Stress in students can lead to poor academic achievement, apathy, depression, behavioral problems etc, and at a time when schools are increasingly under pressure and both students and teachers face higher levels of stress. It is perhaps appropriate for the schools, parents and students to consider alternative approaches to address these issues.

In September 2013, a research study carried out by Edge Hill University, the University of South Australia and the AQA exam board found that teenagers who stress about doing well in their GCSE exams are likely to get lower results than peers who remain calmer. The study was based on a survey of 325 pupils.

It is estimated that one in ten children and young people aged 5-16 suffer from a mental health difficulty –this is around three children in every school class. Giving children the right help early on can set them up for life, teaching them resilience and perhaps even valuable life skills.

Our program has been used in schools and educational establishments for over three years, with great success, using a simple approach that manages stress and develops the students own ability to use mental skills for success.

Olivia said: “I ended up having a really good mindset with my exams - I felt more positive and confident about them. I didn’t get anxious or panicky, as I had in the past. I also wasn’t concerned about what others did, either before or after each exam. I ended up feeling really good about my abilities to perform under stressful situations”

Teenagers and students are under increasing study and exam pressure.

It is common for pupils to latch on to their weaknesses rather than their talents and strengths and young people can easily be discouraged by negative criticism.

Whether the student is at School, University or perhaps studying a new skill for their profession, it can be a stressful time. Many face concerns over the fear of failure or not being able to remember what they have learned and to apply it on the day of their exams.

For some, it isn't just the anxiety or 'nerves' at the time of the exam, but very often, it is weeks or months prior to the exam. They feel that while they are quite confident in the subject they are being tested at any other time, their "nerves" will cause them to 'let themselves down on the day.

Many people struggle unnecessarily during the run up to exams with their focus and attention, due to excessive tension and lack of self-belief. Whilst a certain amount of anxiety is natural around exam time, for some students, it is crippling, and very damaging.

These students can, however, learn to overcome their anxiety, grow in confidence and feel comfortable in exam conditions. This isn’t magic, or trickery, but simple, concentrated, techniques which allow an individual to take control of their emotional state, and remain focused and confident whilst being challenged.

Our aim is to give the students simple coping strategies that they can utilize to reduce their anxiety levels and perform at their very best.

All this can lead to much better academic performance and far greater emotional well being for the student.

This Educational Performance Program is conducted over a three week period. Three one-hour sessions are designed to bring about a positive change to a student’s mindset, to give them a set of ‘mind management tools’ that can help them focus on success instead of focusing on negatives and failures.

This is not a short-term fix, its creating skills for life, in that if that student uses the ‘tools’, they will develop a lifetimes habits for being calmer, more resilient to pressures and always perform at their very best.

The Program includes a support CD, which the student is asked to listen to each day, and which will reinforce the calmness state and rid the student of any build up of the little day-to-day stresses.

A support recording is also available that focuses purely on exams.

Olivia said: “I loved the process of dumping negativity and going straight to my success image. I also found it very relaxing. I loved the concept of creating a worry time each day to devote to all my worries. This worked really well, as generally, by the time I came to my worry time each day, I had forgotten most of things I was going to worry about!”