Exam Stress – Not All Bad
This week was Mental Health Awareness week, and your son may have returned home wearing a small green badge that he has purchased to show his support for mental health charities. One could argue that the timing of this week was ironic considering that school examinations start on Monday 20 May. However, our dynamic Pupil Wellbeing Committee seized the opportunity provided by this national initiative to destigmatise the issue of exam stress for our younger pupils.
I have mentioned before that I really enjoy boys addressing the school in Assembly. The speakers benefit hugely, as the chance to stand in front of 1000 people and share your innermost thoughts can be a transformational learning experience. However, the boys in the audience also appreciate the change in style that a peer provides, and can seem more attentive. On Tuesday, George (Year 12), who has just been selected as Senior Prefect for Student Welfare, gave an excellent assembly on examination stress, reflecting particularly on his experiences at GCSE last summer.
We cannot neglect the fact that stress can be both positive and negative. I am reluctant to cite science in my blog, considering that I am a graduate in Modern Languages, and many of those reading this are highly qualified scientists. Nevertheless, as far as I understand, stress is a reaction to a perceived threat or danger. The brain causes the adrenal glands to pump adrenaline into the bloodstream, supplying energy to all parts of the body. It is said that we are now in ‘fight or flight’ mode. Originally, this was vital to the survival of our prehistoric ancestors confronted by mortal peril in the form of wild animal or hostile tribe. The causes of stress may be different, but our physiological response remains little changed, passed down to us through natural selection.
George explained that the thought of his GCSEs brought a fear that he would sit down in front of his paper and not know enough to answer the questions. This irrational response was certainly stress-related, but he pointed out that, to him, this was a motivator to work hard. The only way to counter this fear was to undertake thorough revision, which of course ultimately led to him achieving good grades. Personally, I don’t like the word ‘stress’ because of its negative connotations. I prefer the word ‘pressure’ because there is a greater belief that pressure can be beneficial. I should add the caveat that, since this is a physiological response, pressure is only helpful in small doses. If adrenaline is continually coursing through our veins, our health will suffer as our heartbeat increases and blood pressure rises.
We, both parents and teachers, therefore have a role to play in helping our sons to retain a sense of perspective. In my last blog of Spring Term, I wrote about the dangers of our youngest pupils starting their revision too early. At the Grammar School, we think it’s important for boys to get used to the revision and testing process, so that GCSEs and A Levels seem like a natural progression. However, balance is required, which is why it is only in the last week or so prior to School Exams that boys in Years 7-9 are actively encouraged to undertake extra work in the form of revision. I am well aware that the public examination period is also a stressful one for parents. In Year 11, boys have well over 20 papers to sit over a 5-week period and several of you live through every moment, learning an awful lot about Geography or Chemistry in the process! If your son is feeling the pressure, please don’t respond by saying ‘isn’t this dreadful; why does the school make you do this’. Focus instead on reassuring him that things will be alright. We have all been through this experience, and most of us would willingly have done without it. Nevertheless, we knuckled down and we got through it. Try to turn the conversation to something constructive: ‘what have you learned this evening?’
We must also help our sons to realise that filling every free hour with work simply isn’t feasible. If he is working hard, discuss some treats – a night off at the cinema, his favourite food. Exercise is also really important for his wellbeing in this period (as I have written previously). A major study on the relationship between academic achievement and sport has recently been published, concluding that playing sport during an examination period has absolutely no impact on a student’s results (https://www.telegraph.co.uk/education/2019/04/24/children-should-not-stop-playing-sport-run-exams-has-no-impact/). Those of us who have worked in education for some time have noted that the 1st XI cricket squad outperform the school average. Is it because the balance in their lives makes their revision more effective? It is gratifying to read that this study by Peter Clough, Professor of Psychology at Huddersfield University backs up our observations. One conclusion in particular struck me:
“… they are happier, psychologically healthier, less anxious and more resilient and robust.”
Please help your son keep the challenges of the next week in perspective. We ran a relaxation session at lunchtime on Wednesday. The attendance might have been even better had the weather not been so good. But, to be honest, half an hour of running around outside chasing a ball may well have been just as useful!