For many students completing their exams, the grade they are about to achieve could determine the trajectory of their future, with some pupils maybe hoping to attend university or seeking certain career paths that are dependent on good grades. In addition, some young people may experience pressure to post about their results on social media, leading to comparison with others and seeking validation.

Students in transition years (for example, moving from primary to secondary school) may also be feeling anxious about leaving somewhere familiar to face a new place and new people. Many will be meeting with new teachers and classmates in their schools towards the end of the year, and this can be a lot to take in, especially alongside exam stress.

Despite stress not always being a negative reaction, it has the potential to affect young people physically, mentally and emotionally.

Red flags that a young person is not coping with the level of stress they’re experiencing include:

Being an anchor in times of stress is an important part of helping them manage the exam season. Have a look at our top tips for supporting the child or young person in your care.

It may sound obvious but communicating with a child or young person who is suffering the effects of stress and exam anxiety can actually be difficult in practice.

One of the first factors to consider is choosing your timing. Finding a moment in which they feel open to engaging in dialogue is key – don’t pick a time in which they might feel rushed, ‘on the spot’ or distracted.

It may feel logical to ask a young person to come sit on the sofa or at the dining room table, but this could create an atmosphere of intensity – or, even worse, like they’re in trouble!

Instead, try having a conversation when you’re in a more casual setting and with perhaps less intense eye contact! For example, when on a walk, out for dinner or in the car.

Ask open questions that don’t have a ‘yes’ or ‘no’ answer. These allow space for the person answering to talk, rather than just give a short response that could swiftly end the conversation. It will give the young person in your care the opportunity to air any problems, worries or stresses they have.

Alternatively, a simple text message checking in on your young person can be exactly what they need to feel supported. A reassuring message such as ‘you’ve got this’ or ‘you’re great’ can be the comforting push they require to keep them motivated and feel confidence in their abilities.

If you can, acknowledge that this might be a difficult time and that you know exams can cause stress and emotional upset. It is important to remind young people to keep exams in perspective – they are short term and will eventually end, meaning the feelings of pressure and stress they have will end too.

How are you feeling about the upcoming exams?

I’m sure going through this period of your life with exams and studying must be very stressful – how do you feel you are coping?

I remember being very stressed when I was doing exams and I could have used some extra support – what would you like me to do to support you through this time?

Don’t be afraid to seek support for children in your care if they display any signs that may be indicative of exam stress, as mentioned above.

If you are concerned about them, knowing where to turn to next is important. Rather than panicking and possibly increasing their stress level, being armed with support services and helpful resources will reassure them there’s support available while also helping destigmatise asking for help.

Some resources and support services you could recommend are:

Be flexible when it comes to your expectations of usual routines. Chores may have to take a backfoot for a while as the child in your care might need more time for balancing studying and relaxing. If they are struggling to cope, they might not have enough emotional capacity to deal with other issues or situations. Remember, they aren’t being selfish, they just have other responsibilities that need to take priority.

You also might need to be more lenient with screen time, as they will most likely need to use a device to study as well as part of their unwind time. Understand that their screens may be the escape they require, despite it appearing outwardly unproductive. Connecting through social media, watching their favourite TV show or playing a game may be the ‘off-time’ they need to keep them balanced and avoiding burn out.

Encourage healthy screen time habits to help the young person in your care avoid burning themselves out, whether it’s from studying or relaxing. However, don’t be tempted to outright ban their digital access – cutting them off from socialisation, entertainment and educational resources is likely to have the opposite effect than desired.

Instead, have a look together at platforms that could potentially help to minimise their anxiety about exams, such as yoga and mindfulness apps.

You can read more about mindfulness on Mind’s Website and learn more about it in the videos below.

Alongside healthy screen time routines, it’s important to make sure other aspects of a healthy lifestyle are being maintained, such as an adequate sleep routine, healthy eating habits and exercise.

Ensure your young people are aware of their own boundaries and when they need a break. Help them establish what routine works best for them, whether it’s creating a revision timetable or working for certain periods and taking breaks.

The importance of sleep for cognitive performance cannot be overstated. It’s thought that when we sleep, our brains process information to create memories, a vital function when learning and retaining information. The NHS recommend that young people get a minimum of 8 -10 hours of sleep per night.

Encourage healthy coping mechanisms for when the stress does become too much. Physical activities like exercising, going for a walk or spending time with pets can be the break that a young person needs. Exercise has many benefits to our physical and mental health, and being outside in the fresh air will boost energy levels and help young people’s ability to focus.