and memory, both in humans and using animal modelling systems. The effects of stress are complex, producing both enhancements and impairments to memory and learning as well as to the control of executive functions such as the attentional systems, working memory, inhibition (emotional management) and cognitive flexibility, among others 9,10 , depending on the specific cognitive process, the student’s developmental stage (from childhood to adulthood) and temperament, etcetera 6,11 (se below for discussion on these issues).

Thus, although assessment is crucial to monitor the effectiveness of both teaching and learning and to verify whether a student is qualified, at the same time, assessment methods shape how students approach learning, how much they learn and what (i.e., the content) they learn 12,13 . In this context, the stress generated by examination and evaluations may affect the learning process from “inside”, that is, from neural mechanisms linking stress responses and learning. Consequently, teachers, students, testers, curriculum designers, policy makers, institutions and administrations are all, in some way, affected by testing and examination methods.

In this brief, the effects of exams and evaluations on stress responses and consequently on learning will be discussed. It is not intended to be a review of current evaluation systems or educational policies around the world, which differ substantially depending on national and regional policies 14 , educational traditions, available technical resources, etcetera, but to provide ideas and hypotheses that may help in rethinking the role exams may play and which kind of exams can best fulfill this function, to inform educational policies and teaching practices, and to guide future research in educational neuroscience towards development and progress in this area. To reach this goal, this brief will first summarize how the typology of exams may influence learning and, from there, it will consider the effects of stress on memory consolidation and executive functions in different scenarios.

How the typology of exams may influence learning: an overview

Memory retrieval, which is a crucial cognitive activity during examination, is an active process that can alter the content and accessibility of stored memories. Although this testing effect often becomes visible only over time 2,3 , it is of potential relevance for educational practice, as it has been shown that memory retrieval fosters better retention than mere studying 3  (e.g. the use flashcards to study, which depend on retrieval). However, stress, a physiological response to potential threat, that is quite common during examinations as well as during the process of preparing for examinations, may also affect the learning process and memory formation in different ways 6,7 , which, in turn, may mean that assessments can produce contradictory effects on these processes.

Various forms of examination and assessment are traditionally used, each of which has specific characteristics which may influence teaching and learning in different ways 15 :

– Written exams, which may include short-answer and essay questions. Short-answer questions are mainly used to test how students recall specific facts (although they don’t have to be, as for example it is quite easy to have a short answer question that asks students to compare and contrast two things). Conversely, essay questions may give a better assessment of how students have understood a subject and their ability to apply their knowledge and perform analysis, comparison, evaluation and synthesis (see the annex for an example).

– Multiple-choice tests, which are mainly used to focus on detailed factual knowledge.

– Open-book exams, in which students are allowed to use textbooks and other materials. This can be helpful to test students’ understanding and ability to apply knowledge and select relevant information.

– Computer-based assessment, which can be formed of multiple-choice questions, but may also include interactive problems students have to elaborate on using the software, thus combining factual knowledge and skills.

– Take-home exams, in which the tasks are used to test students’ understanding and ability to apply knowledge and select and synthesize relevant information, possibly decreasing the pressure of having a very limited time to solve them.

– Oral examination, which is useful to test the students’ knowledge and understanding of a topic in a dynamic and interactive way, including their skills of application, analysis, integration, argument and synthesis of information. Moreover, the direct feedback in oral examination provides opportunities for students to learn immediately from the examination, and it has also been shown that presenting knowledge aloud contributes to its consolidation 16 . However, some temperaments may impair students’ performance when facing oral examination.

– Report writing and oral or poster presentations of tasks performed, in which the ability of students to perform tasks and apply knowledge to unfamiliar situations, including analysis and synthesis, as well as to write and present the outcomes, is tested.

The first work on the effect of written examinations on learning and on retention of learning dates back to 1938 17 . One of the main conclusions of this seminal work is that “the use of examinations stimulates achievement to a significant degree, […] but there is as yet no evidence to show that the greater achievement […] persists after six weeks to three months”. Much more recently, several works have analysed the effects of exam typology on how and what students learn. For example, comparing an end-of-course essay assignment to a multiple-choice examination among second-year education students from the University of Sydney 4 , it was reported that students were more likely to employ surface learning approaches in the multiple-choice examination context and to perceive multiple-choice examinations as assessing knowledge-based intellectual processing. In contrast, students were more likely to employ deep learning approaches when preparing their essay assignments, which they perceived as assessing higher levels of cognitive processing. Poorer performance in the essay assignment was associated with the employment of surface learning strategies, and poorer performance in the multiple-choice task was associated with the employment of deep learning strategies. Surface learning strategies may be defined as memorizing solely what is needed for an exam 18 . It is said that students engaged in surface learning tend to be more passive learners and to see learning as coping with tasks so that they can pass the assessment 18 . Conversely, students adopting a deep learning approach seek to understand meaning, are more likely to have a genuine curiosity about the subject, and its connections with other subjects, building on their current learning 18 . It is said that these students may enjoy social learning, including discussing different points of view 19 . It has also been shown that active learning increases student performance in science, engineering and mathematics 20 , and that problem-based learning improves deep learning 21 .

In another work, focused on the effects of tests on language studies 22 , the positive effects or influences were summarized in the following points: (1) Tests induce teachers to cover their subjects more thoroughly; (2) Tests motivate students to work harder to gain a sense of accomplishment and thus enhance learning [although mainly factual learning], and (3) Good tests can be utilized and designed as beneficial teaching-learning activities so as to encourage positive teaching-learning processes. In the same way, the following negative effects were reported: (1) Tests encourage teachers to narrow the curriculum and lose instructional time, leading to “teaching to the test”; (2) Tests induce anxiety in both teachers and students and distort their performance [see discussion about stress and learning, below]; (3) Students may not be able to learn real-life knowledge, but instead learn the discrete points of knowledge that are tested, and (4) Cramming will lead students to have a negative association with tests and will accordingly alter their learning motivation.

One way to take advantage of the positive effects of different examination methods and decrease the incidence of the negative ones is to use a combination of the different examination methods to conduct assessments. Although, currently, most pedagogical strategies and educational policies do utilize this idea, the author feels it is important to emphasize these aspects as this brief is intended for use worldwide. It is also worth noting that examination methods focused on testing the ability to apply knowledge to particular situations and to perform analysis, comparison and evaluation can be applied not only individually but also to groups of students, thus testing their capacity for working collaboratively 23-25 . This may also be useful for assessing teaching practice where this strategy (collaborative work) has been used during teaching. However, the common denominator of all exams is that for some or even many students they generate stress, which may have contradictory effects.

Finally, it is important to note that the use of the above-reported variety of examination methods depends not only on educational policies and traditions, but also on the availability of the materials and instruments needed, such as textbooks for open-book exams, computers and internet connectivity for computer-based assessments, appropriate spaces and proper parental or caregiving support for take-home exams, etcetera. These factors, in turn, are also, but not solely, influenced by regional differences and socioeconomic status 26 .

Memory retrieval and memory consolidation

As stated above, memory retrieval, which is a crucial cognitive activity during examinations, contributes to memory consolidation. Memory consolidation refers to the process by which a temporary, labile memory is transformed into a more stable, long-lasting form (Figure 1). It was first proposed in 1900 27 to account for the phenomenon by which learned material remains vulnerable to interference for a period of time after learning. During memory consolidation, that is, the gradual reorganization of the brain systems that support memory 28,29 , the hippocampus guides the reorganization of the information stored in the neocortex 30 . The hippocampus is part of the limbic system and plays an important role in the consolidation of information from short-term to long-term memory and in spatial memory that enables navigation. In turn, the neocortex is part of the human brain’s cerebral cortex where higher cognitive functioning, including executive functions, is thought to originate from. In other words, memory consolidation refers to. Moreover, under some conditions, long-term memory can transiently return to a labile state and then gradually stabilize again, a phenomenon termed reconsolidation 31-33 . It is worth noting that the dynamic nature of long-term memory 34 makes it reconstructive every time it is evoked or used, but also vulnerable to error, as in, for example, false memories 35 . Although much of this effect is not to the extent of false memories, what is important is that the act itself of recalling the memory changes the memory.

Figure 1. From sensory memory to long-term memory: the role of memory retrieval in memory consolidation.

This point highlights the importance of evaluation methods that do not disrupt previous learning, but instead contribute to its growth and consolidation, as in, for example, when students must analyse novel information relevant to the examination and apply knowledge to a novel situation. It is worth noting, however, that the putative disruption effect may be used to induce conceptual changes when needed.

In this schema, retrieving newly learned information from memory is an active process that consolidates information, and thus it decreases the incidence of forgetting 36,37 . This effect is specially relevant when combined with spacing between learning and successive retrievals 38,39 . The question of forgetting curves was first examined at the end of the nineteenth century 40 . Since then, several works have demonstrated that spacing retrieval has powerful effects on retention over substantial time periods, enhancing initial learning and slowing forgetting in several different situations 41-44 (Figure 2). To summarize the main results, repeatedly rehearsing material in the same study session will not have abiding effects and may even impair learning. Conversely, retrieving the same material on different days and in different ways will produce long-term results. Moreover, as practice increases, the information will remain accessible through longer gaps and subsequent repetitions will take much less effort. Thus, once the information is acquired, it should be revisited with increasing intervals, starting with days and weeks, and then spreading out to months and, ideally, years 45 (which is the idea behind spiral curricula).

Figure 2. Idealization of the effect of spacing knowledge retrieval to slow and decrease forgetting. Modified from [40].

Effects of stress on memory and learning: the role of exams

If a situation is appraised as stressful, a well-described cascade of physiological and endocrine changes is set in motion in order to re-establish homoeostasis and to promote long-term well-being 47 . Although the stress response is very complex, with numerous mediators involved, two major stress systems appear to be critical for the modulation of learning and memory processes, the rapid autonomic nervous system and the slower hypothalamus–pituitary–adrenal axis. Within seconds, the autonomic nervous system is activated, leading to the release of catecholamines such as noradrenaline, both from the adrenal medulla and the locus coeruleus in the brain 47 . Catecholamines prepare the body for ”fight-or-flight” responses and rapidly affect neural functioning in several brain regions critical for learning and memory, such as the hippocampus, amygdala and prefrontal cortex 48,49 .

