Reframing the Fear

With a few weeks of exam season still to go, maybe we need to stop thinking of the inevitable stress they bring as ‘bad.’ LWC’s Head of Psychology, Lottie Howes explains how to readjust your mindset for the better…

At this time of year, stress is everywhere. It’s spoken about in corridors, felt in late-night revision sessions and sometimes worn like a badge of honour. It’s part of the air we breathe during exam season. And whilst we often associate stress with burnout and overwhelm, psychology offers us a more nuanced, hopeful perspective.

Despite popular opinion, not all stress is ‘bad’. In fact, there’s a type known as eustress — a positive, productive kind of stress that can sharpen our focus, heighten our motivation and push us to perform. It’s the reason athletes struggle to run personal bests outside of competition, musicians deliver unforgettable performances on stage and students often do better in timed conditions than they thought possible. That nervous energy you feel before an exam is your body preparing you for action.

In psychological terms, this performance boost can be explained by the Yerkes–Dodson Law, which shows that moderate levels of arousal can enhance performance, especially on tasks that require attention and effort. Too little stress, and we might feel unmotivated. Too much, and we become overwhelmed. But in the middle lies a sweet spot: just enough pressure to sharpen our thinking, energise our actions, and help us rise to the challenge.

As psychologist Kelly McGonigal explains in her book The Upside of Stress, how we perceive stress matters. I often talk to my A-level students about cognitive reframing, which is essentially a mindset shift. When we interpret the feeling of stress as a sign of readiness, it can become a source of strength rather than a setback. Stress triggers helpful physiological responses like increased dopamine and heightened alertness — tools that, when harnessed, actually support performance in the exam hall.

Cognitive reframing is surprisingly easy to do. Start by giving a name to what you’re feeling: butterflies, a racing heart, even nausea. Then remind yourself — these are the same physical sensations as excitement. Say it out loud, or in your head: “This is my body preparing me to focus and perform.” That small shift in language helps to redirect your brain from ‘threat mode’ to ‘challenge mode’. Next, be specific: instead of “I’m stressed,” reframe it as “I’m under pressure because this matters to me, and I’ve prepared.” Anchor yourself in facts — think about what you’ve revised, which strategies have worked before and what’s within your control. It’s not about pretending stress isn’t there; it’s about giving it a new role.

By shifting how we think about stress, we can start to view exams not as threats, but as opportunities to show what we can do. Of course, some stress tips over into anxiety — that’s real and valid. Recognising when you need help is a sign of strength, not weakness. One of the most powerful tools we can offer young people is the ability to ask for support, to step back when needed and to approach challenges with both self-compassion and determination.

So, as we navigate these final week of exams, I hope that students can reframe this time not only as an ominous test of memory or stamina, but as a productive training ground for something much deeper. Every revision session, every moment of doubt overcome, every brave step into the exam hall — it’s all shaping something. Not just the outcome, but the person emerging through the process… and that will serve you long after the final paper is handed in.