Young Researchers Dorset
Exam Stress
April 2014
Symptoms of exam stress
Page 1 of 22
Index
Key Findings
Students’ ideas for overcoming stress
Pages 3-6
Page 7
Introduction
Desk Research
Page 8
Page 9
Findings
Pages 10-22
Demographics (page 10)
Interview Questions full responses:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Do you suffer from exam stress? (page 11)
When does exam stress affect you the most? (page 11)
What symptoms do you suffer from when you are stressed? (page 12)
Does it have an effect on your academic achievement? (pages 13-14)
Does it affect your daily life? (page 14)
Can you please describe what is it about exams that makes you feel stressed?
(page 15-16)
Are there other things that make you stressed? (page 16)
Who do you talk to for help? (page 17)
Does your school/college offer support for exam stress? (page 18)
What things have you found that help you overcome stress? (page 19)
Have you any ideas about how students could be better supported to deal with
exam stress? (page 20)
What are your future plans for studying and career? (page 21)
Is there anything that might stop you achieving your career goals? (page 22)
Page 2 of 22
Key Findings
33 interviews were carried out in 3 schools with Year 11’s and Sixth Formers. The majority of students
wanted to go on to further studying; the Sixth Formers to University and the Year 11 to Sixth Form or
College. There were also students who wanted to get work or do an apprenticeship.
WHEN does exam stress affect you the most?
The majority described the revision period approaching their exams; a third describe just before the exams
or in the actual exam itself.