A second system is also activated in response to stress, the hypothalamus–pituitary–adrenal axis, about 10 seconds later than the autonomic nervous system, resulting in the release of corticosteroids such as cortisol from the adrenal cortex 47 (the adrenal cortex comprises the outer layers of the adrenal glands, which are found above the kidneys). In this context, it has been shown that glucocorticoids such as cortisol can induce memory enhancement or conversely impair memory function, depending largely on the temporal proximity between the stressful event and the memory process investigated 50,51 . For instance, stress experienced just before memory retrieval, when catecholamine levels are still high and cortisol levels are not yet elevated, may have very different effects from stress experienced 90 min before retrieval, when catecholamine levels have returned to baseline and cortisol actions are at work 51-54 . In this regard, declarative memory, i.e. the memory for facts, events and word meaning, which is the most studied type of memory on which glucocorticoids exert an influence, may be both positively affected through consolidation and negatively affected through impairment by cortisol. These contradictory effects may depend on the cortisol receptor type, dose, time of exposure, memory component and the salience of stimuli, retrieval being generally affected and storage being facilitated, especially for emotionally relevant events. Interestingly, glucocorticoids also induce hippocampal atrophy, specially under acute chronic stress conditions, which may impair long-term memory storage.

Similarly, distinct memory stages such as encoding, consolidation or retrieval may be differently affected by these time-dependent physiological changes after a stressful encounter, also in anticipation of a stressful encounter 51,55 . In this respect, it has been shown that exposure to mild or moderate punctual stress (see discussion below on the ambiguity of the word stress ) may result in better memory performance during the consolidation phase but conversely reduces memory performance during retrieval, which it is important to note is the case during most examinations. Acute stressors impair both consolidation as well as retrieval. These memory-enhancing and memory-impairing effects are strongly related to stress-induced cortisol and sympathetic activity 55 .

The word stress may be, somewhat, ambiguous. One way to reduced ambiguity is by classifying stress in three categories, namely good stress, tolerable stress, and toxic stress 56 . “Good stress” refers to the experience of rising to a challenge, taking a risk, and feeling rewarded by an often-positive outcome. Even adverse outcomes can function as growth experiences for individuals with healthy self-esteem and good impulse control and decision-making capability, which are part of the so-called executive functions. “Tolerable stress”, in turn, refers to situations where negative events occur, but the individual with healthy brain architecture is able to cope, often with the aid of family, friends, and other individuals who provide support. Finally, “toxic stress” refers to situations in which negative events, adversity or traumas are experienced by an individual who usually has limited support and may also have brain architecture that reflects the effects of adverse early life events that have impaired the development of impulse control and adequate self-esteem 57 . In other words, good or even tolerable stressors generating mild to moderate punctual stress may contribute to memory consolidation during the consolidation phase but may reduce memory performance during retrieval, and toxic (acute) stress impairs both processes, which it is worth noting during most examinations.

Despite this general information, it is also worth noting the existence of individual differences in temperamental characteristics which are relevant for the onset of stress in early childhood and adolescence 1,58,59 . Thus, for example, the presentation of more shy-inhibited behaviours such as fearful withdrawal from unfamiliar people, displays of shyness, etcetera, and associated behavioural inhibition, i.e., withdrawal and fear in novel and/or unfamiliar situations, are consistently related to more severe anxiety in later childhood, particularly social anxiety 60,61 . Associations between shy-inhibited temperament and later internalizing behaviours have also been established 59,62 . Similarly, it has been suggested that negative reactivity characteristics such as anger, distress at limitations, moodiness or irritability, during toddlerhood are strongly associated with the later development of broader internalizing behaviours and less so with later anxiety symptoms 63,64 . Moreover, individual resilient capacity to manage both anxiety and stress it is also crucial for interindividual differences, and in this way examinations may also be used to reinforcing this influential process allowing for positive adaptation in a context of significant adversity (resilience will be addressed in another brief).

Beyond the specific neural, physiological and molecular aspects of the effects of stress on learning and memory, what is most significant for this brief is the effect of stressful situations that may occur during examinations on learning and memory performance. Thus, it has been shown that stress at around the time of learning enhances memory, but stress long before learning or in a distinctly different context does not promote new learning and can even hinder successful encoding of new information 65 (Figure 3). For example, while moderate stress immediately before learning enhances later recognition memory, memory is impaired if stress was experienced between 1 hour and 30 min before learning 66-68 . At the molecular and cellular level, this impairment to learning has been associated with a decrease in neural excitability in the hippocampus long after cortisol release, as it has been shown in animal modelling 69 . Similarly, stress shortly after learning also improves memory consolidation, an effect which is more marked when emotionality is concomitant, thus highlighting the important influence of emotions on learning 55,70,71 .

Figure 3. The effects of stress on memory, depending on temporal proximity and on specific memory process. Modified from [51].

As stated above, the effects of stress on memory extend to memory retrieval, which includes exams. Many studies have demonstrated that acute stress (or toxic stress according to the distinction above) impairs memory retrieval after a stressful encounter 72-76 . Interestingly for the focus of this brief, this retrieval deficit after stress has been found both in adults and in children, highlighting the relevance of these findings for educational settings 73 . Moreover, disruptive effects of stress on retrieval are stronger in emotional contexts, for example, after psychosocial stress 77,78 . Psychosocial stress is the result of a cognitive appraisal of what is at stake and what can be done about it, and can be defined as an imbalance between demands placed on us and our ability to manage them. However, crucial to the issue addressed in this brief, if the retrieval test, i.e., the exam or evaluation, is relevant for the stressful situation or a context is used to memory retrieval, i.e. there is context serving as a retrieval cue, recall is spared from the damaging effects of stress 53,79 . It is worth noting that in this regard the “context” do no refer to context-dependent learning, but to transfer knowledge to a new contextual situation. This point emphasizes the importance of evaluation methods that do not disrupt previous learning but instead contribute to its growth and consolidation, such as when students must analyse novel information relevant to the examination and apply knowledge to a novel situation (Figure 3; see the annex for an example). From an educational point of view, this can be achieved more easily with some forms of examination than others, for example, by means of essays in written exams, open-book exams, take-home exams, oral examination, report writing, etcetera.

Integrating new information into existing memories is a key process in education, which often involves some disruption. Furthermore, there is evidence that consolidated memories return to a labile state when they are reactivated, as occurs during an examination, which requires the subsequent re-stabilization of those memories in a process called reconsolidation 52,80,81 . During reconsolidation, a process involving the hippocampus 52 and the prefrontal cortex 82 , the reactivated memory can be weakened, strengthened or altered 52 . Several studies support the hypothesis that stress can affect memory reconsolidation and memory updating, but the specific conditions leading to either impairing or enhancing effects of stress on reconsolidation are still under investigation 83-85 .

Regarding the quality of learning, experiments, mostly using rodents, indicate that under stress more rigid stimulus–response associations are learned rather than complex representations of the environment 86-88 . In this way, it has been suggested that stress can affect not only how much information is learned but may also have considerable consequences for the nature and flexibility of memories and goal-directed behaviours 51, which are at the core of executive functions. Executive functions are a set of cognitive processes that are necessary for the cognitive control of behavior, i.e. selecting and successfully monitoring behaviors that facilitate the attainment of chosen goals, which in turn must be an essential component in the education systems.

Core executive functions such as working memory, inhibition and cognitive flexibility are integral to daily life and to goal-directed behaviours. A growing body of research has suggested that stress may also impair core executive functions, which are also crucial for learning as well as for goal-directed learning. For example, it has been reported that stress impairs working memory and cognitive flexibility 9,51 , which are central to some other abilities and skills that are crucial in education, such as decision-making, planning and imagination 89 , depending on how these functions mature during childhood and adolescence 10 . In this regard, it can be hypothesised that exams’ type and the way they are perceived by students may play a critical role in contributing to the development of this relevant functions.

Conclusions

Assessment is inseparable from teaching practice and affects both the way students learn and the way teachers teach. In consequence, it has been considered that to improve learning, examination and evaluation have to be critically analised 90 . Beyond factual knowledge, to favour cognitive processes such as those involved in executive functions, exams must allow for the mobilization of cognitive processes such as comprehension, description, representation, resolution, reasoning, reflection and communication 91 . This includes strengthening the feedback character of the examination 92 . Moreover, stressful situations, which are quite common during examination as well as during exam preparation, may also affect the learning process and memory formation, disrupting some aspects of memory retrieval and consolidation. However, when examination is coupled to the acquisition of new learning and knowledge which are perceived as relevant for the stressful situation, for example, when learning and testing take place in the same context, recall is spared from the damaging effects of stress 53,79 and may contribute to consolidating memory and developing executive functions, making the process of learning more efficient.

Taken together, data mentioned in this brief emphasize the importance of evaluation methods that do not disrupt previous learning, but instead, contribute to its growth and consolidation. Thus, from an educational point of view, methodologies used during examination have to be selected carefully to fulfil both the major roles of evaluations, that is, to serve as verification that a student is qualified and also as an educational tool to improve the learning process. To this end, novel approaches and both educational and scientific neuroscience research are needed to bring these ideas closer to the educational needs of each community, taking into account their resources.

Example of two distinct biology exams that use different methodologies. One of them (Example 1) is mostly focused on factual knowledge, while the other (Example 2) targets abilities and skills. They have been taken from the University Access Examination from different Autonomous Communities within Spain. Both are open access, and they were used in June/July 2020. Current educational policy in Spain allows decentralization of University Access Examinations, which are prepared by different tester teams. The author of this brief has been the coordinator of the biology examination for University Access in Catalonia for the last 14 years. Both examples are presented in their original version and language as well as translated into English. Despite there being no scientific studies on the effects on learning or memory of these two specific different methodologies, they can be speculatively deduced from general data given in this brief.

Example 1. Written exam, short-answer questions designed mostly to evaluate factual knowledge. It also includes the interpretation of an image. Original language: Spanish.

