Summary
Exams can be a stressful part of education, whether you are preparing for GCSEs, A-levels, university assessments or other qualifications. They can bring pressure to perform well, worries about the future and uncertainty about what to expect. You might feel anxious about remembering information, running out of time, disappointing yourself or others, or not achieving the grades you need. You may also feel overwhelmed by the amount of revision you need to complete, particularly when you have several exams close together. These feelings are common, and experiencing exam stress does not mean that you are not capable of succeeding. Some pressure can help you feel motivated, but when stress becomes too intense, it can make it harder to concentrate, sleep, remember information and feel confident in your abilities.
Preparing for exams involves more than simply revising as much as possible. It also means finding ways to organise your time, understand what you need to learn, practise using information and look after your physical and emotional wellbeing. Everyone learns differently, so a revision strategy that works well for one person may not work for someone else. You may find it helpful to use practice questions, flashcards, diagrams, written notes, discussion or teaching a topic to someone else. Trying different methods can help you discover which approaches allow you to understand and remember information most effectively. Breaking revision into manageable tasks can also make the process feel less overwhelming and help you see your progress.
It is natural to feel nervous before an exam, particularly when the outcome feels important. You might notice physical symptoms such as a racing heart, sweating, nausea, headaches or difficulty sleeping. You may find yourself repeatedly worrying about what could go wrong, comparing your progress with other people or struggling to begin revising because you do not know where to start. These experiences can feel uncomfortable, but there are ways to manage them. Preparing in advance, practising exam questions, familiarising yourself with the exam format and learning how to respond to anxious thoughts can help you feel more prepared. You do not need to eliminate anxiety to perform well; the aim is to develop ways of coping with it so that it does not take over.
It is also important to remember that your worth is not determined by your exam results. Exams can influence educational and career opportunities, but they do not capture every skill, strength or quality you have. People learn at different speeds, experience different pressures and have different circumstances that affect their preparation. You may have responsibilities outside education, experience health difficulties or find particular subjects more challenging than others. Comparing yourself with classmates or expecting yourself to revise constantly can add unnecessary pressure. Focus on what you can reasonably do with the time and support available to you, rather than expecting perfection.
Preparing for exams is about finding a balance between working towards your goals and looking after yourself. Regular breaks, enough sleep, eating regularly, staying hydrated and making time for activities you enjoy can all help you maintain your energy and concentration. If you are struggling, speaking to a teacher, tutor, parent or guardian, friend or another trusted person can help you work through your concerns and identify practical support. You do not have to manage exam stress alone, and asking for help is a sensible step towards giving yourself the best opportunity to prepare.
How to help myself
Start by working out what you need to revise and how much time you have available. Looking at your exam timetable, subject specifications, class notes and revision materials can help you identify the topics you need to cover. If the amount of work feels overwhelming, divide it into smaller sections and focus on one topic or task at a time. You could create a revision timetable that spreads your subjects across the days or weeks before your exams, allowing more time for topics you find difficult. Try to make your timetable realistic and include breaks, meals, sleep and other responsibilities. A plan should help you feel more organised, not become another source of pressure. If you fall behind, adjust it rather than assuming that you have failed.
Experiment with different revision methods to find out what helps you learn and remember information. Simply reading notes repeatedly or highlighting large amounts of text may not always help you recall information during an exam. You could try active recall, which involves testing yourself on what you remember without looking at your notes, or flashcards to practise key facts, definitions and concepts. Practice questions can help you apply your knowledge and become familiar with the wording of exam questions. Past papers are particularly useful for understanding the exam format, practising under timed conditions and identifying topics that need more attention. You could also explain a concept aloud as if you were teaching someone else, create mind maps to connect ideas or use diagrams to organise information. After each session, check what you can remember and use this to decide what to revise next.
Try to prioritise understanding rather than memorising everything without knowing what it means. If you are struggling with a topic, break it down into smaller parts and identify the specific point that is confusing you. Review an example, ask your teacher for clarification or use reliable learning resources to help you understand it. Once the concept makes sense, practise explaining it in your own words or applying it to a question. It is normal to need more time for some topics than others, so try not to become discouraged if you cannot understand something immediately. Recognising what you do not yet know is a useful part of revision because it shows you where to focus your effort.
