Every student experiences pressure during the school year, especially in exam periods, but not all students respond to that pressure in the same way. Some seem to rise to the challenge and perform better while others freeze, panic or struggle to think clearly. Understanding why this happens is essential for helping students build healthier and more effective responses to stress, particularly in the high-stakes environment of the NSW curriculum.

One of the most significant factors is a student’s interpretation of pressure. Students who thrive tend to view pressure as a signal to focus. Their mindset frames stress as a natural part of doing something important rather than a sign that they are failing. This perspective reduces the emotional weight of assessment and redirects energy toward the task. Others interpret pressure as a threat instead of a challenge, which can trigger avoidance, overthinking and a drop in performance.

Another key difference lies in preparation habits. Students who cope well under pressure usually rely on consistent routines that make assessments feel like an extension of their everyday learning. When study is regular, pressure feels manageable because the student is building on strong foundations. Students who cram or rely on bursts of intense effort often reach exam week without enough cognitive structure to support them, which makes pressure feel overwhelming.

Finally, self-regulation plays a large role. Students who have practised techniques like controlled breathing, time chunking or deliberate breaks often maintain clarity even during stressful situations. Those without these tools may feel consumed by worry before they have a chance to begin.

Pressure affects everyone, but with the right support, most students can learn to shift their mindset, prepare more effectively and develop strategies that allow them to perform at their best when it matters.

Freddie Le Vay