English translation:

b) What are the asymmetric carbons in a D-glucose molecule? Which carbon determines the D and L configurations when there is more than one asymmetric carbon? (0.6)

• Observe the following image:

a) What type of structure does it represent? What are its functions? (1.0)

b) Name each of the components marked with a number. (0.5)

c) Explain what exocytosis and endocytosis are. (0.5)

Example 2. Written exam, an essay question which provides novel information to students, designed mostly to evaluate abilities and skills and to take advantage of the stressful situation to consolidate learning (i.e., the context served as a retrieval cue and gives previously unknown information to students). Original language: Catalan.

In the early nineteenth century, all attempts to bring the smallpox vaccine to America had failed. The trip was too long, and the smallpox vaccine arrived useless. A doctor, Francesc Xavier Balmis, made a surprising proposal: to transport the vaccine via inoculated people. On November 30, 1803, the corvette Maria Pita sailed from A Coruña [Galicia, Spain] with 22 children from orphanages. They were known as the “vaccinating children” of the Royal Philanthropic Expedition of the Vaccine (1803-1806).

Figure legend: Plates by Francesc Xavier Balmis, in which the pus vesicles produced by the vaccine can be seen. Source: https://culturacientifica.com/2014/02/24/el-caso-de-los-ninos-vacuniferos.

• The procedure consisted of passing the vaccine from one child to another, step by step, until the end of the trip. The first child in the chain was inoculated with the content from the vesicles developed in cows that had the smallpox disease. This disease of cows, when it affects humans, only causes a few vesicles. It did not endanger life but provided protection against human smallpox.

Write a text similar to the one in the above paragraph using the following five terms: antigens, antibodies, immunization, cowpox virus, and human smallpox virus . [1 p]

• Eight days after inoculation with the contents of the vesicles, the first vaccinated child developed vesicles full of the virus, which were then used to vaccinate the next child in the chain, and so on. [1 p]

a) In relation to the immune response of the children in whom the vesicles fluid was injected, complete the following table:

Type of immunization: active / passive

Justification

b) In relation to the origin of the antigens, complete the following table:

Type of immunization: natural / artificial

Justification:

• When selecting the children, Balmis imposed the condition that they must not have suffered smallpox or previously been vaccinated. From the point of view of the primary or secondary immune response, would the transmission of the vaccine have worked if this condition had not been fulfilled by any of the children? Justify the answer by referring to these two types of immune response. [1 p]
•  McLean M.A., Cobham V.E., Simcock G., Kildea S., & King S. (2019). Toddler temperament mediates the effect of prenatal maternal stress on childhood anxiety symptomatology: The QF2011 Queensland Flood Study. Int. J. Environ. Res. Public Health. 16(11): 1998.
• van den Broek, Segers, E., G., Takashima, A., & Verhoeven, L. (2014). Do testing effects change over time? Insights from immediate and delayed retrieval speed. Memory 22(7): 803-812.
• van den Broek, G., Takashima, A., Wiklund-Hörnqvist, C., Wirebring, L.K., Segers, E., Verhoeven, L., & Nybergbde, L. (2016). Neurocognitive mechanisms of the “testing effect”: A review. Trends in Neuroscience and Education 5(2): 52-66.
• Scouller, K. (1998). The influence of assessment method on students’ learning approaches: Multiple choice question examination versus assignment essay. Higher Education 35: 453–472.
• Prieto-Barrio, M.I., Cobo-Escamilla, A., González-García, M.N., Moreno-Fernández, E., & de la Rosa-García, P. (2015). Influence of Assessment in the Teaching-learning Process in the Higher Education. Procedia – Social and Behavioral Sciences 176: 458-465.
• Joëls M., Pu Z., Wiegert O., Oitzl M.S., & Krugers H.J. (2006). Learning under stress: how does it work? Trends Cogn. Sci. 10(4): 15215-8.
• Schwabe L., Joëls M., Roozendaal B., Wolf O.T., & Oitzl M.S. (2012). Stress effects on memory: an update and integration. Neurosci. Biobehav. Rev. 36(7): 1740-1749
• Pitman R.K., Rasmusson A.M., Koenen K.C., Shin L.M., Orr S.P., Gilbertson M.W., Milad M.R., & Liberzon I. (2012). Biological studies of post-traumatic stress disorder. Nat. Rev. Neurosci. 13(11): 769-787.
• Shields G.S., Sazma M.A., & Yonelinas A.P. (2016). The effects of acute stress on core executive functions: A meta-analysis and comparison with cortisol. Neurosci. Biobehav. Rev. 68: 651-668.
• Igazság B., Demetrovics Z., & Cserjési R. (2019). The developmental trajectory of executive functions and their stress sensitivity in adolescence. Psychiatr. Hung.;34(3):300-310.
• Joëls M., Fernandez G., & Roozendaal B. (2011). Stress and emotional memory: a matter of timing. Trends Cogn. Sci. 15(6): 280-288.
• Scouller, K.M., & Prosser, M. (1994). Students’ experiences in studying for multiple choice question examinations. Studies in Higher Education 19: 267–279.
• Boud, D. (1998). Assessment and Learning: Contradictory or Complementary?. In: Assessment for Learning in Higher Education , pp 35-48. London: Routledge Falmer.
• UNESCO (2020). Profiles Enhancing Educational Reviews (PEER). http://education-profiles.org/
• Wyse, D., Hayward, L., & Pandya, J. (Ed.). (2016). The SAGE Handbook of Curriculum, Pedagogy and Assessment . Los Angeles: SAGE Publishing.
• Bird, C.M., Keidel, J.L., Ing, L.P., Horner, A.J., & Burgess, N. (2015). Consolidation of complex events via reinstatement in posterior cingulate cortex. J. Neurosci. 35(43): 14426-14434.
• Johnson, B.E. (1938). The Effect of Written Examinations on Learning and on the Retention of Learning. The Journal of Experimental Education 7(1): 55-62.
• Haggis, T. (2003) Constructing images of ourselves? A critical investigation into ‘Approaches to learning’ research in higher education. British Educational Research Journal , 29(1): 89-104.
• Biggs, J.B., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Berkshire: Open University Press.
• Freeman S., Eddy S.L., McDonough M., Smith M.K., Okoroafor N., Jordt H., & Wenderoth M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proc. Natl. Acad. Sci. USA 111(23): 8410-8415.
• Dolmans, D.H.J.M., Loyens, S.M.M., Marcq, H., & Gijbels, D. (2016). Deep and surface learning in problem-based learning: a review of the literature. Adv. Health Sci. Educ. Theory Pract . 21(5): 1087-1112.
• Pan, Y. (2009). A review of washback and its pedagogical implications. VNU Journal of Science, Foreign Languages , 25: 257-263.
• Lusk, M., & Conklin, L. (2003). Collaborative testing to promote learning. J. Nurs. Educ. 42(3): 121-124.
• Shen, J., Hiltz, S.R., & Bieber, M. (2007). Collaborative online examinations: Impacts on interaction, learning, and student satisfaction. IEEE Transactions on Systems, Man, and Cybernetics – Part A: Systems and Humans 36(6): 1045-1053.
• Cantwell, E.R., Sousou, J., Jadotte, Y.T., Pierce, J., & Akioyamen, L.E. (2017). Collaborative testing for improving student learning outcomes and test‐taking performance in higher education: A systematic review. Campbell Systematic Reviews 13(1): 1-18
• Global Education Monitoring Report Team. (2020). Global education monitoring report, 2020: Inclusion and education: all means all . Paris: UNESCO.
• Lechner H.A., Squire L.R., & Byrne J.H. (1999). 100 years of consolidation—Remembering Müller and Pilzecker. Learn. Mem. 2: 77–87.
• Dudai Y. (2012). The restless engram: Consolidations never end. Ann. Rev. Neurosci. 35: 227–247.
• Squire, L.R., Genzel, L., Wixted, J.T., & and Morris, R.G. (2015). Memory Consolidation. Cold Spring Harb. Perspect. Biol. 7(8): a021766.
• Dudai Y., & Morris R.G.M. (2000). To consolidate or not to consolidate: What are the questions? In: Brain, perception, memory advances in cognitive sciences (ed. Bulhuis J.J.), pp. 149–162. Oxford: Oxford University Press.
• Nader K., Schafe G.E., & Le Doux J.E. (2000). Fear memories require protein synthesis in the amygdala for reconsolidation after retrieval. Nature 406: 722–726.
• Sara S.J. (2000). Retrieval and reconsolidation: Toward a neurobiology of remembering. Learn. Mem. 7: 73–84.
• Alberini C.M. (2005). Mechanisms of memory stabilization: Are consolidation and reconsolidation similar or distinct processes? Trends Neurosci. 28: 51–56.
• Dudai Y., Morris R.G.M. (2013). Memorable trends. Neuron 80: 742–750.
• Schacter D.L., & Dodson C.S. (2001). Misattribution, false recognition and the sins of memory. Philos. Trans. R. Soc. London. B Bio.l Sci. 356: 1385–1393.
• Rowland, C.A. (2014). The effect of testing versus restudy on retention: a meta-analytic review of the testing effect. Psychol. Bull. 140(6): 1432-1463.
• Adesope, O.O., Trevisan, D.A., & Sundararajan, N. (2017). Rethinking the Use of Tests: A Meta-Analysis of Practice Testing. Review of Educational Research 87(3): 659-701.
• Latimier, A., Peyre, H., & Ramus, F. (2020). A meta-analytic review of the benefit of spacing out retrieval practice episodes on retention. PsyArXiv: kzy7u.
• Latimier, A., Rierget, A., Ly, S., & Ramus, F. (2020). Retrieval practice promotes long-term retention irrespective of the placement. PsyArXiv: dk63q.
• Ebbinghaus, H. (1885). Memory: A contribution to experimental psychology. New York: Dover.
• Newble, D.I., & Jaeger, K. (1983). The effect of assessments and examinations on the learning of medical students . Med. Educ. 17(3): 165-171.
• Loftus, G. R. (1985). Evaluating forgetting curves. Journal of Experimental Psychology: Learning, Memory, and Cognition 11(2): 397–406.
• Pashler, H., Rohrer, D., Cepeda, N.J., & Carpenter, S.K. (2007). Enhancing learning and retarding forgetting: choices and consequences. Psychon. Bull. Rev. 14(2): 187-193.
• Cepeda, N.J., Vul, E., Rohrer, D., Wixted, J.T., & Pashler, H. (2008). Spacing effects in learning: a temporal ridgeline of optimal retention. Psychol. Sci. 19(11): 1095-1102.
• Brown, P.C., Roediger, H.L., & McDaniel, M.A. (2014). Make It Stick. The Science of Successful Learning . Harvard: Harvard University Press.
• Reisberg, D. (ed.). (2013). The Oxford Handbook of Cognitive Psychology . Oxford: Oxford University Press.
• Joëls, M., & Baram, T.Z. (2009). The neuro-symphony of stress. Nat. Rev. Neurosci. 10: 459–466.
• Katsuki, H., Izumi, Y., & Zorumski, C.F. (1997). Noradrenergic regulation of synaptic plasticity in the hippocampal CA1 region. J. Neurophysiol. 77: 3013–3020.
• Arnsten, A.F.T. (2009). Stress signalling pathways that impair prefrontal cortex structure and function. Nat. Rev. Neurosci. 10: 410–422.
• Roozendaal, B. (2002). Stress and memory: opposing effects of glucocorticoids on memory consolidation and memory retrieval. Neurobiol. Learn. Mem. 78(3): 578-595.
• Vogel, S., & Schwabe, L. (2016). Learning and memory under stress: implications for the classroom. NPJ Sci Learn. 1: 16011.
• Schwabe, L., Nader, K., & Pruessner, J. C. (2014). Reconsolidation of human memory: brain mechanisms and clinical relevance. Biol. Psychiatry 76: 274–280.
• Schönfeld, P., Ackermann, K., & Schwabe, L. (2014). Remembering under stress: different roles of autonomic arousal and glucocorticoids in memory retrieval. Psychoneuroendocrinology 39: 249–256.
• Wang, B., & Bukuan, S. (2015). Timing matters: negative emotion elicited 5 min but not 30 min or 45 min after learning enhances consolidation of internal-monitoring source memory . Acta Psychol. 157: 56-64.
• Smeets, T., Otgaar, H., Candel, I., & Wolf, O.T. (2008) True or false? Memory is differentially affected by stress-induced cortisol elevations and sympathetic activity at consolidation and retrieval . Psychoneuroendocrinology 33(10): 1378-1386.
• McEwan, B.S. (2016). In pursuit of resilience: stress, epigenetics, and brain plasticity. Ann. N.Y. Acad. Sci. 1373: 56–64.
• Lazarus, R.S., & Folkman, S. (1984). Stress, Appraisal and Coping . New York: Springer-Verlag
• Forbes M.K., Rapee R.M., Camberis A.-L., McMahon C.A. (2017). Unique associations between childhood temperament characteristics and subsequent psychopathology symptom trajectories from childhood to early adolescence. J. Abnorm. Child Psychol. 45: 1221–1233.
• Bayer J.K., Morgan A., Prendergast L.A., Beatson R., Gilbertson T., Bretherton L., Hiscock H., & Rapee R.M. (2019). Predicting Temperamentally Inhibited Young Children’s Clinical-Level Anxiety and Internalizing Problems from Parenting and Parent Wellbeing: A Population Study. J. Abnorm. Child Psychol. 47: 1165–1181
• Edwards S.L., Rapee R.M., Kennedy S. (2010). Prediction of anxiety symptoms in preschool-aged children: Examination of maternal and paternal perspectives. J. Child Psychol. Psychiatry. 51:313–321.
• Clauss J.A., Blackford J.U. (2012). Behavioral inhibition and risk for developing social anxiety disorder: A meta-analytic study . J. Am. Acad. Child Adolesc. Psychiatry. 51: 1066–1075.
• Abulizi X., Pryor L., Michel G., Melchior M., & van der Waerden J. (2017). Temperament in infancy and behavioral and emotional problems at age 5.5: The EDEN mother-child cohort. PLoS ONE . 12:e0171971.
• Savage J., Verhulst B., Copeland W., Althoff R.R., Lichtenstein P., & Roberson-Nay R. (2015). A genetically informed study of the longitudinal relation between irritability and anxious/depressed symptoms. J. Am. Acad. Child Adolesc. Psychiatry. 54: 377–384.
• Humphreys K.L., Schouboe S.N.F., Kircanski K., Leibenluft E., Stringaris A., & Gotlib I.H. (2018). Irritability, Externalizing, and Internalizing Psychopathology in Adolescence: Cross-Sectional and Longitudinal Associations and Moderation by Sex. J. Clin. Child Adolesc. Psychol .: 1–9.
• de Quervain, D.J.F., Roozendaal, B., Nitsch, R.M., McGaugh, J.L., & Hock, C. (2000). Acute cortisone administration impairs retrieval of long-term declarative memory in humans. Nat. Neurosci. 3: 313–314.
• Henckens, M., van Wingen, G.A., Joëls, M., & Fernandez, G. (2010). Time-dependent effects of corticosteroids on human amygdala processing. J. Neurosci. 30: 12725–12732.
• Zoladz, P.R., Clark, B., Warnecke, A., Smith, L., Tabar, J., & Talbot, J.N. (2011). Pre-learning stress differentially affects long-term memory for emotional words, depending on temporal proximity to the learning experience. Physiol. Behav. 103: 467–476.
• Henckens, M.J., Pu, Z., Hermans, E.J., van Wingen, G.A., Joëls, M., & Fernández, G. (2012). Dynamically changing effects of corticosteroids on human hippocampal and prefrontal processing. Hum. Brain Mapp. 33: 2885–2897.
• Wiegert, O., Joëls, M., & Krugers, H. (2006). Timing is essential for rapid effects of corticosterone on synaptic potentiation in the mouse hippocampus. Learn. Mem. 13: 110–113.
• Cahill, L., Gorski, L., & Le, K. (2003). Enhanced human memory consolidation with postlearning stress: Interaction with the degree of arousal at encoding. Learn. Mem . 10: 270–274.
• Beckner, V.E., Tucker, D.M., Delville, Y., & Mohr, D.C. (2006). Stress facilitates consolidation of verbal memory for a film but does not affect retrieval. Behav. Neurosci. 120: 518–527.
• Buchanan, T.W., Tranel, D., & Adolphs, R. (2006). Impaired memory retrieval correlates with individual differences in cortisol response but not autonomic response. Learn. Mem. 13: 382–387.
• Quesada, A.A., Wiemers, U.S., Schoofs, D., & Wolf, O.T. (2012). Psychosocial stress exposure impairs memory retrieval in children. Psychoneuroendocrinology 37: 125–136.
• Hupbach, A., & Fieman, R. (2012). Moderate stress enhances immediate and delayed retrieval of educationally relevant material in healthy young men. Behav. Neurosci. 126: 819–825.
• Quaedflieg, C.W., Schwabe, L., Meyer, T., & Smeets, T. (2013). Time dependent effects of stress prior to encoding on event-related potentials and 24 h delayed retrieval. Psychoneuroendocrinology 38: 3057–3069.
• Schwabe, L., & Wolf, O. (2014). Timing matters: temporal dynamics of stress effects on memory retrieval. Cogn. Affect. Behav. Neurosci. 14: 1041–1048
• Kuhlmann, S., Piel, M., & Wolf, O.T. (2005). Impaired memory retrieval after psychosocial stress in healthy young men. J. Neurosci. 25: 2977–2982.
• Smeets, T., Giesbrecht, T., Jelicic, M., Merckelbach, H. (2007). Context-dependent enhancement of declarative memory performance following acute psychosocial stress. Biol. Psychol. 76(1-2): 116-23.
• Schwabe, L., & Wolf, O. T. (2009). The context counts: congruent learning and testing environments prevent memory retrieval impairment following stress. Cogn. Affect. Behav. Neurosci. 9: 229–236.
• Nader, K., & Hardt, O. (2009). A single standard for memory: the case for reconsolidation. Nat. Rev. Neurosci. 10: 224–234.
• Dudai, Y. (2012). The restless engram: consolidations never end. Annu. Rev. Neurosci. 35: 227–247.
• Sandrini, M., Censor, N., Mishoe, J., & Cohen, L. (2013). Causal role of prefrontal cortex in strengthening of episodic memories through reconsolidation. Curr. Biol. 23: 2181–2184.
• Schwabe, L. & Wolf, O.T. (2010). Stress impairs the reconsolidation of autobiographical memories. Neurobiol. Learn. Mem. 94: 153–157.
• Coccoz, V., Maldonado, H., & Delorenzi, A. (2011). The enhancement of reconsolidation with a naturalistic mild stressor improves the expression of a declarative memory in humans. Neuroscience 185: 61–72.
• Bos, M.G., Schuijer, J., Lodestijn, F., Beckers, T., & Kindt, M. (2014). Stress enhances reconsolidation of declarative memory. Psychoneuroendocrinology 46: 102–113.
• Packard, M.G., & Teather, L.A. (1998). Amygdala modulation of multiple memory systems: hippocampus and caudate-putamen. Neurobiol. Learn. Mem. 69: 163–203
• Packard, M.G. & Wingard, J.C. (2004). Amygdala and ‘emotional’ modulation of the relative use of multiple memory systems. Neurobiol. Learn. Mem. 82: 243–252.
• Wingard, J.C. & Packard, M.G. (2008). The amygdala and emotional modulation of competition between cognitive and habit memory. Behav. Brain Res. 193: 126–131.
• [89] Joo, H.R., & Frank, L.M. (2018). The hippocampal sharp wave–ripple in memory retrieval for immediate use and consolidation. Nat. Rev. Neurosci. 19: 744–757.
• McDonald, R. (2006). The use of evaluation to improve practice in learning and teaching. Innovations in Education and Teaching International 43(1): 3-13.
• Gulikers, J., Bastiaens, T.J., & Kirschner, P. (2004) The five-dimensional framework for authentic assessment. Educational Technology Research and Development 52(3): 67-86.
• Nicol, D.J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education 31(2): 199-218.

