Temba Dube
EXAMINATIONS are an important part of every learner’s academic journey. They provide an opportunity for students to demonstrate what they have learned and to prepare for the next stage of their education.
However, examination periods can also bring fear, pressure and anxiety, especially when learners feel that their future depends entirely on their results.
Fear is a natural human response to situations that we perceive as threatening or uncertain. A learner may fear failing an examination, disappointing parents or teachers, being compared with classmates or missing an opportunity to enter a preferred school, college or career. A certain amount of concern can encourage preparation, but excessive fear can interfere with concentration, memory and confidence.
Exam anxiety occurs when worry about examinations becomes so strong that it affects a learner’s emotional, physical or academic functioning. Common signs include racing thoughts, sweaty palms, a fast heartbeat, difficulty concentrating, headaches, restlessness, poor sleep and sometimes, a feeling that the mind has suddenly gone blank. These symptoms do not necessarily mean that a learner is unprepared or incapable. They may be signs that the learner is experiencing significant stress.
One major cause of examination anxiety is fear of failure. Some learners believe that one poor examination result will determine their entire future. Others worry about disappointing their parents, teachers or friends. Pressure to succeed, constant comparison with others, previous poor performance and negative experiences in examinations can also increase anxiety. Social media and conversations about results may add to the pressure when learners constantly compare themselves with others.
Understanding anxiety is therefore an important first step towards managing it. Learners should recognise that feeling nervous before an examination is not unusual. The goal is not necessarily to eliminate every feeling of anxiety, but to prevent anxiety from becoming overwhelming. Preparation can make a significant difference. Regular study, practising past examination questions, reviewing difficult topics and asking for help early can increase confidence.
Learners should also develop healthy self-talk.
Instead of repeatedly saying, “I am going to fail,” they can remind themselves, “I have pre-pared,” “I can take one question at a time,” or “I will do my best with what I know.” Positive self-talk does not replace preparation, but it can help a learner approach the examination with a calmer and more constructive mindset.
Physical well-being is equally important. Learners need adequate sleep, nutritious meals, enough water and short breaks during study. Simple breathing exercises can also help reduce physical tension. Before an examination, taking slow, controlled breaths and focusing attention on the present task can help a learner regain composure.
Parents and teachers have an important role to play. Children need encouragement, guidance and realistic expectations rather than constant reminders about marks and failure. A learner who is already anxious may need reassurance that an examination is important, but it does not define his or her worth as a person. Parents can ask, “How can I support you?” instead of only asking, “How many marks did you get?”
Teachers can also create a supportive environment by helping learners understand examination requirements, teaching them how to approach different types of questions and encouraging them to seek assistance when they struggle. Schools should pay attention to learners who show persistent signs of distress and, where necessary, involve appropriate counselling or professional support.
Learners should also remember that examinations are one part of a much larger educational and life journey. A result can provide useful information about areas that require improvement, but a single examination does not capture every learner’s talents, character, creativity, practical abilities or potential.
As examination season approaches, the message should therefore be one of preparation rather than panic. Fear can be acknowledged without allowing it to take control. Learners should pre-pare consistently, seek help when needed, look after their physical and emotional wellbeing and enter the examination room one question at a time.
The responsibility belongs to all of us — learners, parents, teachers and schools — to create an examination environment in which young people are challenged to work hard while also being reminded that their identity and future are bigger than a single set of examination papers. Understanding anxiety is not about lowering standards, it is about helping learners perform to the best of their ability.
Dr Manners Msongelwa is an author, educator and youth mentor. He writes in his own capacity.