Long term (a year before)
Revision period approaching the exams
Just before and during the exam
“Find it hard to concentrate on my exam paper,
often get very agitated before the exam, not very
good at sleeping, wake up in the night crying.”
SYMPTOMS
Students described a variety of symptoms they
suffered from when they were stressed. Most
described more than one symptom.
Over half the students described problems with
sleep followed by tiredness. The emotions they
described included being annoyed, anxious and
depressed.
Stress affected their appetite in different ways;
some students gained while others lost their
appetites. Lack of concentration was also
mentioned and shaking.
“Oh my gosh I think my mum hates me during the
exam season I get so angry. I hate the world
when I’m angry.”
“It makes me sad.”
“Probably a lack of appetite before the exam and I
really don’t want to talk to people.”
“I just shake a lot, especially in the exam, and my
mind is often elsewhere.”
Impact on ACADEMIC ACHIEVEMENT
Including difference between Year 11 and Sixth Formers
A third of students did not think it had an effect on their academic achievement; the bigger majority of
these were Year 11 students. The Young Researchers felt this was because they were relatively new to
final exams and Sixth Formers had more experience of the prolonged pressure of exams representing your
academic achievements.
The Young Researchers from both the Sixth Form and Year 11 thought that there was less pressure when
you were doing your GCSE’s. The Year 11 students described having target grades for their GCSE’s but
ultimately to achieve a place in the Sixth Form, they needed to get 5 grade Cs or above to succeed. The
Sixth Former Young Researchers described needing much higher grades to obtain places at the
universities of their choice. So they concluded stress was relative to how difficult each person found
achieving their grades for the next goal.
Page 3 of 22
Three students interviewed described stress having a positive effect on their academic achievement.
The negative effects of stress on academic achievement included problems with concentrating; a
counter effect on their ability to revise and one young person described giving up.
Students described a preference of course work as a better representation of their academic abilities
than exams that were affected by stress which reduced their performance. The Young Researchers felt that
current changes to make GCSE’s final exam based would only increase the pressure and cause more
exam stress.
“Yes because I think I work better when I have time to think and plan everything which works better with
coursework whereas with exams it’s all about that moment and how much you can remember and not really
about your ability.”
Affects on DAILY LIFE
A third of students said that exam stress did not
affect their daily life and the majority of these
were Year 11 students. The interviews were
carried out in January and February so they
possibly would have responded differently if they
were interviewed closer to their final exams.
“I get grumpy and tired. And I don’t want to talk to
people”
“Yes, um well it affects my daily life because on a
normal day I would not go home and do 6 hours of
revision, so I have less spare time.”
For the rest of the students that were affected in
their daily life described stress symptoms like
being tired or grumpy. Time was also a factor as
revision and school work consumed so much of
their time.
WHY exams are stressful
This question gained the most detailed responses
from the students. For just under half of them the
stress of exams was caused by the results
determining their future choices. Other
students feared failing and being judged by
others.
“How much pressure there is on them and how it’s
just one small period of time that affects a lot in
your life.”
“The fact that my whole future relies on it.”
“I feel bad when I watch my favourite TV
programme or do nothing at lunch time.”
For Year 11 the pressure came more from
external sources of teachers and parents.
A quarter described the “ceremony” of the actual
exam. This particularly resonated with the Young
Researchers who all recalled being distracted by
exam invigilators chatting to each other at the
front of the hall, wearing noisy high heel shoes or
looking over their shoulders as they were writing.
“It’s the fear of sitting in the exam room with the
table and in the light and silence and the worry
that if you don’t pass this one you’ll forever be
looked down by others who have scored higher
on that day.”
Page 4 of 22
OTHER stresses factor
Over half the students responded that it was only
exams that made them stressed. Others
described family and friends. Deadlines were
another source of stress for students. And life in
general!
“When I don’t know what’s going on. Being behind
on work.”
“Just life in general.”
“A lot of things really.”
Who do you talk to for HELP?
The most common source to talk to were friends, closely followed by parents. A quarter of students could
talk with teachers. Over a third had a mixture of people they could talk to. Over a quarter had nobody they
would talk to.
Page 5 of 22
SCHOOL SUPPORT for exam stress
“Yeah I'm pretty sure it does. There are lots of
revision classes, and teachers are always willing
to help.”
A fifth of students said their schools did not offer
support and a further 6 students were not sure.
Revision sessions were described by some and
talking to the teachers.
“Yes, maybe, does it? Yeah probably but we don’t
know about it.”
Methods for OVERCOMING STRESS
“Doing revision. Seriously, getting it all done and
knowing in my mind that I have done everything I
can to prepare for this exam.”
“I found that revising to music helps; it keeps your
brain focused and calms you down. And just to go
into some sort of zen like mental place when
doing the exam.”
The majority of students could describe some
method for overcoming stress; only 3 students
couldn’t describe anything. The students
described a range of methods for combating
stress.
Revision was a popular method. There were
physical solutions like exercise, deep breathing,
eating and getting enough sleep. As well as
mental exercise of getting it into perspective,
calming themselves down and talking it through
with someone. Having fun and listening to music
were also suggested.
How to IMPROVE SUPPORT for dealing with exam stress?
Over a third of students had no suggestions about how they could be better supported to deal with exam
stress. The majority of positive suggestions were about a variety of ways they could get more support for
preparing for exams and help with revision. Several wanted less external pressure put on them. One
student suggested a support system from their peers and another student suggested stress relief via stress
balls.
BARRIERS to achieving career goals
Getting the right grades was the most common
reason the students described for not achieving
their career goals. Stress was cited again as a
factor as well as their own motivation or lack of
it.
“Not getting grades and not believing in self.”
“Not getting the GCSEs I want to. It worries me
not getting all my GCSEs, then I won't get the
right A-levels, and money is a problem.”
“Probably stress again, it probably comes back to
that, as I probably can’t excel as well as I could
because I’m stressed.”
“Nothing that isn't to do with me, my motivation.”
Page 6 of 22
Students’ ideas for overcoming stress
Page 7 of 22
Introduction
This report is part of the Dorset Young Researchers project 2013/14.
Dorset Youth Researchers
The project is in its second year and has two overall aims:
1. To gather views of young people and their families across Dorset to help shape service design and
delivery.
2. Provide the Young Researchers involved with opportunities to develop a range of different skills and
gain useful experiences.
Partnership Project
The project is a partnership between students from schools across Dorset, Action for Children and Dorset
County Council Children’s Services.
Research Brief
Previous research by Dorset County Council’s Children’s Services had identified that young people in
Dorset feel that exam stress is a significant issue and that worry about school work and exams was the
most common stressor for young people growing up. The research brief was to gain a deeper
understanding of this issue focusing on the impact of stress on wellbeing and academic achievement; the
types and quality of support currently available, and young people’s strategies for managing stress and
minimising the impact on academic performance.
Research Methods
The research brief requested the use of qualitative research methodology and the research group chose
interviews with open questions.
Sample:
 Year 11 -13
 Mixture of male and female
 Students who have or are experiencing exam stress
13 open questions and the interviews were taped then transcribed.
Page 8 of 22
Desk Research
Children and Young People’s Survey 2011
Dorset County Council Children’s Service survey of over 1600+ children and young people across Dorset
found that ‘school work and exams’ was the issue that worried them the most.
65% of children and young people agreed with the statement ‘I worry a lot.’ 61% of these young people
worried about ‘school work and exams,’ 40% of the total cohort.
The Details
They asked to what extent children and young people agreed with the following statement: ‘I worry a lot’
I worry a lot
True
Somewhat true
Not True
All (n)
All (%)
491
29.7
589
35.6
574
34.7
Of those that said true or somewhat true, we asked them what they worry about:
What do you worry about (Please tick all that apply)?
Being bullied
Being healthy
My family
School work and exams
Money
The way you look
All (n)
343
324
513
655
417
All (%)
31.8
30.0
47.5
60.6
38.6
484
44.8
Friendships
476
44.1
Sex and relationships
Other
179
110
16.6
10.2
Page 9 of 22
Findings
We interviewed 33 students in Year 11, 12 & 13 from three schools in Dorset. What the students said is
colour coded so comparison can be made between Year 11 and Sixth Forms responses. Blue text was
used to indicate Year 11 responses and black text for Sixth Forms.
Gender Breakdown
Who they lived with
52% were male and 48% female.
32
1
Breakdown by
GENDER
Female
One or more birth parents
Adoptive parents
Ethnicity
31
1
1
Male
White British
Asian or Asian British (Indian)
Preferred not to say
Disability or illness that regularly affects
your daily activities
1
29
3
48%
52%
Yes
No
Preferred not to say
Breakdown by Age
The majority of students were 16 years old (49%). Of these a quarter were in Year 11 and three-quarter
were in Year 12.
Breakdown by AGE
Breakdown by
YEAR GROUP
49%
64%
24%
24%
36%
3%
15yrs old
16yrs old
17yrs old
18yrs old
Year 11
Page 10 of 22
Sixth Form
1. Do you suffer from exam stress?
The sample group to interview were young people who suffered from exam stress. This was explained to
students before they were interviewed but it was still our opening question.
The majority said “yes” and the interviews moved on to the next question.
However 5 out of 12 Year 11 students said “no” they didn’t. The interviewers decided to still carried on and
all of the students even the 5 who had answered “no” to the first question went on to describe being
stressed by exams.
“Not too much, no, I wouldn't say I would.”
“No”
“No, not really.” x 3
2. When does exam stress affect you the most?
There was a mixture of responses to when exam stress most affected students, with one student describing
long term for a whole year before the exam. The majority described the revision period approaching their
exams; a third described just before the exams or in the actual exam itself.