• Exam stress

Pressure to do well in exams can be a lot, and it can affect your mental health. Here's our advice if it's all getting a bit too much.

It’s normal to feel stressed and on edge about exams. Stress is your body’s natural response to pressure. It can help you focus and get things done, but sometimes it can all get a bit much. Exam stress can affect anyone and it can show up in loads of ways, like:

• feeling anxious or down
• getting irritable and angry
• struggling to sleep
• changes in your eating habits
• having bad thoughts about yourself
• worrying about the future
• losing interest in stuff you usually like
• finding it hard to concentrate
• feeling unwell – like headaches, feeling sick or tired

If any of these feelings are beginning to take over your life, there is help. And we’re here to help you find it.

Coping with exam pressure

The pressure to do well can really get on top of you and only add to the existing stress of exams. It could be from your school, your family, your friends, or yourself. Even if the people around you aren’t putting pressure on you, you might still want to make them proud. But remember, no matter what your results, your mental health is important too.

Whether you feel stressed right before your exams, or it builds up over time, here are some things you can do to ease the pressure:

Reflect on all the things you’ve already achieved, in or outside of studying. Write a list of what you rate about yourself, and what others like about you too. Doing things you’re good at and enjoy can really boost your self-esteem .

If people around you – like your school or family – are putting pressure on you, be real with them about what you think you can handle. Make it clear if your expectations are different from theirs. And if you need to, have a word with a teacher you trust about the stress you're under at home.

Try not to stress about how others are prepping for exams. Focus on what you can do. You might feel like other people are smashing it, revising more than you, or just not stressing out as much. But we're all different and that's okay. Remember, your friends are coping with exam stress too. They might be just as on edge as you.

It’s important for us to look after our mental health and put our own needs first, especially during a stressful academic period. I recommend reaching out to your friends during this time, because they are most likely going through the same thing as you.

How to deal with exam stress

Exam stress can feel lonely and a heavy load to carry, but you don’t have to tackle it alone. Lots of young people find exams difficult and it’s okay to need support.

Don’t hold it all in – try talking to someone about what’s on your mind. If someone knows you feel stressed, they can have your back, encourage you and listen when you need them to. It could be a friend, family member, carer, community/faith leader, teacher, or anyone else you trust. You don’t have to go through this alone.

Check out our tips below to help you get through exams.

In the lead-up to your exams

Think about what could make dealing with exam stress easier for you and have a chat with a teacher or tutor. They can help with things like:

• a tricky subject
• tips and tricks for revising
• juggling different subjects
• finding a calm place to revise
• access arrangements

Asking a teacher can be nerve-wracking, but they’ve had loads of students feel the same way. Remember they want you to pass your exams too, so they’re on hand to help if you need it.

We all have different needs. Access arrangements help students with special education needs or disabilities. This could be:

• extra time to complete the exam
• assistive technology (like a computer, text-to-speech software etc.)
• breaks during an exam

If you think you need them, speak to your school, college or university to find out how to apply for access arrangements. Some can be sorted out by the school, but others need permission from the examining body, so it’s best to talk to your school as early as possible.

Exam formats aren’t always suited to the realities of neurodivergence and disability which can create extra stress. Asking for adjustments is not being demanding – it’s about fairness.

If your friends are studying too, chances are they get what you’re dealing with. Knowing that someone else feels the same way can make all the difference. Link up with them to chat about exams or to take a break from studying.

Tackling problems together and helping each other out with different subjects can make revising easier. It keeps your social life going and can boost your mood while you’re studying. Plus, it can help you see you’re not the only one feeling the pressure.

When exams start

Get everything ready for the exam the night before. You could talk to someone you trust to double-check you’ve got everything sorted. If you’re going somewhere for your exam, check when and where it’s happening. Plan your route and make sure you’ve got plenty of time to get there.

Avoid cramming in last-minute revision. This can be overwhelming and make you feel unprepared. You’ve put in the work, so focus on staying calm. Breathing exercises and grounding techniques can help dial down the stress before your exam.

Resist the urge to talk about the exam with your friends afterwards. This can make you feel more stressed. Try to let go of the exam talk now that it’s done.

Once you’re done, have something good lined up after. It could be hanging out with friends or taking some time for yourself. It’s tough to switch off, especially if you have more exams coming up, but it’s important to let yourself recharge first.

I have found that putting in time for activities that I enjoy alongside revision helps me to de-stress, so I’ve started adding in time throughout the day to take a break and read or watch a TV show that I like. I've found that including activities that I look forward to in my daily schedule helps make revision feel more bearable.

Coping with life pressures

Sometimes, life can throw you curveballs that make it hard to study, like moving house, looking after a family member, dealing with a breakup or general life stress.

If life’s throwing you something like this, don’t feel you have to go it alone. Talk to someone you know or contact a helpline . Whatever it is you’re going through, you deserve support.

The importance of self-care

When exam stress hits, it might feel like there’s no time for self-care , or that you should be spending every second revising. Revising is important, but it’s going to be harder if you’re not looking after yourself.

Try to eat right, get some sleep, and give yourself a break – whether that’s gaming or hanging with your friends. We’re not robots – we all need a breather now and then.

Revision tips

Figure out what subjects you need to study and when. If you’re not sure how to make a revision timetable, ask a teacher or tutor for help. BBC Bitesize has lots of tips to start you off.

If your revision plan feels like a mountain to climb, tweak it. Your plan should keep you feeling on top of things, not leave you burnt out. It might take some trial and error, but finding a plan that works for you is key to feeling less stressed.

Taking a break is just as important as revising. It gives your brain a break and makes it easier to focus. Young people have told us they often feel guilty for taking a break, but rest is productive. You don’t have to earn rest – take it whenever you need it.

Different ways of learning

We all have our own ways of learning. If you feel distracted or can’t remember your notes, it might be time to switch it up. There are loads of techniques out there – check out some below:

• make posters, post-it notes or flashcards
• use colour-coded revision timetables and notes
• draw mind maps, spider diagrams or graphs
• record yourself reading your notes and listen back
• listen to podcasts or audiobooks
• listen to a playlist while you revise
• do practice papers
• go to group revision sessions
• use flashcards
• read your revision notes aloud to yourself or someone else
• rewrite lesson materials in your own words

Experiment with different techniques. One way might click for one subject, but not for others, so find whatever works.

The monotony of revision and endlessly reading notes can really put us off, so try mixing it up! Flashcards, mind maps, voice notes, videos and even teaching the work to a friend/family member/pet/wall (!) can all be used to engage different areas of our brain and keep it interesting.

Dealing with disappointment on results day

Not getting the grades you want on results day can be devastating. Whether it impacts what you do next or you just feel you could’ve done better, it’s alright to feel upset. But remember, there is so much more to life than exams.

If you don’t get the results you want, here are a few things to keep in mind:

We don’t usually think about what people got in their exams. Grades don’t stick in our minds when we think about the people we care about. Your true worth – how you see yourself – it’s not based on the grades you get. You’ve got lots of qualities that make you, you – like making people laugh, giving great advice, being creative, or whatever else sets you apart. Those qualities can’t be measured by exams.

Exams are just a tiny piece of the puzzle. No matter what grades you get on results day, it’s still possible to have the future you want. There are so many paths to where you want to be. Your route might change, but your destination doesn’t have to.

Make a list of the things that bring you joy and find time to do them. This can ease your stress and improve your mood. No need to feel guilty about carving out time for yourself – you’re allowed to have a life beyond exams.

Here are some things you can do if you’re unhappy with your results:

When you’re ready to think about what’s next, talk it through with your teacher, tutor or careers advisor. They’re there to help you decide what’s next, like:

• getting a re-mark
• retaking exams
• switching subjects
• thinking about different career routes and options

There are lots of organisations that can help you find your next step, like the National Careers Service , UCAS , Not Going to Uni and AllAboutSchoolLeavers .

Once you know your options, talk them through with someone you trust. They can help you figure out what’s best for you, or just be there to listen.

If you are retaking exams this school year, the number one thing you need to remember is you are not alone.

If something happened during your exams, you might be able to apply for ‘special considerations’. Things like your health, grief and loss, or something happening that’s out of your control can all affect exams. Exam boards might take this into account and add points to your marks, so it’s worth speaking to someone at school or college. They can help you with your application for special considerations.

You might feel pressured to share your exam results, but you don’t owe it to anyone. Young people have told us that agreeing among friends to not share results has helped. You could also chat to your teacher about taking the pressure off sharing results in class. It’s okay if you’re not up for it.

If you’re worried about sharing your results with family, try writing down what you want to say first. If it would help, ask a teacher or friend to be with you when you tell them. If they don’t react in the way you want, remember you’ve done nothing wrong. Talking things through might help calm the situation down, but it’s not your responsibility to make them feel better.

Try not to compare yourself with others - their success is not your failure. Appearances and grades don't always reflect circumstances and only you know the work you put in.

Real stories about exam stress

How to look after your mental health during revision and exams

Tips to help you prepare for results day

Dealing with exam stress and pressure as a Disabled student

Dealing with disappointing exam results

Dealing with exam stress and an eating disorder

• Eating problems

Exam results stress: advice for young people

What I've learnt since GCSE results day

Coping with exam pressures at university

Surviving school on the spectrum

Get help now.

If exam stress is taking over and getting too much, you’re not alone. These organisations can help.

Exam Results Helpline

Provides careers advice to help young people and their families decide on options following GCSE, A Level and Nationals results days.

Usually available through August. Opening days and hours may vary each year - check website for details.

If you live in Scotland, call 0808 100 8000.

National Careers Service

Provides information, advice and guidance to help young people make decisions about learning, training and work.

Webchat available via the website homepage.

Whatever you're going through, you can contact the Samaritans for support. N.B. This is a listening service and does not offer advice or intervention.

If you’re under 19 you can confidentially call, chat online or email about any problem big or small.

Sign up for a free Childline locker (real name or email address not needed) to use their  free 1-2-1 counsellor chat and email support service.

Can provide a BSL interpreter if you are deaf or hearing-impaired.

Hosts online message boards where you can share your experiences, have fun and get support from other young people in similar situations.

This page was reviewed in October 2023.

