10 Tips for Managing Exam Anxiety in Students with SEND

Exams create stress for most children, but for those with SEND conditions, it’s usually greatly exacerbated.

Students with special educational needs and disabilities may face difficulties with attention, memory, sensory processing or emotional regulation that make exam situations particularly difficult. The resulting anxiety can further affect working memory, attention span, reading comprehension and decision-making, which can cause even capable students to underperform.

With the right strategies and support, you can help your child manage their exam anxiety and demonstrate their true abilities. This involves understanding how anxiety shows up differently in students with various needs, implementing practical techniques before and during exams and creating an environment that reduces unnecessary stress. 

Here, our SEND experts share practical methods that address both the emotional and physical symptoms of exam anxiety. From structured self-regulation strategies to personalised revision techniques, these methods can make a meaningful difference in how your child experiences and performs in exams.

1. Create a personalised exam timetable with regular breaks

A personalised study schedule helps your child manage their workload without feeling overwhelmed. Start by sitting with them and writing down all their exam dates and subjects. Then look at how much time they have before each test.

Break their revision into small chunks that feel manageable. They don’t need to study for hours at a time – in fact, short sessions of 25 to 45 minutes work better than long ones.

Include breaks in your child’s timetable, because their brain needs rest to take in new information. A 10-minute break after each study session gives them time to stretch, get a drink or look away from your books.

Be realistic when planning their revision times together. Block out periods when they know they can’t study, like meal times, hobbies or extracurricular activities. Don’t plan revision at times when they’re usually tired, either.

Make sure your child balances revision with other activities so they don’t become overworked and that they make time for things that help them relax. This approach makes exam preparation less stressful and more effective.

2. Teach breathing exercises to manage stress during study and exams

Breathing techniques can help calm your child’s nervous system and reduce anxiety during study sessions and exams. These exercises work by slowing their heart rate and helping you focus better on the task ahead.

Your child can practise simple breathing exercises anywhere. One effective method you can teach is breathing in slowly through the nose for four counts, holding for four counts, then breathing out through the mouth for four counts.

Taking just 5-10 minutes daily to practise breathing exercises with your child can make a real difference to their stress levels. The more they practise, the easier it becomes to use these techniques when they need them most.

Breathing exercises work well before, during or after exams when your child feels overwhelmed. They can do them sitting at their desk, standing or lying down. The key is that they breathe slowly and steadily while focusing on the rhythm of their breath.

For students with SEND, having a stress management tool they can use anywhere is particularly valuable. Breathing exercises require no equipment and can be done discreetly during exam situations.

3. Encourage positive visualisation techniques before and during exams

Visualisation can help students with SEND manage exam anxiety effectively. This technique involves creating calm mental images that reduce stress and build confidence.

Teach your child to picture themselves succeeding in their exams. They can imagine walking into the exam room feeling calm, reading the questions carefully and writing their answers with confidence. Positive visualisation can help build confidence and reduce test anxiety-related symptoms such as sweating, nausea and headaches.

Practise visualisation techniques with your child during revision sessions. Ask them to close their eyes and imagine working through exam questions step by step. This helps them become familiar with the process and reduces worry.

Creating calming pictures or images in their mind can be particularly useful during the exam itself. Students can take a moment to visualise a peaceful place or imagine themselves handling difficult questions calmly.

Combine visualisation with positive statements. Have your child repeat phrases like “I am prepared” or “I can handle this” whilst picturing themselves succeeding. This approach strengthens the effects of the technique and helps them feel more in control during stressful moments.

4. Implement progressive muscle relaxation to reduce physical tension

Progressive muscle relaxation helps students release physical tension by tensing and then relaxing different muscle groups. This technique makes it easier to notice the difference between tight and relaxed muscles.

Start with the feet and work upwards through the body. Ask your child to squeeze their toes tightly for five seconds, then release completely. Move to the calves, thighs, stomach, hands, arms, shoulders and face.

Research shows that progressive muscle relaxation reduces anxiety levels in students facing exams. The method works because it activates the body’s natural relaxation response. You can practise this technique with your child before stressful situations. It takes about 10–15 minutes to work through all muscle groups. Students with SEND may need visual guides or physical demonstrations to understand the process.

Regular practice makes the technique more effective. Your student can eventually use shortened versions during exams by tensing and releasing just their hands or shoulders when they feel anxious.