Long term

“A year before the exams, right up until the
minute I am sitting in the exam.”
“Upon starting revision, just before the exam”
“In the run up to exam. When exams are close.”
“Approaching the exams.”
“Mostly in run up to exams.”
Revision period approaching exams
















“Coming up to the exams.”
“I think in the run up to exams in the final push
on revision.”
“Kind of the weeks before exams.”
“In the period approaching exams.”
“When I’m revising, in the period approaching
exams and during exam time.”
“Leading up to the exams.”
“Probably about a week before the exam.”
“In the period before exams and in the exam
itself it really gets me.”
“Um about 2 months before the exam.”
“In the 2 weeks up to the exam.”
“Revision, period approaching exams and during
‘All three of 'em’.”
“Just coming up to the exams. Revision for
topics to remember.”
“Before the exams.”
“Just doing some revision.”
“During the revision period and the lead-up to
exams.”
“When revising. Just before the exam, like an
hour before - the exam.”
Just before the exam





“Just before the exam.”
“I don't really suffer any sleepless nights or
anything like that. It's usually just, just before the
exam, when I struggle to remember everything I
must. Most of the time I'm OK.”
“Closer to the exams.”
“Just before the test.”
“Probably the first couple of hours preceding an
exam.”
During the exam







“During the exams.”
“When I’m in exams.”
“I dunno, probably during. Like if there was a
question that I hadn't revised.”
“During the exam.”
“During the exams.”
“During the exams.”
“Nothing other than if I panic in my exams and
do badly.”
Page 11 of 22
3. What symptoms do you suffer from when you are stressed?
Students described a whole variety of symptoms that they suffered from when they were stressed. Most
described more than one symptom, so additional symptoms have been highlighted in bold under each
section. Over half the students described problems with sleep followed by tiredness; this was the most
common symptom. There was a full range of emotions described from annoyed, anxious and depressed.
Stress affected their appetite is different ways, for some students they ate and others lost their appetite.
Lack of concentration was also cited with shaking.
Sleep








“Tired I guess.”
“Lack of sleep and tiredness.”
“Lack of sleep really.”
“Lack of sleep, lack of appetite and tiredness.”
“Tiredness and more frustrated.”
“Bad headaches, and I struggle to sleep at night
when I am stressed, I find myself almost
suffering from insomnia.”
“Find it hard to concentrate on my exam paper,
often get very agitated before the exam, not very
good at sleeping, wake up in the night crying.”
“Sleep, appetite, what I eat.”




“I sleep badly before an exam.”
“Lack of sleep, tiredness. I'm not very good at
dealing with stress.”
“Probably lack of sleep.”
“I had a coldsore because I was really stressed. I
often can’t sleep in the bit up to exams and then I
get exhausted after the exams and I’ll just sleep.
I just get stressed and I just can’t concentrate.
Mundane things like when our teachers want us
to do quizzes, I just have better things to do with
my time.”
Range of emotions




Annoyed
“Probably through my
behaviour, I get really
annoyed.”
“Oh my gosh I think my mum
hates me during the exam
season I get so angry. I hate
the world when I’m angry.”
“More emotionally stressed,
getting more frustrated with
things quite easily, getting
tired.”
Tired, Irritable, lack of
concentration.”





