1. Conquering exam stress
WEEK 1
ENTERING THE ZONE
WEEK 2
PUTTING YOU FIRST
WEEK 3
TAKING CONTROL
WEEK 4
BECOMING EXPERTS
top tips for students and by students

2. Key strategies for building resilience and managing stress
WEEK 2
PUTTING YOU FIRST
Key strategies for building resilience and managing stress
What is your “Why”?
Positive relationships & support

3. putting you first The Resilient Tutor Group
Putting you first: key strategies for building resilience/managing stress
Approximate Time: 20 minutes
Materials:
A copy of resilience framework for each student
Reflection log/journal
Aim/Outcomes:
To understand how to build resilience and improve wellbeing.
To learn which strategies are helpful in managing exam stress.
Activities
Introduce the Resilience Framework, containing strategies to build resilience and improve personal wellbeing. Bordered in red are all the strategies which will help in managing exam stress.
Discuss a few and how that might work in practice in building resilience and improving wellbeing.
Give students time to engage with the framework and decide which strategies might be relevant or helpful to them personally.
Each student should be encouraged to try one resilient move for a week to see how it impacts on managing stress and on improving their wellbeing.
Focus students
Ensure that students who have been identified as vulnerable from previous sessions are the ones you are supporting to try resilient moves in the next few weeks.
Ensure that you hold these students in mind and encourage them in their attempts to manage stress and improve their own wellbeing.

4. putting you first MY RESILIENCE AND WELLBEING BASICS BELONGING
LEARNING
COPING
MY SELF
Where I live is warm, dry and safe
There are places in and out of school where I feel I belong
I feel I am coping well with school
I understand the school rules and boundaries outside school and I can keep to them
I have hope for my own future
We have enough money for heating, food, and clothing
I am understanding more about the world I live in
I know how to get extra help and support
if I need it
I can be brave when I need to be
I try to understand
other people’s feelings
I feel safe most of the time
There are good influences and role models in my life
I have ideas about what I’d like to do in the future
I get practice in solving problems
I know what I am good at and where I need help
to get better at something
I can get places I need to go safely
I have good, stable relationships
in my life
I am organised
I look on the bright side when things are tough
I take responsibility for myself and my actions.
I don’t blame others
People look out for me and I can count on them
I have access to healthy food
and drink
My friends make me feel good about myself and my future
I know when I have done something that I should be proud of
I have a hobby, activity, passion, sport that I enjoy doing
I want to get even better at the things I’m good at
I am physically active and
get outside
I focus on the good times and places in my life
I sleep at least 8 hours a night and avoid screens before bedtime
I am comfortable talking about where I come from/my home
I am learning skills that are useful in real life
If I’m feeling angry, frustrated or sad, I know what to do to calm myself down or feel better
I take advice from others and try different solutions to solve the problems I have
I do things I enjoy and chill out
I like trying new things or meeting new people and have the chance to do this
There are people in my life I can turn to for support
I do not feel picked on or bullied for who I am, how I live my life or where I am from
I make new friends and mix with other young people
There are people in my life I can have a laugh with
ACCEPTING
CONSERVING
COMMITMENT
ENLISTING

5. putting you first MY RESILIENCE AND WELLBEING BASICS BELONGING
LEARNING
COPING
MY SELF
Where I live is warm, dry and safe
There are places in and out of school where I feel I belong
I feel I am coping well with school
I understand the school rules and boundaries outside school and I can keep to them
I have hope for my own future
We have enough money for heating, food, and clothing
I am understanding more about the world I live in
I know how to get extra help and support
if I need it
I can be brave when I need to be
I try to understand
other people’s feelings
I feel safe most of the time
There are good influences and role models in my life
I have ideas about what I’d like to do in the future
I get practice in solving problems
I know what I am good at and where I need help
to get better at something
I can get places I need to go safely
I have good, stable relationships
in my life
I am organised
I look on the bright side when things are tough
I take responsibility for myself and my actions.
I don’t blame others
People look out for me and I can count on them
I have access to healthy food
and drink
My friends make me feel good about myself and my future
I know when I have done something that I should be proud of
I have a hobby, activity, passion, sport that I enjoy doing
I want to get even better at the things I’m good at
I am physically active and
get outside
I focus on the good times and places in my life
I sleep at least 8 hours a night and avoid screens before bedtime
I am comfortable talking about where I come from/my home
I am learning skills that are useful in real life
If I’m feeling angry, frustrated or sad, I know what to do to calm myself down or feel better
I take advice from others and try different solutions to solve the problems I have
I do things I enjoy and chill out
I like trying new things or meeting new people and have the chance to do this
There are people in my life I can turn to for support
I do not feel picked on or bullied for who I am, how I live my life or where I am from
I make new friends and mix with other young people
There are people in my life I can have a laugh with
ACCEPTING
CONSERVING
COMMITMENT
ENLISTING