Taking regular breaks can help you maintain concentration and avoid becoming exhausted. You might revise for a manageable period and then take a short break to stretch, get a drink, have a snack or step away from your desk. Some people find it helpful to use a timer, while others prefer to work until they complete a particular task. Experiment to find what works for you. During breaks, try to do something that genuinely helps you rest rather than spending the entire time worrying about what you still need to do. If you notice that you are no longer taking information in, becoming increasingly frustrated or repeatedly rereading the same material, a break may be more useful than forcing yourself to continue.
Looking after your physical health can support your preparation. Try to get enough sleep, eat regularly and drink water throughout the day. Sleep is particularly important for concentration, memory and learning, so sacrificing it to revise late into the night may leave you feeling more tired and make it harder to think clearly the following day. If you are tempted to stay up revising, consider whether you would benefit more from resting and returning to the material when you are more alert. Physical activity, such as walking, stretching, dancing or playing a sport, can also provide a useful break and help you manage stress. You do not need to stop enjoying your usual activities during exam season; maintaining some balance may help you feel more settled and able to concentrate.
Pay attention to how you are feeling emotionally as exams approach. You might notice that you become irritable, tearful, restless, distracted or unusually worried. You may also find yourself avoiding revision because it feels too difficult to begin. Try to identify what is contributing to these feelings. You might be worried about failing, unsure how to organise your revision or concerned that there is too much to learn. Naming the problem can help you work out what would be useful. For example, if you do not know where to start, choose one small task. If you are worried about a particular topic, ask for help with it. If you feel exhausted, allow yourself time to rest. You do not need to solve everything at once.
When you feel anxious, try to bring your attention back to what you can control. You cannot predict every exam question or guarantee a particular result, but you can decide what to revise next, practise answering questions and prepare what you need for exam day. Slow breathing, grounding exercises or briefly stepping away from your work may help if you feel overwhelmed. You could also write down your worries and consider whether there is a practical action you can take. For example, if you are worried about running out of time, practise answering questions under timed conditions. If you are worried about forgetting information, test yourself regularly rather than only rereading your notes. If a worry cannot be resolved immediately, remind yourself that you can return to it later instead of allowing it to interrupt every revision session.
Try to be mindful of how you compare yourself with other people. Classmates may talk about how much revision they have completed, how confident they feel or what grades they expect, but you cannot always know how prepared they really are. Hearing others discuss revision can sometimes create the impression that you are falling behind, even when you are making progress. Focus on your own plan and what you have learned rather than using someone else’s routine as a measure of your ability. Social media can also increase pressure if you are constantly seeing posts about perfect revision routines, high grades or studying for long hours. Consider limiting content that makes you feel inadequate and choosing resources that genuinely help you prepare.
Before an exam, familiarise yourself with the practical arrangements. Check the date, time and location, understand what equipment you need and make sure you know the rules about permitted items. Prepare your pens, pencils, calculator or other required equipment in advance, and plan how you will get to the exam venue. If you are unsure about anything, ask your teacher or exam coordinator rather than leaving it until the last minute. Having these details organised can reduce avoidable stress and allow you to focus on the exam itself.
During the exam, take a moment to read the instructions and questions carefully. Check how many marks are available, what each question is asking and how much time you have. If you are allowed to choose questions, make sure you understand the requirements before deciding which to answer. If you get stuck, try not to spend too long on one question at the expense of the rest of the paper. Move on when appropriate and return to it if time allows. If you feel panicked, put your pen down briefly, take a few steady breaths and refocus on the next manageable step. You do not need to feel completely calm to continue working.
After an exam, try to give yourself time to recover before focusing on the next one. It can be tempting to compare answers with classmates or repeatedly think about questions you may have answered incorrectly. However, you cannot change a completed exam, and repeatedly analysing it may increase stress without helping you prepare for what comes next. If discussing the exam helps you, that is okay, but you can also choose to step away from the conversation. Have something to eat or drink, take a break or do an activity you enjoy before returning to revision. If you have more exams ahead, focus on what you can do to prepare for the next one rather than allowing one difficult paper to affect your confidence across all your subjects.