Anxious/Worry/Nervous
“It becomes nerve-racking to
cram everything in I worry and
stay up late worrying if I’ve got
everything revised to the best
of my ability.”
“If I'm gonna do well, if I fail,
what would my parents think of
me? The stuff that would
happen, the consequences.”
“I just get nervous and
emotional.”
“Panicking. Not sure if I can get
it done...tiredness during the
day.”
“Nervousness or panic, that's
probably it.”







“Procrastinating. Liable to panic
attacks. Lack of sleep. Irritable.
Nauseous.”
“Loss of motivation, grumpy,
crying, irritable, emotive.”
“Anxiety. Taking a long time to
fall asleep. Procrastinating and
very irritable.”
Depressed
“I get depressed.”
“It makes me sad.”
“Lack of sleep. Irritable.
Depressed and isolated from
friends and family.”
Concentration and shaking
Appetite


“I get a hungry, I eat all the time whilst revising I
have a pile of grapes and chocolate next to me.”
“Probably a lack of appetite before the exam and
I really don’t want to talk to people.”
“I don't really get stressed, I just eat.”



“I just shake a lot, especially in the exam, and my
mind is often elsewhere.”
“Shaking and can’t concentrate.”
“I tend to just, err...if I ever do get stressed, just,
you know, jitter a bit, but aside from that, when
it's all over, I don't tend to suffer from any postexam stress.”
Page 12 of 22
4. Does it have an effect on your academic achievement?
A third of students did not think it had an effect on their academic achievement. Proportionately there was a
bigger majority of Year 11 that thought exam stress did not affect their academic achievement. The Young
Researchers felt this was because they were relatively new to final exams and Sixth Formers had more
experience of the prolong pressure of exams representing your academic achievements.
The Young Researchers from both the Sixth Form and Year 11 thought that there was less pressure when
you were doing your GCSE’s. The Year 11s described having target grades for their GCSE’s but ultimately
to achieve a place in the Sixth Form they needed to get 5 grade C or above to succeed. The Sixth Formers
Young Researchers described needing much high grades to obtain places at the universities of their
choice. So they concluded stress was relative to how difficult each person found achieving their grades for
the next goal.
Three students described stress having a positive effect on their academic achievement.
The negative effects of stress on academic achievement included problems with concentrating, a counter
effect on their revision and one young person describe giving up.
Students described a preference to course work as a better representation of their academic abilities than
exams that were affected by stress that reduced their performance. The Young Researchers also felt that
current changes to make GCSE’s final exam based would only increase the pressure and cause more
exam stress.

No











“No, I don’t think so.”

“I don’t think it does.”
“I wouldn't say so at all.”
“No, probably not.”
“No, not really.”
“No.”

“I don't think so, it depends.”
“Well, I haven't noticed any.”
“No, I don’t think it does. It’s not worth worrying
about it in the end”
“No, I have never not been stressed’

“Well if I’m revising for exams I hope it makes me
better to be honest.”

Positives effects



“Yes in the fact I have done well.”
“I think in a way, it's helpful. It makes me revise
more.”
“Yes, it pushes me harder.”
Yes



“In a way.”
“I guess so, yeah.”
“Yes, worse grades than I should get.”
“A little because if you’re really worked up you’re
not going to do as well.”
“Um, to an extent because if you’re stressed out
you’re probably not going to give your best
performance.”
Preference to course work
“Yes because I think I work better when I have
time to think and plan everything which works
better with coursework whereas with exams it’s
all about that moment and how much you can
remember and not really about your ability.”
“Yes, because I don’t like taking subjects that
have exams. I prefer coursework subjects. I
noticeably do worse under exam stress
conditions.”
“Well yeah, I do study one BTEC, that helps, but
the other two I just can’t do.”
Concentration


“Yeah because it gets harder to focus.”
“Yes, I have a bit of a panic attack and find it
hard to think straight.”
 “I'd say so, yeah. It's hard to concentrate.”
 “Yes, because I’m not concentrating in class as
much as I could be.”
 “Can’t concentrate and I can’t get ideas onto
paper.”
Page 13 of 22
Depends on the subject



Affects revising
“I would say in some subjects it does but in
others I feel more confident so it doesn’t bother
me as much.”
“Depends which subject it is – it does during
drama.”