5. Request supervised rest breaks during exams if anxiety peaks

Supervised rest breaks are access arrangements that help students manage anxiety during exams. When your child feels overwhelmed or overstimulated, they can signal to an invigilator to pause the exam clock. Speaking to their school about these reasonable adjustments can help them during the heat of the moment.

These breaks allow students to step away briefly and use calming techniques. Your child could practise breathing exercises or mindfulness to reduce their anxiety levels during these sessions. 

Rest breaks require evidence of need based on how your student normally works in class. Schools can grant permissions for students whose conditions cause persistent difficulties.

During breaks, your student must remain supervised at all times. They cannot speak to other candidates or access study materials. The invigilator will note when breaks start and end to ensure proper timing.

6. Provide access to sensory tools like stress balls or noise-cancelling headphones

Sensory tools help children with SEND manage exam anxiety by addressing their specific sensory needs. These tools allow them to self-regulate when they feel overwhelmed during revision or test situations.

Stress balls and fidget toys give students something to squeeze or manipulate with their hands. This physical activity can reduce nervous energy and help them focus better on exam questions.

Noise-cancelling headphones reduce auditory overload in busy exam halls. Some students find background noises like coughing, pencil scratching or footsteps very distracting. These headphones block out unwanted sounds so pupils can concentrate on their work.

Weighted lap pads provide gentle pressure that can have a calming effect. The deep pressure input helps some students feel more grounded and secure during stressful testing periods.

You can provide these tools yourself while your child is studying for their exam at home or school, but speak to their school to see whether they can also use them in the exams themselves.

7. Teach self-advocacy skills to enable children to communicate their needs

Self-advocacy skills help students communicate their needs in ways others can understand. During exams, this might mean asking for a break, requesting clarification on instructions or using approved accommodations.

Start by teaching your child to recognise when they feel anxious or overwhelmed. Help them identify specific triggers and physical signs of stress. Once they understand their own responses, they can better explain what support they need.

Role-play activities build confidence in speaking up. Practise scenarios like asking an invigilator for help or explaining why they need extra time. Use simple scripts at first, then encourage your child to use their own words.

Self-advocacy is the ability to use strategies to get one’s needs met. Teach your child to prepare ahead by reviewing their exam arrangements and knowing which accommodations they can access. Create visual prompts or cards they can use to communicate needs non-verbally if speaking feels difficult during stressful moments.

Remember that building these skills takes time and patience. Regular practice in low-pressure situations helps students feel more comfortable advocating for themselves when exam pressure increases.

8. Use clear, concise exam instructions to reduce confusion

Students with SEND often struggle when exam instructions are long or complicated. Simple, direct language helps them understand what they need to do. Ask whether the school can accommodate actions like break instructions into small steps or using bullet points or numbered lists instead of long paragraphs. This makes it easier for SEND students to follow each part of the task.

Everyday language that students already know should be incorporated into study and assessment materials. For example, write “answer all questions” instead of “complete all items on the assessment.”

Schools should also consider the layout of their instructions. Use larger font sizes and plenty of white space. This helps students with visual processing difficulties or dyslexia. See whether someone can read instructions aloud to students too. Some learners with SEND benefit from hearing information as well as seeing it. This gives them two ways to understand what’s required.

9. Incorporate multi-sensory revision methods tailored to learning preferences

Multi-sensory revision strategies engage multiple senses at once to strengthen memory and reduce exam anxiety. When students use visual, auditory and physical methods together, they can often retain information better.

You can help your child create revision materials that suit their needs. For example, they might record themselves reading notes aloud and listen back whilst walking. They could also use coloured pens to highlight key points or build physical models of concepts.

Combining auditory, visual and kinaesthetic activities makes learning more memorable and less stressful. The key is using two or more senses at the same time during revision sessions. This approach helps students with SEND feel more confident because they have different ways to access information. When exam day arrives, they can recall material through whichever sensory pathway feels strongest in that moment.

10. Collaborate with your child’s school

It’s important that you communicate regularly with your child’s school in the run up to exams. Their teachers will see their academic performance on a daily basis and understand their struggles more comprehensively than you will through study sessions at home.

At Heathfield Knoll, we’re a specialist SEND provider, meaning our teachers have the skills and experience to support SEND students through their entire education journey. While we encourage integration with our main school setting, we have a dedicated SEND space called Connect where students can feel comfortable learning in a low-sensory environment.

Speaking to your child’s teachers and pastoral care staff helps you understand where they need the most support in revision, which means you can implement the most effective methods at home.

