By Joe Campbell, Content Team Academic

For many students, exams are more than just tests—they’re emotional rollercoasters. Feelings of nervousness, worry, and even fear are common, and when these feelings become too intense, they can interfere with learning and performance. This is what we call exam anxiety, and it’s something most students will experience at some point. But anxiety isn’t always the enemy. In fact, if we learn to understand it and work with it, anxiety can become something that helps us rather than hurts us. This article looks at how students can build a healthier relationship with their exam anxiety and explore ways to manage it in everyday academic life.

What Is Exam Anxiety and Why Does It Happen?

Exam anxiety shows up in many ways. Some students feel sick to their stomachs before a test. Others can’t stop their minds from racing with negative thoughts like, “What if I fail?” or “I’m not smart enough.” Physically, it can cause a racing heart, sweating, or trouble breathing. Mentally, it can make it hard to focus or remember what you’ve studied. Emotionally, it often leads to panic, frustration, or helplessness.

Interestingly, not all anxiety is bad. Some stress can sharpen your focus and give you the energy you need to perform well. Researchers like Chapell and colleagues (2005) have found that a little anxiety can be helpful, especially if it pushes students to prepare and stay motivated. The problem arises when the anxiety becomes overwhelming and starts to get in the way of thinking clearly or doing your best on an exam.

There are many reasons why students experience this kind of anxiety. Sometimes it comes from inside—like perfectionism, fear of failure, or a history of bad experiences with exams. Other times, it’s influenced by the environment. High-pressure school systems, tough grading standards, or even the fear of disappointing others can all add to the stress. As Cizek and Burg (2006) pointed out, the way schools and teachers design tests and evaluate students plays a big role in how anxious students feel.

Changing How We Think About Anxiety

One of the most powerful ways to deal with exam anxiety is to shift how we think about it. Instead of treating anxiety like something bad that needs to be avoided or “cured,” students can start seeing it as a normal reaction to something important. After all, anxiety is just your body’s way of saying, “This matters to you.”

Psychologist Carol Dweck (2006) talks about a “growth mindset”—the belief that your abilities aren’t fixed and that you can improve through effort and learning. Students with this mindset are more likely to see challenges (like exams) as opportunities to grow, rather than threats to avoid. When students view anxiety as a signal to take action—like studying, asking for help, or getting rest—they can use it to their advantage.

Practicing self-compassion also helps. According to researcher Kristin Neff (2003), self-compassion means treating yourself with the same kindness and understanding you’d offer a friend. It’s especially important when things don’t go as planned. Instead of beating yourself up after a tough exam, self-compassion helps you recognize that setbacks are part of being human. Mindfulness—the practice of staying present without judgment—can also help students notice anxious thoughts without letting those thoughts take over. Kabat-Zinn (1990) found that mindfulness can reduce stress and improve focus, especially in high-pressure situations like exams.

Healthy Ways to Cope with Exam Anxiety

There’s no one-size-fits-all solution to exam anxiety, but a mix of strategies can make a big difference. One of the most effective ways to ease anxiety is simply being prepared. When students set up regular study routines, review old exams, and practice under similar conditions to the real test, they’re more likely to feel confident and calm. Familiarity breeds comfort.

Relaxation techniques can also help with the physical symptoms of anxiety. Simple practices like deep breathing, stretching, or even taking a quiet walk can calm the nervous system. These methods, introduced by Jacobson (1938) and supported by later studies like McCallie et al. (2006), help the body shift from a stressed state to a more relaxed one.

Another powerful tool is learning to question negative thoughts. This approach, called cognitive restructuring, comes from cognitive-behavioural therapy. It involves catching yourself when you’re thinking things like, “I’m going to fail,” and replacing those thoughts with more balanced ones, such as, “I’ve studied hard, and I’ll do my best.” Beck (2011), one of the pioneers of this method, emphasized how changing your inner dialogue can reduce anxiety and improve performance.

Physical health is also part of the equation. Getting enough sleep, eating well, and staying active all support emotional and mental health. Exercise, in particular, is known to reduce stress and boost mood by releasing feel-good chemicals in the brain (Sharma et al., 2006). Sleep is equally important. Walker (2017) explained how poor sleep can impair memory, mood, and focus—all of which students need during exam time.