Give up


“Most definitely. Yes. I just don't try as hard if I
know I'm not gonna do well. I just give up.”
“Yes it has a counter effect. Stress causes a lack
of revision.”
“I think it sometimes does, because it can affect
revision which then affects the exam.”
“Probably just the results. Getting it back to you,
if you know what I mean.”
5. Does it affect your daily life? If yes please describe
A third of students said that exam stress did not affect their daily life and the majority of these were Year
11s. The interviews were carried out in January and February so maybe they would have responded
differently if they were interviewed closer to exam time.
For the rest of the students that were affected in their daily life they describe the previous stress symptoms
like being tired or grumpy. Time was also a factor in revision consuming so much of their time.
things which I would have found enjoyable
before.”
Yes















“I feel bad when I watch my favourite TV
programme or do nothing at lunch time.”
“Well yeah because if you don’t get good exam
results then you’re sort of screwed really.”
“Yes I would say it affects my social life because I
don’t want to talk to people.”
“Yes, it puts pressure on everything else.”
“Yes because I get stressed out at home,
because I’m worried about school.”
“Sometimes, when it’s during exams because if
I’m stressed then I like feel unhappy.”
“Yeah.”
“Yes as I find myself a lot more tired as I have not
slept.”
“I suppose thinking about exams does worry me
so yes, in a way.”
“Um, sometimes, not often. It affects, like, how I
am to my friends. My mood.”
“I guess a little bit. It's quite distracting if you think
about it a lot.”
“Yeah, it makes me angry and sad.”
“I get grumpy and tired. And I don’t want to talk to
people”
“Yes, it makes me grumpy”
“I’d like to say yes it does. I’m stressed about the
school work so I don’t take part in the mundane
Time



“Yes, um well it affects my daily life because on a
normal day I would not go home and do 6 hours
of revision, so I have less spare time.”
“Well yeah you spend all of your time revising
instead of socialising.”
“School work is so time consuming.”
Close to exams




“Not every day but in the run up to exams
certainly.”
“Not at the moment, but it probably will closer to
the exam.”
“Not really. But yes only towards the end of the
year. This is only when symptoms arise.”
“Not really, only in the exam period.”
No






“No” x 4 Sixth Formers
“No” x 4 Year 11s
“Not really, no.”
“No, I wouldn't say so.”
“No, I don't think so.”
“No, I don’t think it does. It’s not worth worrying
about it in the end”
Page 14 of 22
6. Can you please describe what is it about exams that makes you
feel stressed?
This question gained the most detailed responses from the students. For just under half of them the stress
of exams was caused by the result determining their future choices. Other students fear failing and being
judged by others.
For Year 11s the pressure came more from external sources of teachers and parents.
A quarter described the “ceremony” of the actual exam. This particularly resonated with the Young
Researchers who all recall being distracted by the invigilators chatting to each other at the front of the hall,
wearing noisy high heel shoes or looking over their shoulders as they were writing.
Pressure of future














Fear of Failure
“The fact that they are so important.”
“The pressure of knowing that if it doesn’t go as
well as you want it to that could potentially have a
really impacting effect.”
“Just the pressure of them as your whole life can
depend on what you get in that exam.”
“The importance of them and the pressure that it
puts on you for going into higher education or
whatever you choose to do.”
“How much pressure there is on them and how
it’s just one small period of time that affects a lot
in your life.”
“The pressure that you have to do well, get good
grades so that you can like get into something
that you want to do.”
“It’s all about getting into university and so it was
something to do since I was 11 and I know
exactly where I want to go and what I want to do
and for this I have to have incredible grades and
the pressure on this is incredible because if I
don’t get and A that’s it.”
“Especially now there are no more re-sits, how
there’s just one chance and especially with sixth
from places up for grabs it is very important.”
“I think it would be the pressure of exams and
knowing that I need to do well in order to get
somewhere in life.”
“What it goes towards in the future I guess.”
“The fact that my whole future relies on it.”
“They kind of predict your future, it's a lot of
pressure.”
“It has a large impact on your life. Pressure from
myself and society. And there are no retakes.”
“I guess, the pressure of the outcome and what
that'll lead to.”






“It’s the fear of sitting in the exam room with the
table and in the light and silence and the worry
that if you don’t pass this one you’ll forever be
looked down by others who have scored higher
on that day
“Parents to please them and myself as I want to
do well. Don’t want to feel like I’m useless.”
“Probably the pressure of how well to perform.”
“The feeling of not achieving.”
“Fear of failure or not getting as good grades as
my siblings.”
“Pressure to do well. Whether you’ve done
enough.”
Pressures from parents, teachers and self








“Pressure to do well, my school, parents, and
myself.”
“Don’t want to let people down.”
“Teachers putting pressure on me.”
“The pressure from teachers.”
“Teachers mainly.”
“Thinking I’m going to fail. Pressure mostly from
teachers and family.”
“Probably just getting to sixth form. Parents a
little, but probably just myself.”
“I think you put pressure on yourself and your
mum.”
Page 15 of 22

In the exam



“Sitting the exams in general.”