Understanding exam anxiety in students with SEND

Students with special educational needs and disabilities experience exam anxiety differently than their peers, often facing heightened stress levels due to specific challenges related to their conditions. Recognising these unique triggers and understanding how anxiety manifests helps you provide better support during exam periods.

Common triggers and manifestations

Exam anxiety in SEND students often stems from several specific triggers. Changes in routine can be particularly unsettling, as many students with SEND rely on predictable schedules. The exam environment itself – unfamiliar rooms, strict time limits and formal conditions – can overwhelm sensory processing abilities.

Memory retention and processing speed challenges make revision feel impossible for some learners. Others struggle with concentration, finding it difficult to focus during both preparation and the actual exam. These difficulties often lead to a cycle of worry about performance.

Physical symptoms include headaches, stomach aches and sleep problems. You might notice your child becoming irritable or withdrawn. Some students experience panic attacks or refuse to attend school on exam days.

Emotional signs can be harder to spot. Watch for increased self-doubt, negative self-talk or statements like “I can’t do this” becoming more frequent. Your child might avoid revision entirely or become obsessed with studying to an unhealthy degree.

Differences between SEND and non-SEND students

Students with SEND face higher levels of stress and anxiety during exam periods compared to students without additional needs. Non-SEND students typically worry about grades or not knowing answers, whereas SEND students carry additional concerns about whether they’ll be able to access the exam at all. Will they remember the information despite memory difficulties? Can they finish within the time limit?

Traditional revision methods often prove ineffective for SEND learners. While other students might benefit from reading notes repeatedly, those with special educational needs and disabilities may struggle with memory retention, processing speed, concentration and anxiety, requiring adapted approaches.

The recovery time after exams also differs. Non-SEND students might feel relief once an exam ends. SEND students often remain anxious for days, worrying about performance and dreading results.

Frequently asked questions

Students with SEND often benefit from specific strategies like personalised exam timetables, breathing exercises and positive visualisation techniques. Schools can make adjustments such as allowing rest breaks during exams and modifying standard testing protocols to reduce anxiety.

What strategies can help students with SEND cope with test anxiety?

Creating a personalised exam timetable with regular breaks helps your child manage their workload without becoming overwhelmed. This approach allows them to pace themselves and avoid cramming too much revision into short periods.

Breathing exercises can help manage stress during both study sessions and actual exams. Simple techniques like inhaling for four counts, holding for four and exhaling for four can calm the nervous system quickly.

Positive visualisation techniques work well before and during exams. Your child can imagine themselves feeling calm, reading questions clearly and writing confident answers. Progressive muscle relaxation, meanwhile, can reduce physical tension that builds up during stressful situations.

How can educators tailor exam preparation to support students with diverse learning needs?

Teachers at Heathfield Knoll make exam preparation accessible by adapting traditional revision methods to suit individual learning styles. This can include visual aids, audio recordings or hands-on activities.

Breaking down complex topics into smaller, manageable chunks helps students with processing difficulties. Teachers provide clear, simple instructions and check understanding regularly. Using familiar formats during practice tests reduces anxiety on exam day, as students perform better when they know what to expect.

What role does test anxiety play in affecting the performance of students with SEND?

Anxiety affects working memory, attention span, reading comprehension and decision-making during exams. This can cause students to panic, go blank or refuse to attempt questions they may be able to answer in calmer environments.

Students with SEND often face additional challenges like memory retention issues, slower processing speeds, sensory overload and concentration difficulties. When combined with test anxiety, these factors significantly impact exam performance.

The pressure of timed conditions can trigger physical responses like racing hearts, sweating and nausea. These symptoms make it even harder to focus on the exam itself.

Can you suggest effective relaxation techniques for students with SEND during exams?

Supervised rest breaks during exams help when anxiety peaks. Your child can step away briefly to reset their nervous system and return with renewed focus, if allowed by their school or exam board. Deep breathing remains one of the most effective quick techniques. Your child can use it discreetly at their desk without drawing attention.

Grounding exercises help bring focus back to the present moment. These might include naming five things they can see, four they can hear, three they can touch, two they can smell and one they can taste.

What adjustments can be made to standard exam protocols to accommodate students with SEND?

Schools can provide extra time for reading exam papers or additional support with reading questions aloud. These adjustments must be based on evidence of your child’s needs from internal exams or professional reports.

Separate rooms with fewer students can reduce distractions and sensory overload, as some students work better in quieter, calmer environments. Modified paper formats like larger text, coloured paper or simplified language help students access questions more easily.