The Importance of Support from Others

Coping with exam anxiety isn’t something students have to do alone. Support from friends, family, and teachers can make a big difference. When students feel like they have someone to talk to, it helps them feel less alone and more capable of handling stress. Thoits (2011) found that emotional support acts as a buffer against the negative effects of stress.

Group settings can also help. Being part of a study group or a support circle allows students to share their feelings and hear how others manage similar challenges. This kind of connection can make anxiety feel less overwhelming. According to research shared by Map Mental (n.d.), group therapy has shown strong results in helping students build confidence and reduce exam-related stress.

How Schools Can Help Reduce Exam Anxiety

While individual strategies are helpful, schools and universities also play a big role in how students experience anxiety. One simple step is to make exams a little less intimidating. This could mean offering open-book tests, allowing test retakes, or using a variety of assessment methods so students can show what they’ve learned in different ways. The University of Minnesota’s Centre for Educational Innovation (n.d.) recommends these practices as ways to create a more fair and supportive testing environment.

Beyond the test itself, the overall culture of a school matters. When teachers focus on learning and improvement instead of just grades, students feel more motivated and less afraid of failure. Harris, Bailey, and Putwain (2019) argued that when students receive constructive feedback and feel encouraged, they’re more likely to engage with their studies in a meaningful way.

Access to mental health resources is also essential. Schools that offer counselling services, stress management workshops, or mindfulness programs give students the tools they need to care for their emotional well-being. O’Rourke and Cooper (2015) found that a supportive school climate—one where students feel safe, heard, and respected—can reduce anxiety and improve overall mental health.

Final Thoughts

Exam anxiety is something most students face, but it doesn’t have to be a barrier to success. When students learn to understand their anxiety and respond to it with healthy habits, supportive relationships, and helpful school environments, they can turn that stress into a stepping stone. Anxiety isn’t always a sign of weakness—it’s often a sign that something matters deeply to us. With the right mindset and support, students can build resilience and confidence, both in the classroom and beyond.

References (APA 7th)

Beck, A. T. (2011). Cognitive therapy: Basics and beyond (2nd ed.). Guilford Press.

Centre for Educational Innovation. (n.d.). Reduce student anxiety. University of Minnesota. https://cei.umn.edu/teaching-resources/assessments/reduce-student-anxiety

Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97(2), 268–274. https://doi.org/10.1037/0022-0663.97.2.268

Cizek, G. J., & Burg, S. (2006). Addressing the impact of high-stakes testing on students and schools. Corwin Press.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Harris, K., Bailey, M., & Putwain, D. (2019). Reducing test anxiety in students: A review of the literature. Educational Psychology Review, 31(1), 1–15. https://doi.org/10.1007/s10648-017-9404-1

Jacobson, E. (1938). Progressive relaxation. University of Chicago Press.

Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. Delta.

Map Mental. (n.d.). Test anxiety and how group therapy can help. https://www.mapmentalhealth.com

McCallie, M. S., Blum, C. M., & Hood, C. J. (2006). Progressive muscle relaxation. Journal of Human Behavior in the Social Environment, 13(3), 51–66. https://doi.org/10.1300/J137v13n03_04

Neff, K. D. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2(2), 85–101. https://doi.org/10.1080/15298860309032

O’Rourke, J., & Cooper, M. (2015). Psychological resilience in the secondary school context. Australian Journal of Education, 59(3), 293–309. https://doi.org/10.1177/0004944115600067

Sharma, A., Madaan, V., & Petty, F. D. (2006). Exercise for mental health. Primary Care Companion to The Journal of Clinical Psychiatry, 8(2), 106. https://doi.org/10.4088/pcc.v08n0208a

Thoits, P. A. (2011). Mechanisms linking social ties and support to physical and mental health. Journal of Health and Social Behavior, 52(2), 145–161. https://doi.org/10.1177/0022146510395592

Walker, M. (2017). Why we sleep: Unlocking the power of sleep and dreams. Scribner.