“Not really, only in the exam period.”
“The invigilators that walks around and keep
peering down on your work while you’re working,
that’s quite distracting. Also when you have a
longer time to do your exam than others and they

are clearing out other people and there’s a five
minute time period which is kind of taken away

from you because you are distracted and can’t
fully focus.”
“Um, being in a hall with a load of people, and the
silence.”
“Well...I think it's the ceremony of it all. Everyone
being put into a large room and, err, I think a
blank piece of paper is very intimidating to me,
like, I often find it hard to start off at things like
that. It's all a bit intimidating.”
“Intense atmosphere in the room and whether
you’re going to succeed.”
“Nerves about questions. Whether you’ve revised
the ‘right thing.’ Neither parents or teachers have
a very great effect on the stress.”
7. Are there other things that make you stressed? Please describe
Over half the students responded that it was only exams that made them stressed. Others described family
and friends. Deadlines were another source of stress for students. And life in general!
No











Life!
“No, exams. Because my whole life goal is to get
into university.”
“No” x 6 Sixth Formers
“No.”
“Not particularly.”
“Not really, just exams.”
“Nothing else really.”
“I wouldn’t say so really.”
“Um...not that I can think of.”
“Not really.” 3 x Year 11
“No, I wouldn't say so.”
“Not really. Exams are the main pressure around
that period.”


“Just life in general.”
“A lot of things really.”
Prefer not to say


“Um, lots of other things but I’d prefer not to say.
Spiders!”
“Yes but rather not say.”
Deadllines


“Deadlines for work.”
“School deadlines in general.”
Friends & Family




“Um, certain things in my home life.”
“Um...meeting up with my girlfriend. Occasions
where I meet up with lots of friends. Is it all gonna
go smoothly?”
“Friends and ‘bitches’. And family”
“Family and school.”
Other things




“ICT, not getting things done.”
“When I don’t know what’s going on. Being
behind on work.”
“If I don’t have my pile of chocolate.”
“Sometimes.”
Page 16 of 22
8. Who do you talk to for help?
The most common source of people to talk to were friends, closely followed by parents. A quarter of
students could talk with teachers. Over a third had a mixture of people they could talk to. Over a quarter
had nobody they would talk to.
Mixture of friends, family and teachers













“Teachers I guess and friends.”
“Um, parents and close friends.”
“Parents, sister, friends.”
“Parents or tutor.”
“Friends and family.”
“I talk to my parents and my friends, they help.”
“Sometimes my mum, my friends, sometimes I
bottle it up because it’s the easiest way to deal
with it.”
“My girlfriend or tutor.”
“My friends, parents, sometimes teachers
depending on how bad it is.”
“Probably parents, and friends if they're in the
same exam as me.”
“Mum. A friend and tutor in school.”
“My mum and my friends.”
“My parents and teachers.”
Parents




“My mum.”
“Probably my mum.”
“My parents usually.”
“My parents mostly.”
Friends




“If I'm fretting, it will usually be one of my close
friends. I don't really talk to my parents about it.”
“Best friend and boyfriend.”
“Friends and boyfriend.”
“My friends.”


“Teachers.”
“Teachers.”
Teachers
Other


“Not my mum. The dog mainly.”
“Myself and the internet.”
Don’t








“No-one. Don’t feel comfortable talking to people
about these kinds of problems.”
“I don’t.”
“No one really.”
“Nobody.”
“I don't really ask for help.”
“No-one.”
“Myself! Not really anyone.”
“No-one.”
Page 17 of 22
9. Does your school/college offer support for exam stress?
A fifth of students said their schools did not offer support and a further 6 students were not sure. Students
from three schools were involved in the research and we received a mixture from each school answering
‘yes’ and ‘no’ to this question. So there seems to be a lack of awareness of what is available.
Revision sessions were described by some and talking to the teachers. In one school the Vicar had offered
support though a mindfulness approach that got a mixed reaction. Several students expressed not wanting
help from school.
The Young Researchers thought that having approachable teachers was very important.
Yes




“Yes” x 3 Sixth Forms
“Yes they do, they are very good.”
“Yes.”
“Yeah, they do.”


Specifics




“Yes, there’s this thing called mindfulness but
it’s the stupidest thing ever.”
“Yes the Vicar, she sent out Postcards once!”
“Well, not overly, no. There was mindfulness,
and there was the chaplain, which yeah, I
guess to an extent they do.”
“Yes, the vicar.”
Revision sessions




“Um, no. Actually, I suppose they do revision
sessions I guess.”
“Yeah I'm pretty sure it does. There are lots of
revision classes, and teachers are always
willing to help.”
“Yeah, revision for school.”
“It has after school revision sessions.”