It was co-created by young people with lived experience of exam stress.

We will next review the page in 2026.

YoungMinds is a proud member of PIF TICK – the UK's quality mark for trusted health information.

Whether you love the page or think something is missing, we appreciate your feedback. It all helps us to support more young people with their mental health.

Please be aware that this form isn’t a mental health support service. If you are in crisis right now and want to talk to someone urgently, find out who to contact on our urgent help page .

Please note:

This form is not a mental health support service. We cannot reply to this. If you are at risk of immediate harm, call 999 and ask for an ambulance or go to your nearest A&E. If you are worried about your mental health, call: Childline (for under 19s) on 0800 11 11; or Samaritans on 116 123.

At YoungMinds we take your privacy seriously. If you’d like to read more about how we keep the information we collect safe, take a look at our privacy policy .

Search YoungMinds

Popular searches, let's get you where you need to go.

Find the help and advice you need. 

You are not alone.

Which best describes you?

• I am a young person
• I am a parent
• I work with young people

Share this page

• Share on facebook
• Share on twitter
• Share on linkedin
• Share by email

45,000+ students realised their study abroad dream with us. Take the first step today

Meet top uk universities from the comfort of your home, here’s your new year gift, one app for all your, study abroad needs, start your journey, track your progress, grow with the community and so much more.

Verification Code

An OTP has been sent to your registered mobile no. Please verify

Thanks for your comment !

Our team will review it before it's shown to our readers.

• School Education /

Essay on Peer Pressure: 100, 200, and 450 Word Samples in English

• Updated on  
• Mar 2, 2024

Have you ever done something just because your friends or peers have done it? Say, watched a movie or TV series, visited places, consumed any substance, or academic achievement. This is a classic example of peer pressure. It means you are influenced by your peers or people around you.

Peer pressure can be both positive and negative, but mostly, it has negative effects. Peer pressure often occurs during adolescence or teenage years when individuals are more susceptible to the opinions and actions of their peers. Sometimes, peer pressure can lead to serious consequences. Therefore, we must deal with peer pressure in a civilized and positive way. 

On this page, we will provide you with some samples of how to write an essay on peer pressure. Here are essay on peer pressure in 100, 200 and 450 words.

Table of Contents

• 1 Essay on Peer Pressure in 450 Words
• 2 Essay on Peer Pressure in 200 Words
• 3 Essay on Peer Pressure in 100 Words

Master the art of essay writing with our blog on How to Write an Essay in English .

Essay on Peer Pressure in 450 Words

‘Be true to who you are and proud of who you’re becoming. I have never met a critic who was doing better than me.’ – Jeff Moore

Why do we seek recognition? Why do we want to fit in? Why are we not accepting ourselves in just the way we are? The answer to these questions is almost the same; peer pressure. Peer pressure is the influence of our peers in such a way, that we wish and try to do things in the same way as others did. 

Negatives and Positive Peer Pressure

Peer pressure can have positive and negative effects. Positive peer pressure can result in better academic performance, personal growth and development, etc. We can be a source of inspiration to our friends or vice versa, which can result in better academic growth, adopting healthier lifestyles, and engaging in community service. For example, you are part of a group collaborating on a community project that demonstrates the constructive influence of peer interaction. This can encourage a sense of purpose and shared responsibility.

Negative Peer Pressure is the opposite of positive peer pressure. In such cases, we are influenced by the negative bad habits of our peers, which often result in disastrous consequences. Consider the scenario where one of your friends starts smoking simply to conform to the smoking habits of his peers, highlighting the potentially harmful consequences of succumbing to negative influences.

How to Deal With Peer Pressure?

Peer pressure can be dealt with in several ways. The first thing to do is to understand our own values and belief systems. Nobody wants to be controlled by others, and when we know what is important to us, it becomes easier to resist pressure that goes against our beliefs.

A person with self-esteem believes in his or her decisions. It creates a strong sense of self-worth and confidence. When you believe in yourself, you are more likely to make decisions based on your principles rather than succumbing to external influences.

Choosing your friends wisely can be another great way to avoid peer pressure. Positive peer influence can be a powerful tool against negative peer pressure.

Building the habit of saying ‘No’ and confidently facing pressure in uncomfortable situations can be a great way to resist peer pressure. So, it is important to assertively express your thoughts and feelings. 

Peer pressure can have different effects on our well-being. It can contribute to personal growth and development, and it can also negatively affect our mental and physical health. We can deal with peer pressure with the necessary skills, open communication, and a supportive environment. We must act and do things in responsible ways.

Also Read: Essay on Green Revolution in 100, 200 and 500 Words

Essay on Peer Pressure in 200 Words

‘A friend recently started smoking just because every guy in his class smokes, and when they hang out, he feels the pressure to conform and be accepted within the group. However, he is not aware of the potential health risks and personal consequences associated with the habit. 

This is one of the many negative examples of peer pressure. However, peer pressure can often take positive turns, resulting in better academic performance, and participation in social activities, and physical activities. 

Dealing with peer pressure requires a delicate balance and determination. Teenagers must have alternative positive options to resist negative influences. Developing a strong sense of self, understanding personal values, and building confidence are crucial components in navigating the challenges posed by peer pressure.

Learning to say ‘No’ assertively can be a great way to tackle peer pressure. You must understand your boundaries and be confident in your decisions. This way, you can resist pressure that contradicts your values. Also, having a plan in advance for potential pressure situations and seeking support from trusted friends or mentors can contribute to making informed and responsible choices.

‘It is our choice how we want to deal with peer pressure. We can make good and bad decisions, but in the end, we have to accept the fact that we were influenced by our peers and we were trying to fit in.’

Essay on Peer Pressure in 100 Words

‘Peer pressure refers to the influence of your peers. Peer pressure either be of positive or negative types. Positive peer pressure can encourage healthy habits like academic challenges, physical activities, or engaging in positive social activities. Negative peer pressure, on the other hand, can lead us to engage in risky behaviours, such as substance abuse, reckless driving, or skipping school, to fit in with our peers.’

‘There are many ways in which we can deal with peer pressure. Everyone has their personal beliefs and values. Therefore, they must believe in themselves and should not let other things distract them. When we are confident in ourselves, it becomes easier to stand up for what we believe in and make our own choices. Peer pressure can be dealt with by staying positive about yourself.’

Ans: ‘Peer pressure refers to the influence of your peers. Peer pressure either be of positive or negative types. Positive peer pressure can encourage healthy habits like academic challenges,, physical activities, or engaging in positive social activities. Negative peer pressure, on the other hand, can lead us to engage in risky behaviours, such as substance abuse, reckless driving, or skipping school, to fit in with our peers.’

Ans: Peer pressure refers to the influence of our peers or people around us. 

Ans: Peer pressure can have both positive and negative effects on school children. It can boost academic performance, encourage participation in social activities, adopt healthier lifestyles, etc. However, peer pressure often results in risky behaviours, such as substance abuse, unsafe activities, or other harmful behaviours.

Related Articles

For more information on such interesting speech topics for your school, visit our speech writing page and follow Leverage Edu .

Shiva Tyagi

With an experience of over a year, I've developed a passion for writing blogs on wide range of topics. I am mostly inspired from topics related to social and environmental fields, where you come up with a positive outcome.

Leave a Reply Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Contact no. *

Connect With Us

45,000+ students realised their study abroad dream with us. take the first step today..

Resend OTP in

Need help with?

Study abroad.

UK, Canada, US & More

IELTS, GRE, GMAT & More

Scholarship, Loans & Forex

Country Preference

New Zealand

Which English test are you planning to take?

Which academic test are you planning to take.

Not Sure yet

When are you planning to take the exam?

Already booked my exam slot

Within 2 Months

Want to learn about the test

Which Degree do you wish to pursue?

When do you want to start studying abroad.

January 2024

September 2024

What is your budget to study abroad?

How would you describe this article ?

Please rate this article

We would like to hear more.

Have something on your mind?

Make your study abroad dream a reality in January 2022 with

India's Biggest Virtual University Fair

Essex Direct Admission Day

Why attend .

Don't Miss Out

Paragraph on Exam Stress

Students are often asked to write a paragraph on Exam Stress in their schools. And if you’re also looking for the same, we have created 100-word, 200-word, and 250-word paragraphs on the topic.

Paragraph on Exam Stress in 100 Words

Exam stress is like a big cloud that makes us worried before we take a test. It can make us feel scared, tired, and even forget things we already know. To beat this stress, remember to take deep breaths, get plenty of sleep, and eat healthy food. You can also talk to your parents, teachers, or friends if you feel worried. Always remember, exams are just a small part of life, not everything. Even if you make mistakes, it’s okay. Doing your best is what truly matters. And don’t forget, you are much more than just an exam!

Paragraph on Exam Stress in 200 Words

Exam stress is a feeling of worry or fear that students often experience before and during tests. It’s like a big grey cloud that hangs over your head, making you feel nervous and scared. It can come from wanting to do really well or feeling unsure about the test questions. You might have trouble sleeping, feel your heart beating fast, or have a stomach ache. But remember, it’s okay to feel this way sometimes. To help with exam stress, it’s important to study a little bit every day rather than cramming all at once. You can also do fun activities like playing or drawing to relax your mind. Eating healthy food and getting enough sleep can help you feel better too. Talking to your teacher, friends, or family about your worries can also help a lot. They can give you tips and cheer you up. Remember, exams are just a way to see what you’ve learned. You’re much more than your test scores. So, don’t let exam stress steal your happiness. You’re doing your best and that’s what counts.

Paragraph on Exam Stress in 250 Words

Exam stress is a common feeling that most students experience. It’s the worry and fear that you might not do well on your tests. When you have to study a lot, it’s normal to feel a bit stressed. But for some students, this stress can become too much and make it hard for them to focus on their studies. This can happen for many reasons, like feeling pressure to get good grades, not having enough time to study, or finding the material too hard to understand. It’s important to remember that it’s okay to feel stressed sometimes, but too much stress can make you feel sick or tired. To handle this stress, it’s good to take breaks while studying, get enough sleep, eat healthy food, and do things you enjoy. Try not to think too much about the outcome of the exam, but instead focus on doing your best. Talk to your parents, teachers, or friends if you’re feeling too stressed. They can give you advice and help you feel better. Remember, exams are just a way to test what you’ve learned. They don’t define your worth or predict your future. So, don’t let the stress of exams take away from your love of learning. Always do your best, and remember that it’s okay to make mistakes. That’s how we learn and grow.