How to help a loved one
Supporting someone who is preparing for exams involves recognising that they may be experiencing pressure even if they do not openly express it. They might become quieter, more irritable, tearful or withdrawn, or they may spend long periods revising while neglecting sleep and other activities. Others may appear relaxed but feel anxious internally. Ask how they are feeling and give them space to explain what they are worried about. Try to listen without immediately offering solutions or minimising their concerns. Comments such as “You will be fine” or “It is only an exam” may be intended to reassure them, but can make them feel that their worries are not being taken seriously. Acknowledging that exams can be stressful while reminding them that support is available can be more helpful.
Practical support can revise feel more manageable. You could help them organise their timetable, find a quiet place to work, gather revision materials or break a large task into smaller steps. If they are struggling with a particular subject, encourage them to ask their teacher for clarification or help them identify what they need to practise. You might offer to test them using flashcards, listen while they explain a topic or help them plan the week. Ask what kind of support they would find useful rather than assuming that they want someone to supervise their revision. Some people appreciate regular check-ins, while others prefer to work independently and ask for help when needed.
Encourage a balanced routine without making the person feel guilty for taking breaks. It may be tempting to suggest that they revise every available hour, particularly if you are worried about their results, but excessive pressure can increase anxiety and exhaustion. Remind them that sleep, meals, movement and time to relax are important parts of preparing for exams. You could offer to prepare food, go for a walk together or help protect some time for a favourite activity. Avoid treating rest as a reward that must be earned after completing a certain amount of revision. Everyone needs time to recover, and taking a break does not mean someone is not working hard enough.
If you are a parent or guardian supporting a young person, try to focus on encouragement, practical help and their overall wellbeing rather than only their grades. Ask about their revision plan and whether anything is making it difficult to study. Help them establish a realistic routine, but allow them to have some control over how they revise. Young people may already be putting pressure on themselves, and repeated reminders about exams, comparisons with siblings or comments about disappointing others can add to their anxiety. Recognise effort, persistence and the steps they are taking to prepare, rather than only celebrating particular results. Make it clear that they can talk to you if they are struggling and that their worth is not dependent on their academic performance.
It can also help to discuss expectations openly. A young person may feel pressure to achieve certain grades to meet family expectations, secure a university place or access a particular career. You can support them by discussing their goals realistically and reminding them that there may be different routes towards what they want to achieve. If they are worried about what will happen if they do not get the results they hoped for, help them explore their options without making promises about outcomes you cannot guarantee. Knowing that there are people who will support them whatever happens can reduce the feeling that everything depends on one exam.
If someone is becoming very distressed, struggling to sleep, experiencing frequent panic or finding it difficult to manage everyday activities, encourage them to seek additional support. You could help them speak to a teacher, tutor, student support service, GP or another appropriate professional. Avoid assuming that their distress is simply a lack of preparation or motivation. They may need help managing anxiety, understanding learning difficulties or accessing adjustments for a health condition or disability. Support should reflect their individual needs, and they should be involved in decisions about what would help.
Remember that you do not need to remove all of their stress or have the perfect advice. Being available, listening without judgement and helping with practical tasks can make a real difference. If you are supporting someone through a long exam period, remember to look after your own wellbeing too. Patience and encouragement are often more helpful than trying to control every part of their preparation.
