1. create the right climate
know your AMBER pupils?
create the right climate
spot
the signs
watch your language
make resilient moves
signpost support
Managing exam stress: 6 tips for teachers

2. How well are you reading your room?
know your AMBER pupils
These 2 pupils were asked on the same day at the same time to make a model to reflect how school makes them feel.
“My work means that everything I do in life and school will be woven together and contribute to making something big.
Everything I do is a small thread that will weave one big fabric.”
“I feel strained and exhausted due to school because it requires too much from me.”
How well are you reading your room?

3. know your AMBER pupils?
specialist support required or in place
lack of confidence
potentially struggling
anxious
invisible
confident
managing
supported
Who are the (amber) students in your class as far as exam confidence is concerned?
Highlight them on your register, get to know them better and hold them in mind in your lessons

4. What every teacher can do in every exam class
make resilient moves
What every teacher can do in every exam class
This is the Resilience Framework which underpins the HeadStart programme and its associated interventions. None of these resilience-building strategies are rocket science and EVERYONE in school, no matter what their role, can engage with them and use them every day

5. create the right climate
highlight achievements
instil a sense of hope
create healthy relationships
be a good influence
look on the bright side
focus on good times and places
have a laugh
How much do these resilience-building principles underpin your language, your practice and the climate in your exam classes?

6. create the right climate
Things to consider:
what does your room look like/feel like?
seating plans
consistent routines
calm & confident language
praise & rewards
knowing personal information about individuals
giving constructive feedback
filling in knowledge gaps
signposting support
supporting vulnerable students to feel more relaxed
HeadStart encourages schools and adults to address the CLIMATE of the school, in other words, the ethos/culture. The aim is to support schools to create an emotionally supportive climate in and out of classrooms, where it’s OK not to be OK sometimes and staff are able to help students build their own resilience and promote wellbeing.
create the right climate
How well are you promoting resilience & wellbeing in your lessons with Year 11?

7. Kelsey, a Newham student, speaking at the end of Year 11
watch your language
Kelsey, a Newham student,
speaking at the end of Year 11
“At the end of the day, your results and the letters [and numbers] you get on that paper will never define you as a person and teachers need to tell us that.
Because we get told our whole life that those grades will shape our future. They won’t.
The decisions that you make and the path you choose to take will define your future. The friends that you make, the conversations that you have, the knowledge that you gain will define your future.”
Be honest!
How much could your language and behaviour in your exam classes be ADDING to rather than alleviating the stress and anxiety in the room?

8. signs of stress and anxiety
spot the signs
hard to get to sleep or wake up in the morning
dizziness
anxious and grumpy
forgetfulness
increased heart rate
don’t want to eat
loss of interest in activities
migraines and headaches
always tired
aches and pains
blurred vision
signs of stress and anxiety

9. Has every student in your class got an adult they can talk to
signpost support
What support is available to your students in your department, in their tutor group and across the whole school?
Make sure you pass that information on.
Has every student in your class got an adult they can talk to
if they are feeling anxious/stressed?

10. I know which pupils to target for support
Managing Exam Stress: Resilient Moves for Teachers
I know which pupils to target for support
My classroom and routines promote wellbeing and build resilience
I look out for signs that students are stressed or anxious
I try to be positive at all times and avoid language which is likely to stress students
I take time to help students develop their own resilience and make resilient moves
I know what support is available to students and regularly encourage vulnerable students to access it
All of these strategies help to promote wellbeing and build resilience in the classroom.
How many do you practise on a daily basis? Are there any others which have worked for you and that you can recommend?