More than marks: protecting children’s wellbeing during exams

As South African students gear up for their final school term, exams and end-of-year assessments loom on the horizon. While textbooks and revision timetables are the immediate focus, a less visible concern is the emotional impact of an intense academic year. For many youngsters, the concluding term brings not just revision notes and parental reminders but also the pressure to excel, the dread of failure, and the expectation of a successful year.

At home, parents draft study schedules, gather revision materials, and remind their children that these final weeks are crucial. However, amidst the relentless emphasis on studying harder, one vital aspect is often disregarded: the wellbeing of the students themselves.

By the fourth term, learners have already endured months of homework, projects, tests, and early mornings. Some approach exams with confidence, while others view them as their final opportunity to avoid failure or to prevent disappointing their parents. Many simply feel exhausted. UNICEF South Africa highlights that exams and mounting schoolwork can be significant sources of stress for children and adolescents.

While a certain level of stress can be motivating, excessive stress can undermine wellbeing, concentration, and relationships. The signs of stress are not always apparent. A child might become withdrawn, irritable, argumentative, experience sleep difficulties, complain of headaches, or have trouble concentrating. These behaviors might be mistaken for laziness or defiance. However, they could indicate a child struggling to cope.

Parents naturally desire their children's success, often making considerable sacrifices to ensure a quality education. These sacrifices can come with high expectations, such as constant reminders to study, warnings about poor grades, and comparisons with siblings. While intended as motivation, these actions might be misinterpreted by children, especially when they are already anxious about their performance.

A low score may start to feel like a personal failure rather than an academic setback. There is a distinction between fostering responsibility and making children believe their value is tied to their results. They need guidance and accountability, but also reassurance that a report card won't alter their self-worth.

For learners with ADHD, autism, dyslexia, or other learning difficulties, exam preparation can present additional hurdles. A child with ADHD may grasp the material but struggle with organization, time management, or focus. An autistic pupil might find changes in routine or unfamiliar exam environments distressing. Others may require more time or alternative methods to showcase their knowledge.

These challenges do not imply a lack of intelligence or potential. Accommodations for assessments are available through the Department of Basic Education. At home, strategies like shorter study sessions, visual timetables, breaks, and setting realistic goals can be beneficial. Fairness doesn't necessitate identical learning methods for every child.

Year-end pressure also weighs on families. Parents must balance work, household duties, finances, and school transport, sometimes for multiple children with differing needs. Evenings that should be for conversation or rest can become battlegrounds over unfinished textbooks and revision. Soon, the home environment mirrors the classroom.

Parents don't have to abandon academic expectations, but how they convey them matters. A calm discussion may yield better results than an argument. A practical study plan can be more effective than endless forced revision. Schools also play a role. Teachers have their own deadlines, yet providing clear instructions, manageable revision guidance, and recognizing struggling students can alleviate unnecessary pressure.

During exam season, every available moment may begin to feel like study time. However, sleep should not be an indulgence. UNICEF South Africa advises that children aged six to 12 generally need nine to twelve hours of sleep per night, while teenagers require eight to ten. Adequate rest, physical activity, and downtime are essential for wellbeing.

Cramming late into the night is not inherently productive, particularly when exhaustion impairs concentration. A walk, a game, or a quiet evening should not always be dismissed as wasted time. Rest is an integral part of preparation.

Parents can assist by breaking revision into manageable tasks, inquiring about difficult subjects, and acknowledging effort rather than focusing solely on grades. Comparing children's marks to siblings or themselves might unintentionally convey that their self-worth is contingent on academic performance. Instead of immediately questioning children about mistakes after an exam, give them space to discuss how they felt.

Occasional nerves are typical. Persistent distress or significant shifts in behavior, sleep patterns, or daily functioning warrant attention and, where appropriate, professional guidance.

While exams are important, they cannot encapsulate a child's full potential, character, or abilities. Some excel in written tests, while others shine through creativity, practical skills, or leadership. As the academic year concludes, perhaps success should be evaluated not only by results but also by whether children maintain their confidence and enthusiasm for learning.

When the final examination is completed and the books are put away, children will remember more than their marks. They will recall how they were treated when they faced challenges. After all, the way we made our children feel may endure long after the marks have been forgotten.