A Classroom Technique to Assist Students in
Overcoming Test Anxiety
This is a classroom activity designed to alleviate test anxiety. It is conducted with the
classroom teacher and school psychologist.
Teacher’s Set Up Role:
*Without prior warning, announce that the students are now going to take a test. Ask the
students to clear off their desks, take out a piece of paper, and number the sheet from 1-4.
*Read the following four questions and asked the students to write down their answers on
their sheet:
1. How are you feeling about taking this test right now?
2. How did you feel about taking this test at the time it was announced?
3. List two reasons for feelings you have stated in questions 1 and 2.
4. Briefly describe how you would prepare for a regular test.
*Collect all the papers and begin a class discussion. At this point the psychologist should
enter the classroom and look over the ‘test’ papers while the teacher leads the discussion.
Teacher’s Activity:
1. Using the chalkboard or large sheet of paper, the teachers makes two lists for the
feelings the students stated in questions 1 and 2.
2. Again using the chalkboard or a separate large sheet of paper, the teacher lists the
reasons stated in questions 3 and 4 and codes the responses using the following
characteristics:
A. Physical Concerns (felt shaky, felt too hot, was tired, etc).
B. Academic/Behavioral Concerns (had not studied, didn’t know the material,
grades, wondering what would be on the test, etc).
C. Psychological Concerns (felt pressure, fear of failure, nervous about grades
etc).
3. The teacher summarizes the information for the class and introduces the school
psychologist.
1
Adapted from Wilkinson, C.M. (1990). Techniques for overcoming test anxiety. Elementary School
Guidance and Counseling, 24(3), 1-3.
School Psychologist’s Role as Discussion Leader:
*Discuss causes of test anxiety (physiological, psychological, and academic/behavioral)
*Students should analyze where their anxiety is coming from
*Using the chalkboard or a large sheet of paper, the psychologist should make three
columns labeled Physiological Interventions, Psychological Interventions, and
Behavioral/Academic Interventions.
*Students should be asked to brainstorm interventions under each of the categories. The
school psychologist can supplement with additional interventions.
*Once the full list is compiled the school psychologist should discuss the usefulness of
the interventions and how they may be implemented.
*Students should be asked to think about 2 or 3 of these interventions they may be
willing to try before their next test
*Remind students that if they need to talk further that they can come see you.
2
Adapted from Wilkinson, C.M. (1990). Techniques for overcoming test anxiety. Elementary School
Guidance and Counseling, 24(3), 1-3.