Supporting teenagers through exam stress

Exams have long been a source of anxiety for teenagers, but in today’s high-pressure environment, stress levels among students are soaring. As a therapist, I frequently see the impact that academic expectations have on young people’s mental health. 

Why are teenagers struggling so much with exam stress? And, more importantly, how can we support them through this challenging time?

Why are teenagers struggling with exam stress?

Adolescence is already a complex period of life, marked by rapid physical, emotional and cognitive development. Adding exams into the mix can be overwhelming.

• Academic pressure – Schools, parents and society place enormous emphasis on exam success, often tying self-worth to grades.
• Perfectionism and fear of failure – Many teenagers experience anxiety due to unrealistic expectations, leading to self-doubt and fear of letting themselves or others down.
• Lack of effective study skills – Many students are never taught how to revise efficiently, leading to last-minute cramming, which increases stress.
• Social comparison – The rise of social media has made it easier than ever for teens to compare themselves with peers, further fuelling anxiety.
• Uncertainty about the future – Exams often feel like a ‘make or break’ moment for future success, leading to intense pressure.

What does anxiety look like in teenagers?

One of the biggest challenges in supporting teenagers through exam stress is recognising when anxiety is at play. While some young people express their worries openly, many mask their anxiety in ways that can be misinterpreted:

• Irritability and mood swings – Stress can manifest as anger, frustration or sudden emotional outbursts.
• Avoidance – Some students avoid revision entirely, not because they don’t care, but because they feel too overwhelmed to start.
• Perfectionism – Others go to the opposite extreme, revising obsessively, but never feeling ‘ready.’
• Physical symptoms – Headaches, stomach aches, nausea and difficulty sleeping are all common signs of anxiety.
• Procrastination and disengagement – It’s easy to assume a teenager “doesn’t care,” but often, disengagement is a defence mechanism against stress.

How do we find the right level of encouragement?

A key challenge for parents and educators is knowing when to push a teenager to study and when to step back. Striking the right balance is crucial:

• For teenagers who seem ‘not to care’ – Avoiding revision may be a sign of anxiety rather than laziness. Rather than criticising, ask open-ended questions: What’s making revision difficult? How can we break it down into manageable steps?
• For overwhelmed teenagers – These students may need permission to take breaks and engage in relaxation activities. Reassurance and perspective are key – exams matter, but they do not define a person’s worth.
• Encouraging a growth mindset – Praise effort over results. Instead of saying, You need to get an A, try I’ve seen how hard you’re working, and I’m proud of you.

Are we teaching teenagers how to cope with stress?

We expect young people to manage their workload, but do we teach them how? Schools often focus on academic content rather than revision strategies or stress management. Here are some ways we can better equip teenagers:

• Teach effective revision techniques – Spaced repetition, active recall and summarisation are all proven to help with long-term retention.
• Promote stress-relief strategies – Encourage mindfulness, deep breathing, and exercise as tools to manage anxiety.
• Encourage healthy study habits – Short, focused study sessions with regular breaks are far more effective than last-minute cramming.
• Normalise talking about stress – Encourage open conversations about stress and emotions, making it clear that struggling is not a sign of weakness.

Exam stress is a major challenge for many teenagers, but with the right support, they can navigate it successfully. As parents, teachers and therapists, we must recognise the signs of anxiety, help teenagers develop effective coping mechanisms, and ensure they feel supported rather than pressured.

By striking the right balance between encouragement and understanding, we can help students manage stress, build resilience, and achieve their best without compromising their mental health.