Myth Buster
Myth: You have to revise for hours every day to do well in exams
Truth: The quality of revision matters as well as the time spent studying. Focused sessions, active recall, practice questions and regular breaks can help you use your time effectively
Myth: If you feel anxious, it means you are not prepared
Truth: Anxiety is a common response to situations that feel important or uncertain. You can feel nervous and still be well prepared and able to perform to the best of your ability
Myth: You should understand every topic before you start practising exam questions
Truth: Practice questions can help you identify gaps in your knowledge and understand how to apply what you have learned. You do not need to feel completely confident before you begin
Myth: Taking breaks means you are wasting revision time
Truth: Breaks give your mind and body time to rest and can help you maintain concentration. Rest is an important part of preparing effectively
Myth: Staying up all night revising is the best way to prepare
Truth: Missing sleep can affect concentration, memory and decision-making. Getting enough rest can help you think more clearly during your exam
Myth: Everyone should revise in the same way
Truth: People learn differently, and different subjects may require different approaches. Experiment with revision methods to find what helps you understand and remember information
Myth: If you struggle with a subject, it means you are not clever enough
Truth: Finding something difficult does not determine your intelligence or potential. You may need more time, a different explanation or extra support to understand a topic
Myth: One bad exam will ruin your future
Truth: Exam results can affect some opportunities, but one exam does not define your abilities or determine your entire future. There may be alternative routes and opportunities available if results are not what you hoped for
Myth: You should always feel confident before an exam
Truth: Confidence can vary, and it is possible to perform well even when you feel uncertain. Preparation and coping strategies can help you manage nerves without needing them to disappear completely
Myth: Your exam results determine your worth
Truth: Exam results measure performance in a particular assessment, not your value as a person. Your skills, relationships, interests, character and potential extend far beyond your grades
Support
If exam stress is becoming difficult to manage, speaking to someone can help you feel less alone and identify practical ways forward. You could talk to a friend, parent or guardian, teacher, tutor or another trusted person about what is worrying you. You do not need to wait until you are unable to revise or attend exams before asking for support. Explaining what feels difficult may help you work out whether you need help with revision, additional reassurance, adjustments or support with anxiety.
Teachers and tutors can help clarify subject content, explain exam requirements and suggest ways to structure revision. Your school, college or university may also offer study skills support, pastoral care, counselling or wellbeing services. If you are struggling with the workload, ask whether there is someone who can help you prioritise topics and develop a realistic plan. If you have a disability, a learning difficulty or a health condition that affects exams, speak to your education provider as early as possible about what support or reasonable adjustments may be available. Arrangements vary, so it is important to discuss your individual needs with the appropriate staff.
If exam anxiety is persistent, causes significant distress or affects your sleep, appetite, relationships or daily functioning, consider speaking to your GP or a mental health professional. They can help you explore what is contributing to the anxiety and discuss appropriate support. You do not have to manage everything alone, and seeking help does not mean you are unable to cope.
If you feel unable to keep yourself safe or are experiencing a mental health crisis, seek urgent support. In England, you can call NHS 111 and select the mental health option (option 2) for urgent mental health support. If you or someone else is in immediate danger or needs emergency medical assistance, call 999 or go to A&E.
Therapy interventions
Therapy and psychological support can be adapted to each student’s circumstances, needs and preferences. The aim is not to remove all exam stress or guarantee a particular result, but to help students understand their anxiety, develop practical coping skills and approach exams in a way that supports their wellbeing.
- Cognitive Behavioural Therapy (CBT) – CBT is useful for understanding how thoughts, feelings, physical sensations and behaviours interact during periods of exam stress. It can help people identify unhelpful thinking patterns, such as believing they must achieve perfect grades or assuming that one mistake means they will fail. For example, someone who repeatedly thinks they are going to fail may learn to examine the evidence for that belief, develop a more balanced perspective and focus on practical steps they can take to prepare
- Mindfulness-based approaches – Mindfulness is useful for helping people notice anxious thoughts and physical sensations without becoming completely caught up in them. It may involve breathing exercises, grounding activities or guided practices that bring attention back to the present moment. For example, a student who feels overwhelmed before an exam may practise noticing their breathing and surroundings, helping them refocus on the next task rather than becoming absorbed in worries about the result
- Acceptance and Commitment Therapy (ACT) – ACT is useful for helping people make space for anxiety and uncertainty while continuing to work towards goals that matter to them. It can help students recognise that they do not need to eliminate nervousness before revising or sitting an exam. For example, someone who avoids practice papers because they are afraid of getting questions wrong may learn to accept the discomfort of not knowing every answer and use practice as a way to build their skills
- Stress management and relaxation techniques – These approaches are useful for recognising the physical and emotional signs of stress and developing ways to manage them. They may include slow breathing, progressive muscle relaxation, grounding and planning regular breaks. For example, a student who experiences a racing heart and tense muscles before an exam may practise relaxation techniques before entering the exam room and learn how to respond when they notice anxiety building
- Problem-solving approaches – Problem-solving is useful for breaking down the practical difficulties that contribute to exam stress. It can help students identify what is causing the most pressure, consider possible solutions and decide on manageable next steps. For example, someone who feels overwhelmed by several upcoming exams may work through their timetable, prioritise the topics they need to revise and develop a realistic plan that includes time for rest
- Psychoeducation – Psychoeducation is useful for helping students understand how stress and anxiety can affect concentration, memory, sleep and physical sensations. Learning about common stress responses can make these experiences feel less frightening and help students recognise when they need additional support. For example, a student who interprets a racing heart as a sign that they will panic may learn to understand it as a possible response to anxiety and explore ways to manage the sensation
- Compassion-focused approaches – Compassion-focused approaches are useful for students who experience harsh self-criticism, shame or feelings of failure when revision does not go to plan. They can help people develop a more balanced and supportive way of responding to mistakes and setbacks. For example, someone who calls themselves lazy after struggling to revise may learn to consider what made studying difficult and identify what support or adjustments would help them move forward
- Study skills and behavioural strategies – These approaches are useful for developing practical habits that support preparation and reduce avoidance. Support may focus on setting achievable goals, breaking revision into smaller tasks, using active recall, planning practice papers and gradually building confidence with exam conditions. For example, someone who puts off revision because the workload feels overwhelming may start with a short, clearly defined task and gradually build a more consistent routine.