6. putting you first The Resilient Tutor Group
Putting you first: What is your WHY?
Approximate Time: 20 minutes
Materials:
Reflection log/journal
Aim/Outcomes:
To establish individual motivation, ambitions and future plans
Activities
Begin with a general discussion about why personal motivation is key to preparing well for exams, and so alleviate stress.
Give all students the time to consider what these exams mean to them and the part they will play in their future.
Understanding their own reasons will increase their sense of responsibility and ownership of their own strategies to build resilience and prepare well.
These personal reflections should be recorded and kept in a journal to chart their work in addressing and managing exam stress, so helping to build their resilience and confidence.
Focus students
Identify those students who from their answers are clearly anxious or struggling to find personal motivation.
They do not have to have concrete plans for the future, but preparing to leave school and visualising their next steps will help them to feel less anxious.
This may mean supporting them to complete a college application or pursuing other pathways in a very practical way.
Ensure you let these students know that you have engaged with their position and are there to support them as they try to understand and manage their anxiety and stress over the next few sessions.

7. WHY is it important for you to feel prepared for these exams?
putting you first
Can every pupil answer this question? Because unless they understand why it is important to them to prepare for their exams, and to be proactive in getting help and support to do so, they will not be effective and so be prey to increased anxiety and stress.
WHY is it important for you to feel prepared for these exams?

8. putting you first The Resilient Tutor Group
Putting you first: Positive relationships & support
Approximate Time: 20 minutes
Materials:
Learning log/journal
Aim/Outcomes:
To highlight the importance of having positive relationships in your life at this time
Activities
Begin with a general discussion about how positive relationships can help us cope better.
Discuss the different types of friendships/relationships. Do they have examples of each type from their own experience (going back to primary school for example)
Give all students the time to consider what kind of relationships form part of their life right now.
These personal reflections should be recorded and kept in a journal to chart their work in addressing and managing exam stress and so building their resilience.
What advice would they give to a friend who is being affected by negative relationships?
Complete and highlight the slide about the support available to students in school
Focus students
Identify those students who from their answers are worried about their relationships.
Encourage those known to have problematic relationships to talk hypothetically about how to make necessary “adjustments” during this period.
Be aware of any quick fixes that may be possible, eg alerting teachers to splitting up negative friendships in their seating plans

9. putting you first
Our relationships can help us do more, become more and reach our goals.
So, make sure you have the best, most positive and supportive relationships around you at this time.
Positive relationships are paramount at this time. This session encourages pupils to think about whether they have the positivity they need around them, either in friends or at home

10. FRIENDS AND FAMILY: What kind of people are close to you?
putting you first
FRIENDS AND FAMILY: What kind of people are close to you?

11. Think about the relationships in your life right now.
putting you first
Are there examples in films/sitcoms or literature of these types of friends? See if they can come up with a fictional representation for each type of friend
Think about the relationships in your life right now.
Are you sure they are all adders and multipliers?

12. SUPPORT AVAILABLE IN SCHOOL
putting you first
SUPPORT AVAILABLE IN SCHOOL
Insert details here!

13. WEEK 2 CHALLENGES Finish at least one college application
Research a course/college or pathway
Do something about any negative relationships in your life
Ask for help if you need it
Week 2: Social Media Challenge How is your school supporting young people to manage their exam stress? Tweet us your Don’t forget to hashtag #HSNewhamchallenge