That’s it! I hope the paragraphs have helped you.

Apart from these, you can look at all the essays by  clicking here .

Happy studying!

Leave a Reply Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Cookies on GOV.UK

We use some essential cookies to make this website work.

We’d like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services.

We also use cookies set by other sites to help us deliver content from their services.

You have accepted additional cookies. You can change your cookie settings at any time.

You have rejected additional cookies. You can change your cookie settings at any time.

Bring photo ID to vote Check what photo ID you'll need to vote in person in the General Election on 4 July.

• Education, training and skills
• Further and higher education, skills and vocational training
• Apprenticeships, traineeships and internships

Coping with exam pressure - a guide for students

Updated 24 October 2023

Applies to England

© Crown copyright 2023

This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected] .

Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.

This publication is available at https://www.gov.uk/government/publications/coping-with-exam-pressure-a-guide-for-students/coping-with-exam-pressure-a-guide-for-students

Coping with exam pressure – a guide for students

How to feel more confident about exams and assessments

What are negative beliefs.

Many people with high exam anxiety can’t stop worrying about failing or the consequences of failing. For instance, ‘If I fail my GCSEs my whole life will be a failure’. These types of beliefs focus on what you can’t do rather than what you can.

Replacing negative beliefs with positive beliefs

Find a positive, realistic belief that can replace the negative belief. For instance, if your negative belief is ‘I am rubbish at maths’ a positive, realistic alternative could be: ‘Even if I will never be the best at maths, I will do better if I have a revision plan and stick to it’.

The key things to remember are that:

• if you suffer from anxiety, replacing negative beliefs can help
• some people find it helpful to keep a record of their beliefs
• you can become a more confident person with a ‘can do’ attitude

How to best plan your revision

For many students, starting revision is the biggest hurdle to overcome.

One of the most effective ways to build confidence about taking exams, overcome any nervousness about starting revision, and manage any worry about taking exams, is to structure revision.

A good way to manage this is to:

Create a plan: break down everything you need to revise into small topics and just revise one topic at a time. By creating a plan you are taking control

Set targets: identify when you are going to revise each topic. Give yourself a time limit for when to complete each topic

Check progress: check your progress and set yourself a new time limit if necessary. Once you’ve met a target, set yourself a new one

A way you can approach revision of a specific topic is to structure it in 4 stages. Stage 1 is to set a specific target for what you want to revise and when. Make it manageable and don’t try to do too much. Stage 2 is to revise the topic you specified at the time you planned to revise it. Stage 3 is then to test your revision. This could be immediately after your revision, later in the day, or the next day. You could test yourself by simply practising an exam question. Stage 4 is to review your target. If you met it, then set yourself a new target (Stage 1) and start the cycle of revision again.

It will be important to look at the same topic more than once to make sure your comprehension is good. If you struggle with the topic a second time, try to work out why that is. Were you distracted and finding it difficult to concentrate or have you identified part of a topic you don’t quite understand as well?

Of course these are suggestions for ways to practise revision and there are certainly other ways, so if you have found a good way that works for you, stick with it. The thing to take from this is that planning ahead can help to manage any concerns you might have about revising.

• targets should be achievable and manageable
• targets must be short-term and include a time-limit
• review your targets, and when complete, set new ones
• it is important to test yourself to see if your revision is effective

Stress is not necessarily a bad thing

People react to stress in different ways. Stress can be a great motivator for some students, giving them the ‘get up and go’ that they need to succeed. Other students are indifferent to stress; they can float along without getting affected by stress in a good or bad way. Stress can be a bad thing for some students, when exam pressures become overwhelming.

• stress is nothing to be scared of
• anxiety is not inevitable
• you can learn how to cope more effectively

The signs of high exam anxiety

Cognitive signs (thoughts)

• going blank in an exam
• difficulty concentrating
• negative thoughts about past performance or consequences of failure

Affective signs (emotions)

• feeling excessive tension
• feeling panic
• feeling overwhelmed
• feeling not in control

Physical signs

• dizzy or faint
• fast heartbeat
• tight churning stomach
• jelly or wobbly legs
• most people experience some of these signs during an exam
• high exam anxiety is when you experience them most of the time
• you can learn to control your physical reactions to anxiety

How to control physical reactions to anxiety

Deep breathing

When you become anxious your breathing becomes shallow and fast. Breathing slowly and deeply will help you calm down and feel in control.

How do I do it?

Sit comfortably with a straight back.

Place your left hand on your chest, and right hand below it, on your diaphragm.

Inhale deeply through your nose for 5 seconds.

Hold your breath for 2 seconds.

Exhale slowly through your mouth.

Feel the expansion in your diaphragm.

Repeat for 1 or 2 minutes until you feel calm.

• you can learn to control anxiety with deep breathing
• many people find it easier to learn with an instructor
• yoga or mindfulness classes can also be helpful

Is this page useful?

• Yes this page is useful
• No this page is not useful

Help us improve GOV.UK

Don’t include personal or financial information like your National Insurance number or credit card details.

To help us improve GOV.UK, we’d like to know more about your visit today. Please fill in this survey (opens in a new tab) .

Exam Stress: The Unseen Effects on Teenagers

Exam stress can be a significant source of anxiety and fear for teenagers. It can have long-lasting effects on their mental health, causing them to feel overwhelmed and stressed out. The pressure to perform well on exams can be intense, and the effects of exam stress can linger long after the test is over. This blog will examine the effects of exam stress , its impact on teenagers, and what can be done to mitigate it.

Effects of Exam Stress

Exam stress is a real phenomenon that can have a significant impact on students’ mental health. It can lead to physical symptoms such as headaches, stomach aches, and fatigue. Additionally, students may also experience emotional symptoms such as anxiety, depression, and irritability. These symptoms can lead to decreased academic performance, as well as difficulties in personal relationships.

Exam stress can also lead to long-term effects. Studies have shown that chronic stress can cause changes in brain structure and function, including decreased memory and executive function, and increased anxiety and depression. These changes can last for years and impact future academic and professional success.

Exam Stress on Teenagers

Exam stress is particularly prevalent among teenagers. This is because they are often under significant pressure to perform well in school, both from themselves and from others. The pressure to get into a good college or university can be overwhelming, and students may feel that their future success is dependent on their exam performance. This can lead to high levels of stress and anxiety, which can have negative effects on their mental health.

Teenagers are also undergoing significant physical and emotional changes, making them particularly susceptible to stress and anxiety. Their brains are still developing, and exposure to chronic stress can have long-lasting effects on their cognitive and emotional development.

Exam Stress and Mental Health

Exam stress can have a significant impact on students’ mental health. It can lead to anxiety, depression, and other emotional problems. It can also cause physical symptoms such as headaches, stomach aches, and fatigue, which can impact academic performance. Moreover, students who experience exam stress may be at increased risk of developing mental health problems later in life. This is particularly true for students who experience chronic stress, as this can have long-lasting effects on brain structure and function.

Dr Pankaj Kumar Psychiatrist , who has his clinic in east Delhi emphasizes the importance of addressing exam stress early on. It’s essential to recognize and address exam stress early, as it can lead to long-term effects on mental health. It’s also important to be proactive in managing stress, rather than waiting until it becomes a problem.

Tips to Mitigate Exam Stress

There are many strategies that students can use to mitigate exam stress . Some of these include:

• Exercise and Physical Activity : Exercise is a great way to relieve stress and improve mental health. Regular exercise can help students feel more relaxed, boost their mood, and reduce anxiety.  
• Good Sleep Habits : Getting enough sleep is essential for reducing stress and improving academic performance. Students should aim to get at least eight hours of sleep each night, and create a consistent sleep routine.  
• Healthy Eating Habits : Eating a healthy diet can help students feel more energized and focused, and reduce the impact of stress on their mental health.  
• Time Management : Students should prioritize their time effectively and avoid procrastination. This can help them feel more in control of their workload and reduce stress.  
• Mindfulness and Relaxation : Practicing mindfulness and relaxation techniques can help students manage stress and anxiety. This may include deep breathing exercises, meditation, or yoga.

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Book an Appointment

[bookly-form category_id=”1″ service_id=”5″ staff_member_id=”1″]

Connect us on social media

Media releases.

• Promoting Mental Health: A Special Program with CISF Additional Director General Sh. Praveer Ji
• Dr. Pankaj Kumar delves into the unseen impact of toxic workplaces on our well-being, live on news channels.
• The Silent Struggle: Unraveling the Impact of Financial Stress on Mental Health

Breaking the Stigma: How to Overcome the Fear of Seeking Mental Health Treatment

Navigating the maze: understanding early signs of autism spectrum disorder, rate us on google.

We are located here

You may also like

Exploring the Benefits of Mindfulness Meditation for Stress Reduction

WhatsApp us

Peer Pressure Essay for Students and Children

500+ words essay on peer pressure.

Peer pressure can be both negative and positive. Because if a person is a peer pressuring you for a good cause then it is motivation. Motivation is essential for the growth of a person. While peer pressure for a bad cause will always lead you to a disastrous situation.

Therefore it necessary for a person to not get influenced by the people around them. They should analyze the outcome of the deed in a strict manner. So that they no may commit anything harmful for themselves. As this world is full of bad people, so you need to be careful before trusting anybody.

Advantages of Peer Pressure

Peer pressure is advantageous in many ways. Most importantly it creates a sense of motivation in the person. Which further forces the person to cross the barrier and achieve something great. Furthermore, it boosts the confidence of a person. Because our brain considers people’s opinions and makes them a priority.

Many salesmen and Entrepreneurs use this technique to influence people to buy their products. Whenever we are in a social meet we always get various recommendations. Therefore when a person gets these recommendations the brain already starts liking it. Or it creates a better image of that thing. This forces the person to buy the product or at least consider it.