Helplines
Childline
Childline is a free service for young people to talk to a counsellor about anything. The service is available 24 hours a day, 7 days a week. Childline is available to anybody who is 18 years old or younger.
Phone: 0800 1111
Opening times: Available 24 hours a day, 7 days a week, 365 days a year
You can also find helpful resources, speak to a counsellor online or send a message on their site.
Website: www.childline.org.uk
For adults concerned about a child, the NSPCC can be contacted
NSPCC
NSPCC is a children’s charity that works to protect children and prevent abuse and neglect. They provide support and advice for adults about child abuse, neglect, child safety, online safety and children’s mental and emotional wellbeing.
Phone: 0808 800 5000
Opening times: 10 am–4 pm, Monday–Friday
Email: help@nspcc.org.uk
YoungMinds
YoungMinds is a national charity supporting the mental health and wellbeing of children and young people. They provide information, advice and support for parents and carers who are concerned about a young person’s mental health, and help people understand mental health difficulties, find appropriate support and access useful resources. Their Parents Helpline can provide information, advice, emotional support and signposting to other services.
Parent helpline: 0808 802 5544 (9:30 am – 4 pm on Mondays, Thursdays and Fridays, and from 9:30 am – 6 pm on Tuesdays and Wednesdays)
Email: parents@youngminds.org.uk
Webchat: https://www.youngminds.org.uk/parent/parents-helpline/
Shout
Shout is a free, confidential text messaging service that provides support to anyone who is struggling to cope. It can help with a wide range of issues, including stress, anxiety, low mood, loneliness, relationship difficulties, bullying, self-harm, suicidal thoughts, feeling overwhelmed and other mental health challenges.
Text: SHOUT to 85258
Opening times: Available 24 hours a day, 7 days a week, 365 days a year
Website: http://www.giveusashout.org
Mind
Mind is a mental health charity providing information, advice and support for people experiencing mental health difficulties. They cover a wide range of mental health and wellbeing issues, including anxiety, depression, stress, relationships, loneliness, coping with difficult experiences and managing everyday life. Mind provides information to help people understand what they are experiencing, know their rights, find appropriate support and feel less alone.
Phone: 0300 123 3393
Opening times: 9am–6pm, Monday to Friday (excluding bank holidays)
Email: info@mind.org.uk
Website: www.mind.org.uk
Samaritans
Samaritans is a charity providing emotional support to anyone who is struggling to cope or needs someone to talk to. They are there for people experiencing all sorts of difficulties, including stress, anxiety, loneliness, relationship or family problems, bereavement, feeling overwhelmed and concerns about mental health or suicide.
Phone: 116 123
Opening times: 24 hours a day, 7 days a week, 365 days a year
Website: www.samaritans.org
NHS 111 (Option 2)
NHS 111 is an NHS service providing urgent medical and mental health advice and support. It can help with mental health concerns, emotional distress, anxiety, low mood, suicidal thoughts and other urgent health problems.
Phone: For mental health support, call 111 and select the mental health option (option 2)
Opening times: Available 24 hours a day, 7 days a week
