Children who feel this pressure are likely to feel that their self-worth is dependent on what they achieve, as practitioners we need to make sure we put emphasis on a child’s wellbeing rather than their results (Martinko, 2019). Teachers can help to lessen this stress and anxiety surrounding school work by considering how they will test children and how they are expected to prepare for tests. As well as, how the volume of homework may be reduced (quality not quantity) and making sure there is regular engagement with children and parents to gather feedback which can be used to improve practices and in turn outcomes (Pykitt, 2019, pp114).
Further information:
The wise up campaign by Young Minds offers information about rebalancing the education system so that the wellbeing of students is as important as academic achievement. https://youngminds.org.uk/get-involved/campaign-with-us/wise-up/
academic pressure
A new YouGov survey has highlighted that academic pressure is a significant factor affecting the mental health of young people (YouGov, 2019). Additionally, the oxford Learning trust (FE News, 2019) has highlighted that 33 percent of primary school parents noted the stress caused to their children by exams. These feelings were also shown when parents were asked about homework as it has been found that 13 present of primary pupils are being given 5 or more hours of homework to do a week (FE News, 2019). Studies have found that children and adolescents who feel high academic pressure at home or in school can suffer “significantly higher rates of anxiety, depression, substance abuse and delinquent behaviours”.