No







“No not really.”
“I don't think so.”
“No.”
“Not that I know of”
“No, not that I know of.”
“No but I wish they did.”
“No.”
Prefer to deal with it themselves


“I guess so, probably, if I wanted support I
could probably get it, but I'd rather deal with it
myself.”
“I think so I just don’t go to it because I prefer
to deal with it in my own way.”
Go to the teachers
Not quite sure

friends. I think it's more natural and you're in a
comfortable environment. I mean, talking
about your problems with friends is ...I'd say
it'd be more comfortable for me.”
“I don’t think so.”
“I would say so but I’ve not personally used it
that much myself.”
“I believe they do but I haven’t gone to them
about it.”
“Yes, I guess so.”
“Yes, maybe, does it? Yeah probably but we
don’t know about it.”
“I don't know actually. I wasn't at all sure if
there was one. Yes. I think they do, yeah. I
think I feel more comfortable discussing it with
people who are closer to me i.e my close


“You can go to teachers. They are there to talk
to, and your tutor. I've talked to them before.”
“Not really. Tutor is helpful.”
Described other sources of help

Page 18 of 22
“I talk to my parents and my friends, they
help.”
10. What things have you found that help you overcome stress?
The majority of students could describe some method for overcoming stress; only 3 students could not
describe anything. The students described a range of methods for combating stress. Revision was a
popular method. There were physical solutions like exercise, breathing, eating and getting enough sleep.
As well as mental exercise of getting it into perspective, calming themselves down and talking it through.
Having fun and listening to music were also suggested.
Revision/exam preparation








Practical
“Doing revision. Seriously, getting it all done and
knowing in my mind that I have done everything I
can to prepare for this exam.”
“Just like revising as much as I can.”
“Just re-writing notes.”
“Planning out revision beforehand.”
“Trying not to think about everything, trying not to
revise too much at the last minute, that tends to
make you feel worse, and trying not to talk to
people last minute before the exam in case they
bring up topics and make you feel unsure you do
not know them.”
“Doing a little bit of revision each day because
when it comes to the exam, I feel more
prepared.”
“Doing the work, trying to stay on top of it.”
“Just hard work and going over past papers.”









Music

Getting them into perspective



“Drinking plenty of water.”
“Getting a good night’s sleep beforehand and just
taking some deep breaths and thinking of a
happy place before the exam.”
“Stress balls, they really help me get any tension
out, stuff like that, it’s really good.”
“Deep breaths.”
“Going for long walks on my own by myself.”
“Sports and eating.”
“Eating and exercise.”
“Um, sleep and time management.”
“Probably just go out.”

“I believe we’ve been taught exam techniques for 
avoiding stress such as breathing techniques,
things like that, and I think you have to know that
exams don’t mean everything, and knowing this
makes me feel less stressed than before.”

“I'm not sure really, like, it's not the end of the
world if something goes wrong, I know that I tried

my best.”
“I try to forget about it.”
“I found that revising to music helps; it keeps your
brain focused and calms you down. And just to
go into some sort of zen like mental place when
doing the exam.”
“Listening to music.”
“Music, lots of music.”
Things they like doing
“Chocolate, my friends, a Betty Crocker baking
day and Neo!” (night club)
“Eating chocolate. Watching funny movies.
Listening to music, Hanging out with friends.”
Talking

Calming self down



“Usually just calming myself down. Running
though in my head what I'm going to do
beforehand.”
“Not thinking about the repercussions of the
exams. Having someone explain things to you.
Reassurance. Doing something different like
taking a walk.”
“Taking it easy, and taking my time.”

“Um...punching a pillow, is always good. And just
talking to a friend.”
“Talking to my mum.”
Nothing or not sure


“Nothing” x 2 Sixth Form students
“Unsure”
Page 19 of 22
11. Have you any ideas about how students could be better
supported to deal with exam stress?
Over a third of students had no suggestions about how they could be better supported to deal with exam
stress. The majority of positive suggestions were about a variety of ways they could get more support for
preparing for exams and help with revision. Several wanted less external pressure put on them. One
student suggested a support system from their peers and another stress relief via stress balls.

No








“No not really.”
“Not really” x 2 Year 11’s
“No” x 5 Sixth Form students
“I don’t know.”
“Um, I have absolutely no idea.”
“No, I'm sorry, I don't.”
“Not really sure.”
“No ideas, but I’d welcome them.”




Less external pressure



“For people to not expect too much of us.”
“Less teacher pressure.”
More supporting for preparing and taking
exams





“I think they could be given more mock exam on
a gentler scope, so it’s not just one this is it and
then you have a real one, just a lot of mock
exams, but very relaxed to begin with and then
build up on the importance.”
“Perhaps, help structure their time.”
“I think some official training from the school,
exam techniques and things, maybe integrating
that into the timetable or something because an
official thing would help more than just
something on the side I would say.”
“I think there could be a better revision scheme
really because you just focus too much on doing
the course and don’t do so much to help you
revise.”
“I'm not sure. I go to the revision classes.”

