Students & Wellbeing

Supporting our students ahead of exams

Term Two is traditionally a time of assessment and consolidation for all of our students, particularly those in Years 11 and 12. While these are important building blocks to graduation, they are also times of increased pressure and can impact the mental health of our most vulnerable. In this article I would like to explore what we as a community can do to support each other in the weeks ahead.

Assessments and examinations are a familiar and necessary part of schooling. They provide valuable information about learning progress and help prepare students for future academic and professional pathways. However, research consistently shows that high‑stakes assessments can significantly affect student wellbeing, particularly when pressure outweighs support.

Studies indicate that exam periods are linked to heightened stress, anxiety, sleep difficulties, and reduced self‑esteem, especially among adolescents. The World Health Organisation notes that academic pressure is one of the most commonly reported sources of stress for young people. As psychologist Dr Rachel Gill explains: 

“For many students, exams are not just a test of knowledge but a perceived judgment of self‑worth, which can intensify anxiety and fear of failure.”

This impact is not evenly distributed. Students with existing mental health challenges, learning differences, or difficult personal circumstances may experience assessment stress more acutely. According to education researcher Professor Andrea Reeve: 

“Supportive school environments do not remove challenge, but they reduce the harmful effects of stress by focusing on growth, effort, and belonging rather than performance alone.” 

As a school community, we play a crucial role in supporting students during assessment periods. Simple, consistent actions make a difference:

• Encouraging healthy routines, including sleep, nutrition, and movement
• Normalising help‑seeking and reminding students where support services are available
• Emphasising effort, learning, and progress rather than grades alone
• Providing reassurance that one result does not define a student’s future

Parents, carers, and educators working together can help students build resilience and perspective. Assessments should be a snapshot of learning — not a measure of worth. When students feel supported, understood, and valued, they are better equipped to manage pressure and perform at their best, both academically and emotionally.

St George’s, as a community, is at its best when we pull together to support each other. Something I feel we do very well every day.

Mr Ian Thompson

Dean of Students & Wellbeing