Throughout Years 11 and 12, I experienced significant stress and anxiety. As both a procrastinator and a perfectionist, I often found myself stuck between avoiding tasks and feeling overwhelmed by the pressure to do them perfectly. During the HSC, I had to actively learn strategies to manage this anxiety in order to perform at my best. Now, as a tutor, I recognise these same tendencies in many students.

One of the most important things I’ve learnt is that anxiety in students is not simply about workload, it’s about perception. Many students view tasks as much bigger and more intimidating than they actually are. As a tutor, my role is not just to teach content, but to help reframe these perceptions. Breaking tasks into smaller, manageable steps can make a huge difference. When a student feels like they’ve “started,” even in a small way, their confidence often begins to build. Creating a calm and supportive environment is also essential. Students with anxiety can be highly self-critical, so positive reinforcement is key. Acknowledging effort rather than just outcomes helps shift their mindset from fear of failure to a focus on progress. Yet, most student’s during HSC feel this immense pressure and thus, anxiety, I often share my own experiences to show students that this is normal and manageable, by speaking personally I can help normalise their feelings and reduces the sense of isolation that anxiety can bring.

Ultimately, tutoring is not just about improving academic results, it’s about building resilience. By helping students manage their anxiety, we are equipping them with skills that extend far beyond the classroom.

Cara Charalambous