“For tutor times, have a revision timetable, how
to revise and what to do.”
“Maybe an online help thing. Obviously people
won't want to do a face-to-face thing. Perhaps a
proper guide on how to deal with it.”
“More 1-on-1 things with teachers.”
“Really just techniques with dealing with exam
stress, staying on top of revision.”
“Better/Clearer revision booklets. One
comprehensive place to find a lot of the revision
tools that YOU need. Sure of what you’re doing
and revising.”
“Being more prepared. Going into an exam
knowing exactly what you’ve got to do.”
“To not be put in such a stressful exam condition,
having less people in the room sitting the exam
or being allowed something to make them feel
more laid back.”
Other suggestions




“I think if everyone was given a little stress ball
they could use it would really help.”
“Support in school, anything. Some people that
have been though it before coming in and talking
to you about it. Peer system. Spreading exams
over longer periods. Being able to talk to
someone really.”
“More knowing about the Student Support
Team.”
“I don’t know, maybe not take it too seriously
because then you’ll just get more stressed.”
Page 20 of 22
12. What are your future plans for studying and career?
The majority of students wanted to go on to further studying; the Sixth Formers to University and the Year
11 to Sixth Form or College. There were also students who wanted to get work or an apprenticeship.
University















Sixth Form
“I am hoping to go to University in America, that
is my end goal at Barnard which is in New York
City and I want to work for the United Nations or
the International Criminal Court.”
“Go to University and then see what happens
afterwards.”
“I am going to study a degree at university and
then get a job in that.”
“I want to do a geography degree.”
“Hopefully do a nursing degree.”
“I like to have a gap year and then proceed to
university.”
“University to study German and Italian and go
onto a career in translation.”
“Going to university for a degree in IT.”
“After Sixth Form finishes I am planning to go to
university to do business management.”
“I plan to do a degree in English or History at
university and I plan to be a journalist or possibly
something to do with business management.”
“I want to go to university and study marketing
and go down that career path line, not really sure
exactly.”
“I would like to go to university.”
“University. On a course without an exam. Career
in Media.”
“University, mechanical engineering.”
“University, a degree in Religious theology to be
RE Teacher to Year 10+.”







“I'm going to go onto do, if I get the grades of
course, Sixth Form here at school. Then perhaps,
if I can get the grades again, go to university and
secure myself another level of qualifications. I'm
not sure about my occupational direction yet.”
“I'd like to go to Thomas Hardye's sixth form, then
hopefully university.”
“I'm going to do Sixth Form at Beaminster.”
“Sixth Form, then drama school.”
“A-levels at Hardye's.”
“After GCSEs, Sixth Form.”
“A-levels, then medicine.”
Work



“Well, I've got to go to college. No, wouldn't go to
college – farming.”
“Leave the 6th Form and get a job”
“I want to an apprenticeship.”
College


“Bridgewater College.”
“Yeovil College – a teaching course.”
Other


“Apprenticeship or University.”
“Um...probably just try harder, not give up..”
Career



“Going into the police hopefully if not then maybe
a sectary or executive.”
“I want to own my own shop.”
“Teaching.”
Page 21 of 22
13. Is there anything that might stop you achieving your career
goals?
Getting the right grades was the most common reason the students described for not achieving their career
goals. Stress was also cited as a factor as well as their own motivation or lack of it.
Grades

















Not sure
“Not getting an A.”
“Yeah if I don’t get the grades.”
“If I don’t get the grades I need.”
“Not getting the right grades”
“Not that I know of, but if I do not do quite as well
in my exams then that would prevent me going to
university.”
“Not getting the exam results I want.”
“If I don’t get my exam results then it may hinder
my progress.”
“If I don't get my GCSEs.”
“My exam results.”
“Not getting the course requirements. Not doing
as well as predicted.”
“Low grades.”
“Not getting the GCSEs I want to. It worries me
not getting all my GCSEs, then I won't get the
right A-levels, and money is a problem.”
“I don't think so...except, well, the grades.”
“Not getting grades and not believing in self.”
“The grades.”
“Not that I could for see, should something go
badly in the exam that could impact greatly on
that.”
“Poor preparation for exams, I'd say, but I think
I'm OK there.”

“Not that I can think of."
Motivation



“I'm not sure, probably laziness.”
“Nothing that isn't to do with me...my motivation.”
“Myself.”
Other







“Um...if it's too ambitious I won't do it.”
“Severe injury.”
“Not that I’d disclose.”
“Not being smart enough.”
“Competition.”
“If I don’t put the effort in but I will so that’s fine.”
“Neo taking over my life but No.” (Neo is a
nightclub)

“I don’t think so.”
Stress



“Probably stress again, it probably comes back to
that, as I probably can’t excel as well as I could
because I’m stressed.”
“Nothing other than if I panic in my exams and do
badly.”
“If I get stressed in the exams and don’t get the
grades I need.”
Page 22 of 22