Jonathan Glazzard, Professor of Education for Social Justice at the University of Hull, reflects on how exams are adding another layer of stress for teenagers – and what parents and carers can do to help.
Setting the context
It is that stressful time of the year again for many teenagers who are taking their exams. I remember the severe migraines that I experienced during my A-levels, which thankfully were short lived. I suspect that they were triggered by the stress of the exams and a misguided belief that my future depended on me securing specific grades. In fact, I never achieved the grades I needed to study history at university and my world did not fall apart! I just took a different path! I decided to go through clearing to do a teacher training degree and the rest is history. I am here today to tell the tale and I am glad it worked out the way that it did.
The World Health Organisation highlights that one in seven 10-19-year-olds experience a mental health disorder. Adolescence is a particularly tricky time for young people, due to physical, emotional and social changes that young people experience during this time. Research by The Royal Society of Public Health also highlights the damaging effects of social media on young people’s mental health. Exam stress adds another layer of stress on top of the other stressors that teenagers are exposed to. Research shows that test anxiety in the lead up to examinations is linked with poorer performance. UCL reviewed 48 published studies and concluded that there is a positive association between academic pressure or proximity to exams and mental health issues.
I was interested to read this blog by Joshua Stubbs from the University of York. Joshua writes about the increased amount of stress that students are experiencing because of linear assessments, where the final grades are determined by end of course examinations rather than more regular assessments throughout the duration of a course at the end of specific units of study. Joshua argues that linear GCSE and A-level terminal examinations may have amplified the amount of stress that teenagers are experiencing. In addition, the move to a nine-point grading system at GCSE level may have increased the pressure on teenagers who strive to achieve the top grades.
We have argued elsewhere that mental health interventions that are focused on providing children with individual support are not the only solution to addressing mental ill-health in children and young people. What is required is a systemic response by the government which addresses the fundamental root causes of poor mental health. In relation to assessment, there is a lack of synergy between approaches to assessment in schools and assessment in further and higher education. In universities, most courses offer some form of continuous assessment through coursework and many courses have no examinations. Reintroducing coursework and module assessments at GCSE and A-level will alleviate examination stress and create a smoother transition into post-16 assessment.
Of course, a transformation of the school assessment system is not going to happen any time soon. So, given that we are stuck with terminal exams, what can parents do to support their teenager?
Supporting your teenager’s revision
In the lead up to exams, parents can do a lot to support their child. Young Minds Young Minds advises that parents should ensure that their teenager takes regular breaks during revision time. Parents should encourage their child to talk through their worries, offer them plenty of reassurance and check that their child is adequately fed, hydrated and well-rested. Establishing a ‘cut off’ time is important so that young people can gain adequate sleep. Young people often feel pressured to achieve high grades. Adding to this pressure is only going to make the situation worse. It is therefore important that parents encourage their child to gain a sense of perspective. It is not the end of the world if they do not get the grades they are aiming for, and parents play a key role in helping their child to recognise that exams are only one measure of success.
Health For Teens provides valuable advice on self-care during the exam season as well as tips for combatting exam stress. Family Lives also provides some useful advice for parents to help their teenager to manage exam stress, including avoiding bribing them to do well, being more lenient about daily chores and avoiding ‘nagging’ their child. BBC bitesize suggests that parents create a revision timetable with their child and allow their child to take one day off from revising each week in the run up to exams. Place2be has produced a concise fact sheet for parents which offers clear advice to parents, including noticing signs of stress.
After the exams have finished it is important that teenagers have opportunities to unwind by relaxing and taking part in fun activities. Parents should discourage their child from overthinking about their responses to examination questions and reassure them that they are proud of their achievements, regardless of the results. Being available for their child during results day is important and supporting them to navigate the next steps after they receive their results is crucial. Telephone calls and interviews with colleges and universities can be stressful and teenagers need to feel supported by their parents at this crucial stage of their lives.
Professor Jonathan Glazzard is the first Rosalind Hollis Professor of Education for Social Justice in the School of Education at the University of Hull. Rosalind G Hollis (4 April 1931-6 December 2021) was a former student at the University of Hull.