WELLBEING
Exam revision Existing support structures
53% (n=46) of students responding felt confident with
their revision techniques, though only 40% (n=35)
agreed that they had been given enough tips for revision
and planning. 64% (n=55) worried that they had enough
time for revision. Through my interviews with staff it became clear that
many coping strategies, and sources of support are
already offered to help students with exam stress.
There is a very strong school based support network
to promote student wellbeing. The Learning Support
Team, exam invigilation guidance, the Health Centre,
and School Counselling Service, PHSE lessons, the Sport
department, clubs, and formal and informal activities,
all provide a broad variety of help and support to our
students. However, despite this being a small scale
research project, some interesting findings arose to
help us enhance our support and preparation of
students for exams.
An open question asked students to comment on
how their experience of mock examinations could be
improved. Revision was a common theme. Students
would like to start revising earlier, and would like more
time in class, and off timetable for this important
activity. There was also some concern of inconsistency
between teachers regarding time given for revision, and
the setting of homework in the run up to exams.
Exam stress
65% (n=56) of students felt the stress they felt
regarding exams was normal. Stress was felt most
strongly in preparing for exams (70%, n=60). Stress
was a recurrent theme in interviews with staff. Staff
suggested students are very concerned with grades, and
as revealed through the questionnaire, put themselves
under a lot of pressure. They also feel pressure from
parents, through social media, and from peers.
Students were asked which strategies they had been
taught to cope with exam stress, and which they felt
were most effective. Of the strategies listed, exercise,
diet and sleep were perceived as most effective,
followed by managing time and talking to someone.
For consideration
• How to clarify expectations around revision to
ensure consistency across subjects
• Continue to develop a central set of revision
strategies – with links to department specific
resources
References
House of Commons Education, Health and Social Care Committee (2018)
The Government’s Green Paper on Mental Health: Failing a Generation.
9 May 2018.
Macpherson, R. (2017) What does this look like in the classroom? Bridging the
gap between Research and Practice. Woodbridge: John Catt Educational.
Putwain, D. (2019) How to help girls overcome exam anxiety – Professor
David Putwain shares his findings with Christina Quaine. Tes, 10 May 2019.
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