20th Apr 2026

Exam anxiety: how schools and parents can support students

As GCSEs and A Levels get closer, it’s completely normal for stress levels to rise at home. But for many young people, this goes beyond a few nerves – exam anxiety is becoming a real challenge.

For teachers, school leaders and parents, this period can be equally demanding. Supporting students effectively requires not only empathy, but also a clear understanding of what exam anxiety is, how it affects young people and what practical steps can make a difference.

To better understand what works, this article draws on insights from a recent webinar with Professor David W. Putwain (Liverpool John Moores University and Editor-in-Chief of the British Journal of Educational Psychology), who shared evidence-based strategies that can be applied immediately in schools and at home.

Why exam anxiety matters

Exam anxiety is significant and affects more students than you might think.

Research shows that:

• Around 60% of young people report that exams negatively impact their mental health (Anna Freud Centre)
• 15–25% of students experience high levels of exam anxiety (Putwain, 2020)
• In the UK, around 72% of students say they feel anxious even when well prepared for a test (PISA, 2018)

Exams are consistently ranked among the most important contributors to student stress – above factors such as friendships, social media and even bullying.

For schools and families alike, this highlights the importance of addressing exam anxiety as a core part of student support.

What are the symptoms of exam anxiety?

Exam anxiety is more than feeling nervous.

It can include:

• Physical symptoms such as increased heart rate, sweating or nausea
• Emotional responses including panic and overwhelm
• Cognitive effects, particularly difficulty recalling information or ‘going blank’ during exams

It can affect students who are otherwise well prepared. The issue is not always a lack of knowledge or effort, but the impact of anxiety on performance in high-pressure situations.

Stress vs anxiety: what’s the difference?

While exam stress and exam anxiety may seem the same, students actually experience each differently:

• Exam stress can be positive when it is experienced as a challenge – it can increase motivation, focus and performance.
• Exam anxiety, by contrast, arises when exams are perceived as a threat. This tends to reduce performance and negatively affect wellbeing.

Not all pressure is harmful. However, anxiety (particularly at high levels) almost always has detrimental effects.

“Exam stress is not necessarily something to worry about, as it can drive you to work harder and do better than you would have otherwise. But if the pressure does become overwhelming, remember that there are simple strategies that can help, such as box breathing and recognising and challenging ways of thinking that amplify pressures.”

Professor David W. Putwain, Professor of Education at Liverpool John Moores University and Editor-in-Chief of the British Journal of Educational Psychology

How anxiety affects results (and confidence)

The relationship between exam anxiety and academic performance is well established.

• Students with higher levels of anxiety tend to achieve lower grades across subjects
• Research suggests differences of up to two grades per subject between students with low and high anxiety
• Anxiety and attainment are linked in a cycle: lower performance can increase anxiety and higher anxiety can further reduce performance

Exam anxiety is also associated with:

• Lower levels of school-related wellbeing
• Increased symptoms linked to mental health difficulties, including generalised anxiety and panic

Many students find anxiety affects academic outcomes and their overall wellbeing.

Signs a student may be struggling

Students experiencing high levels of exam anxiety may:

• Freeze or panic during tests
• Avoid revision or delay starting tasks
• Express extreme or perfectionist thinking (e.g. ‘If I don’t achieve top grades, I’ve failed’)
• Show physical signs of stress (e.g. headaches, insomnia, fatigue, digestion problems)
• Report feeling overwhelmed or lacking control

These students are often engaged and motivated, but are struggling to manage the pressure effectively.

What helps: three evidence-based approaches

Professor Putwain highlights three key areas where targeted support can reduce exam anxiety.

1. Addressing unhelpful thinking

Students often experience automatic negative thoughts that increase anxiety, such as:

• ‘If I fail this exam, my future is ruined’
• ‘Anything less than the top grade is a failure’

Supporting students to challenge these thoughts can reduce their intensity.

Effective prompts include:

• Is this thought based on evidence or assumption?
• Is there another way to interpret the situation?
• What would you say to someone else in the same position?

This approach takes time to develop, but it offers long-term benefits.

2. Managing physical and emotional responses

Simple techniques can help students regulate anxiety in the moment.

Examples include:

• Controlled breathing exercises (such as structured inhale–hold–exhale patterns)
• Progressive muscle relaxation, involving the systematic tensing and releasing of muscle groups

These strategies are:

• Quick to implement
• Easy to learn
• Effective in reducing acute anxiety, including during exams

3. Improving revision through reflection and control

Many students plan and complete revision, but feel uncertain about whether it is effective. This lack of clarity can contribute to anxiety.

A more effective approach involves a structured cycle:

• Planning revision
• Completing revision
• Reflecting on its effectiveness
• Adjusting future approaches

Encouraging students to evaluate what works and why can help to build a sense of control, which is central to reducing anxiety.

What schools can do to support students

Schools play a critical role in supporting students during this period. Effective approaches include:

• Embedding discussions about exam anxiety within pastoral or tutorial programmes
• Teaching both revision strategies and reflective practices
• Providing structured support for students with higher levels of anxiety
• Offering opportunities to practise coping strategies in low-stakes assessments
• Maintaining open communication with students about expectations and pressures

What parents can do to support their children

Parents and carers can support students by:

• Encouraging realistic and balanced expectations
• Focusing on effort and progress rather than outcomes alone
• Challenging unhelpful or extreme thinking patterns
• Supporting consistent routines, including sleep and breaks
• Providing reassurance and maintaining a calm, supportive environment

Consistency and understanding are particularly important in the lead-up to exams.

Conclusion

Exam anxiety is a significant and widespread issue, but it is also manageable.

By understanding how anxiety works and applying practical, evidence-based strategies, schools and families can help students feel more in control, more confident and better prepared.

The aim is not to remove pressure entirely, but to ensure that students are equipped to respond to it effectively.

For parents and educators looking to go further, choosing the right kind of academic support can also play an important role in building confidence and reducing anxiety. Our recent report, Find the right KS4 and KS5 learning support, brings together insights from nearly 1,600 parents, students and teachers to compare the tools that most effectively support understanding, engagement and exam preparation.

Download the full report here to explore which approaches are most likely to help students feel both prepared and supported in the lead-up to exams.