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GCSEs can be intense for even the most resilient pupils. While some may rise to the challenge, many others experience increased anxiety that often shows up in behaviour before it’s ever expressed in words. As educators, it’s crucial to recognise this and respond with calm, consistency and compassion. Behaviour isn’t just about discipline, it’s often communication.
Let’s explore how to support pupils with effective strategies that ease stress and promote positive classroom behaviours during this high-pressure period.
How do I spot anxiety in GCSE pupils?
Anxiety can present itself in a variety of behaviours, particularly during exam season. Look for signs such as:
- Disruption or talking out of turn
- Refusal to complete tasks
- Defiance, anger or irritability
- Withdrawal or isolation
- Emotional outbursts
These are often indicators of internal stress, not poor choices. The key is to respond with empathy, not escalation.
Recent data shows that almost three in ten secondary pupils in the UK are avoiding school due to anxiety (The Guardian, 2024). In a separate study, 77% of teachers reported signs of exam anxiety among Year 11 pupils, with 65% seeing students miss school entirely (Education Business UK, 2024).
Use calm conversations to check in and help pupils feel understood and not judged.
What routines help during exam season?
Stability is everything during times of uncertainty. Reinforce classroom routines pupils already know and trust. - Keep expectations clear and consistent
- Stick to established lesson structures
- Use visual schedules and task lists
- Avoid making last-minute changes
Routine doesn’t just support learning - it builds emotional safety. Pupils who know what’s coming next are more likely to feel calm and focused.
A BERA study noted that since the shift to linear GCSEs, the percentage of pupils feeling “a lot” of pressure from schoolwork increased from 25% to 40% (BERA, 2024). The NSPCC also reported a 10% rise in counselling sessions about exam stress since the pandemic (NSPCC, 2023).
How can I use positive reinforcement for GCSEs?
Positive reinforcement goes a long way in exam season. Focus your praise on effort, not outcomes.
- “I can see how hard you worked on that answer”
- “Thanks for staying focused through that task”
Offer rewards that motivate your specific class:
- Time outdoors
- Quiet time
- Class-wide goals with shared incentives
This isn’t about bribery. It’s about recognising effort, building momentum and showing pupils their resilience is valued.
What are good brain breaks for GCSE classes?
Breaks aren’t wasted time — they’re necessary for maintaining attention and reducing burnout. Try:
- Stretching or movement breaks
- Two-minute breathing or mindfulness
- Quick, non-academic class discussions
- Visual relaxation exercises (watching fish tank footage or slow animations)
The Pomodoro technique - 25 minutes of focused work followed by a short break - is particularly effective. It can help all pupils, but especially those with ADHD or executive functioning difficulties.
How do I check in with anxious pupils?
Some pupils won’t ask for help even when they need it. Schedule short, informal check-ins with:
- A trusted TA or pastoral staff
- A quiet classroom moment at the start or end of the lesson
- Written “exit slips” with prompts like “Today I felt…”
Make space for them to talk or just be heard. No need to have all the answers - sometimes being available is the most important support you can offer.
A national teacher survey found that 46% observed physical symptoms like fatigue or panic in students, and 77% confirmed emotional signs of exam anxiety in Year 11s (The Times, 2024).
How can I help pupils organise revision?
Organisation boosts confidence and reduces overwhelm. Help pupils:
- Break tasks into manageable chunks
- Prioritise subjects they feel less confident in
- Use colour-coded timetables
- Stick to short, focused revision sessions
Co-planning revision boosts a sense of control. Remind them that progress, not perfection, is the goal.
A 2024 study showed that 91% of teachers believe pupils worry too much about future outcomes, and 28% of students had been withdrawn from exams due to stress (FindTutors, 2024).
How should teachers handle exam-stress behaviour?
When emotions run high, behaviour can dip, even from pupils who usually cope well.
Stay calm. Be consistent. Avoid punitive reactions to what may be fear in disguise.
- Use low-stakes interventions: proximity, redirection, quiet words
- Offer time-outs without making them feel like punishment
- Stick to your usual expectations, routines and tone
Behaviour management in exam season should feel steady, not stricter. Pupils need to know the adults around them are still reliable, compassionate and in control.
Supporting pupils through GCSEs isn’t just about covering the syllabus - it’s about creating an environment where they can stay grounded, focused and resilient. By using thoughtful behaviour strategies, teachers can reduce anxiety, improve engagement and show pupils that their wellbeing matters just as much as their results.
Every positive interaction counts. With empathy, structure and encouragement, we help pupils face exam season with calm and confidence.
Frequently asked questions (FAQs)
What are early signs of exam stress in secondary pupils?
Early signs include irritability, changes in appetite or sleep, withdrawal, restlessness, and difficulty concentrating. Pupils might also become more argumentative or stop completing homework. These behaviours often appear before a pupil articulates stress directly.
Can anxiety cause challenging behaviour in the classroom?
Yes, anxiety can manifest as defiance, refusal to engage, talking out of turn, or even emotional outbursts. These behaviours are often coping mechanisms when a pupil feels overwhelmed, not deliberate attempts to disrupt learning.
What’s the best way to talk to pupils about stress?
Use calm, open-ended questions like “How are you feeling about your revision today?” Avoid framing it as a problem. Normalise feelings by using words like “nervous” or “worried” instead of “anxious” if pupils are uncomfortable with clinical language.
How can teachers help pupils build exam confidence?
Break down tasks into manageable steps, celebrate progress, and reinforce effort over perfection. Teach revision techniques, offer praise consistently, and use mock exams as low-pressure practice rather than high-stakes events.
What support is available for pupils with exam anxiety?
Support can include check-ins with a trusted adult, time-out passes, access to a quiet space, and adjustments like extra time if they have identified needs. External counselling and CAMHS referrals may be appropriate in severe cases.
Should school rules be relaxed during exam season?
No, but consistency is key. Rather than relaxing rules, maintain routines and expectations while offering more compassion and flexibility where needed. A predictable environment is calming for most pupils under pressure.
What’s the Pomodoro technique and how can it help pupils?
The Pomodoro technique breaks study time into 25-minute focused sessions followed by a 5-minute break. It improves focus, reduces procrastination, and is especially effective for pupils with attention or executive functioning challenges.