This peer pressure technique also works in creating a better character of a person. For instance, when we recommend someone for a particular job, the interviewer already gets a better image of that person. Because he is recommended by a person the interviewer trusts. Therefore there is a great chance of that person to get hired.

Above all the main advantage of peer pressure can be in youth. If a young person gets influenced by an individual or a group of people. He can achieve greater heights in his career.

Get the huge list of more than 500 Essay Topics and Ideas

Disadvantages of Peer Pressure

There are various disadvantages of peer pressure which can harm a person in many ways. If any person is not willing to perform a task then the peer pressure can be frustrating to him.

Furthermore, peer pressure should not be in an excessive manner. Because it lands a negative impact on the person. A person should be of the mindset of listening to himself first. While considering opinions in favor of him.

Peer pressure in youth from a bad company can lead a person to a nasty situation. Furthermore, it can also hamper a student’s career and studies if not averted. Youth these days are much influenced by the glamorous life of celebrities.

And since they follow them so much, these people become their peers. Thus they do such things that they should not. Drugs and smoking are major examples of this. Moreover most shocking is that the minors are even doing these things. This can have adverse effects on their growth and career.

It is necessary to judge the outcome of a deed before getting influenced by peers. Furthermore, peer pressure should always be secondary. Your own thoughts and wants should always have the first priority.

Q1. What is peer pressure?

A1 . Peer pressure is the influence on people by their peers. As a result, people start following their opinions and lifestyle. Furthermore, it is considering a person or his opinion above all and giving him the priority.

Q2. Which sector of the society is the peer pressure adversely affecting?

A2 . Peer pressure has adverse effects on the youth of society. Some false influencers are playing with the minds of the youngsters. As a result, the youth is going in the wrong direction and ruining their career opportunities.

Customize your course in 30 seconds

Which class are you in.

• Travelling Essay
• Picnic Essay
• Our Country Essay
• My Parents Essay
• Essay on Favourite Personality
• Essay on Memorable Day of My Life
• Essay on Knowledge is Power
• Essay on Gurpurab
• Essay on My Favourite Season
• Essay on Types of Sports

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Download the App

Election latest: Rishi Sunak and Keir Starmer 'to dine together' - as minister follows line predicted by presenter on betting scandal

Rishi Sunak and Sir Keir Starmer are both set to attend a banquet as part of a state visit by the Japanese emperor; a top Tory calls for the PM to ignore the Gambling Commission and suspend the alleged betters in his party. Listen to the latest Politics at Jack and Sam's as you scroll.

Tuesday 25 June 2024 10:19, UK

• General Election 2024
• Sunak should show 'leadership' and suspend alleged betters
• Starmer and Sunak to dine together with Japanese emperor
• Sunak: I got this job as the result of a mistake
• PM reveals Tories are investigating betting scandal
• Live reporting by Tim Baker

Election essentials

• Manifesto pledges: Alliance Party | Conservatives | DUP | Greens | Labour | Lib Dems | Plaid Cymru | Reform | SNP | Sinn Fein | Workers Party
• Trackers:  Who's leading polls? | Is PM keeping promises?
• Campaign Heritage: Memorable moments from elections gone by
• Follow Sky's politics podcasts: Electoral Dysfunction | Politics At Jack And Sam's
• Read more:  Who is standing down? | Key seats to watch | What counts as voter ID? | Check if your constituency is changing | Guide to election lingo | Sky's election night plans

The BBC reported this morning that £1.4bn of PPE from one supplier in the pandemic was destroyed by the government.

The Department of Health has not responded to a request for comment from Sky News, and there is no response in the BBC article.

Speaking at an event this morning, Health Secretary Victoria Atkins was asked about the reports.

She says the government "does not accept" the figure reported by the BBC.

The minister adds that the department will be providing an update later today.

Ms Atkins adds that most of the PPE acquired by the government during the pandemic - which numbers in the billions - has been used.

A small amount has been destroyed, as it is the most reasonable course of action.

But she says it was right to acquire as much of the personal protective equipment as possible during COVID.

Actor and DJ Idris Elba is joining Sir Keir Starmer as part of a Labour Party event on knife crime.

The Wire actor, who is from London, has been vocal about the issue.

Labour today announced a plan to crack down on knife crime - including a review on how blades are sold online.

Sir Keir also wants a "comprehensive ban on possession of a wider range of lethal weapons".

Speaking to people impacted by knife crime, Sir Keir says he "can't imagine what you've been through".

He says a lot of people say they can, but "in truth, can't".

One man at the event in West London says he has been promised change by multiple prime ministers over 16 years.

Sir Keir says a long-term plan is needed - but some things can be done in the short term as well.

Elba agrees that thinking needs to be long-term, and there might be a generation which does not see the impact of what they're discussing.

He adds that he has had three or four meetings with the Labour leader, but he is "non-political" and wants to see a long term plan.

The debate between James Cleverly and Yvette Cooper moves on to the European Court of Human Rights.

The government has been somewhat ambiguous about the matter - with many on the right of the Conservative Party calling for the UK to leave.

But Mr Cleverly says he does not "envisage" this happening - however the UK should be able to control its borders.

Rishi Sunak has left the option on the table in debates during the campaign.

Ms Cooper says Labour will abide by international law - and warns the UK against aligning itself with countries like Belarus and Russia.

The home secretary versus shadow home secretary debate on LBC is rumbling on.

Discussing illegal migration, Labour's Yvette Cooper is asked about the party's manifesto, which states people could be sent to a third country.

This, Ms Cooper says, would be a step on a journey to returning a failed asylum seeker to their home country.

But pressed on which stepping stone nations could be used, the shadow home secretary cannot say.

On the Bibby Stockholm barge, Ms Cooper says the party cannot commit to closing it on day one of a Labour government.

James Cleverly, the Conservative cabinet minister, says Labour does not have a plan to deal with illegal migration.

He says that, if Labour gets into power, it will offer an "amnesty" to asylum seekers.

Ms Cooper denies this - but struggles to explain how Labour's plans are different from the current operations in place.

Shadow home secretary Yvette Cooper and Home Secretary James Cleverly are taking part in a debate on LBC at the moment.

The pair are currently discussing the high levels of net, legal migration.

Ms Cooper says the current level is too high - and her party wants to get it down.

She states the Labour Party plan is to take steps like linking visas to apprenticeships being completed in the UK - in disciplines like engineering - to encourage the development of the UK workforce.

But Ms Cooper will not set a target level that Labour wants to reduce legal migration to.

She says this is because the Conservatives have broken the trust of the public by repeatedly not matching targets.

Instead, all she will say is the party will push for a "significant" decrease in numbers.

Mr Cleverly says the Labour Party is not being honest.

He says Labour have opposed the measures the Conservative government introduced - although Ms Cooper contests this.

But the Labour candidate cannot say if her party will keep changes proposed to spousal visas - only saying there will be a "review".

Sky News' deputy political editor Sam Coates and Politico's Jack Blanchard are here with their guide to the election day ahead.

This is day 34 of the campaign. 

Jack and Sam discuss how the Labour and Conservative campaigns are taking a brief pause while the emperor of Japan is in town, in Scotland the Daily Record comes out for Labour for the first time in 14 years, and Ed Davey launches a new manifesto for social care.

👉 Tap here to follow Politics at Jack and Sam's wherever you get your podcasts 👈

Labour's shadow minister Nick Thomas-Symonds is speaking to Sky News this morning.

He is talking about knife crime, as Sir Keir Starmer targets the issue in today's campaigning.

It is put to him that London - run by a Labour mayor since 2016 - is what people think of when knife crime is mentioned.

Mr Thomas-Symonds says it is "not an exclusively London problem" - and areas like Cleveland and Hertfordshire have seen instances more than double since 2015.

He says: "This is a nationwide problem that we absolutely need to, in my view, stand above the political point-scoring, and absolutely grip this problem."

Invoking a New Labour slogan, Mr Thomas-Symonds says "You have to be both tough, in terms of the sentences for knife crime".

He adds: "But you also have to be tough on the underlying causes as well."

You can read more about Labour's knife crime plans here:

So far, one member of Rishi Sunak's protection detail has been arrested over alleged misconduct - following claims bets were placed on the date of the election.

They are a member of the Metropolitan Police.

Sky News understands that more members of the force are being looked at as part of the betting probe.

Overnight, the Met has denied it leaked details of the betting investigation, following reporting in The Daily Telegraph.

A Met spokesperson said: "The allegations that the Met has leaked information are simply untrue. 

"We continue to liaise with the Gambling Commission and are assessing information they have provided."

What is the scandal?

In short, there are allegations people who had inside knowledge of the election date may have placed bets before Rishi Sunak announced it.

So far, four people have been identified as potentially being involved, with a fifth unnamed person also allegedly implicated.

What is happening now?

The Gambling Commission is investigating - with Sky's chief political correspondent Jon Craig revealing on Sunday that many more people could be involved.

They have written to bookmakers asking for lists of people who placed bets on the election date.

It can then compare these against people who have links to politics and decide whether they need to take further action.

What are the Conservatives saying?

Rishi Sunak has insisted it is "proper" to wait for the commission to finish its investigation before action is taken - including suspensions.

He has confirmed an internal party probe is also taking place.

Who is calling for suspensions?

Unsurprisingly, many political opponents are calling for Mr Sunak to suspend those implicated - there are so many it is difficult to list.

But those within the party saying action should be taken are notable.

Sir Robert Buckland, a former justice secretary; Tobias Ellwood, a former defence minister; Steve Baker, a current Northern Ireland minister; and Baroness Ruth Davidson, a former leader of the Scottish Conservatives, have all called for the PM to suspend people.

Northern Ireland minister Steve Baker has joined the growing calls for Rishi Sunak to suspend those being investigated in the Conservative betting scandal.

Speaking to ITV last night, Mr Baker said putting a wager on when the vote would be called was "disreputable".

He said: "I would call them up and ask them, 'Did you do it?' And if they did it, then they are suspended.

"But the prime minister would have to answer why he hasn't done it, I haven't got inside information on why the prime minister hasn't done it."

Be the first to get Breaking News

Install the Sky News app for free