3 Tips for Exam Stress and the Impact of CAA Exams on Students' Mental Health

The recent article on RNZ highlights a growing concern among educators, counsellors, and parents alike: the significant stress and mental health issues caused by the new CAA exams. 

As a counsellor and former NCEA English teacher, I have witnessed firsthand the detrimental effects high-stakes exams can have on students' self-esteem and confidence. 

Unpacking the CAAs and their purpose in NCEA

For parents who still can’t seem to wrap their head around NCEA, here’s the basic structure as applied for many years. Each year a student needs 80 credits to ‘pass’ the level. As your cup fills up with credits, you get to pour 20 credits into your next level. 20 of those credits at level 1 previously needed to be tagged literacy and numeracy, and were mostly awards through assessments in English and Maths. So at the end of year 11, you would have a full cup, and 20 parts would be lit/num. If you hadn’t yet achieved these literacy/numeracy credits, you could keep working on getting them through any tagged assessment at level 2 and so on. This meant one student may get them all in English, while another may receive a few in Art History, or a research standard in Chemistry. It provided flexibility to demonstrate the skills across time. It also did put a lot of pressure on English and Maths teacher to make sure they covered all the bases in their subjects.

The newer approach introduced a few years ago means that students still need 80 credits for level 1, and that they write a ‘one-time’ Common Assessment Activity (CAA) that assesses them in literacy and numeracy skills. The ‘tags’ on assessment were now no longer important, as all students would get the credits in the same manner. From the exam. It means that you cup filled up with your 80 credits, but the CAA credits were a totally different vessel to the side. If you reach the end of year 13, with 3 full cups from assessments, but you haven’t completed the CAAs, you will not finish level 1,2 or 3 NCEA.

When the new approach to NCEA was first introduced a few years ago, English and mathematics teachers were happy to learn that some of the load of teaching numeracy and literacy would be shared across the entire curriculum. It felt like a step in the right direction. It meant all teachers would be responsible for teaching literacy and numeracy and these skills would be tested in a single exam setting.

In their intention, I can completely understand why the CAA was designed and implemented as a standardised measure to ensure good literacy of numeracy skills for students working through the NCEA system. However, as the years have passed and I have watched the impact on young people who don’t always get things the first try, like the educators in the RNZ article, I am worried about the lack of flexibility in this approach from NZQA.

Now with my mental health hat on, I am more concerned about the pressure I have witnessed in students trying and trying, and failing again and again to pass these exams. As a counsellor who has worked in a school setting for many years as well as now in private practice, I was never surprised that on the morning the results would be released for CAAs, the school counsellors would see an influx of disappointed, distressed, and crushed young people who had not passed for the first, second or fourth time. Tears would flow and so many had worries about sharing the news with their parents and guardians at the end of the day. It was difficult supporting these young people when their educational pursuits were on the line.

I am not suggesting these exams need to be scrapped. However I think it would be quite important that the supplementary programming that students currently can complete to receive their literacy and numeracy should continue beyond the set date and be an option for students whose self-esteem and anxiety may be getting in the way of them sitting another stressful exam. 

As a former English teacher who taught and NCEA level English I also think it would be reasonable if a student can achieve at least 10 credits of English standards, they should then be eligible to use those credits towards the literacy standard if they have not been successful in passing the CAA. This approach would integrate the previous system with the new system. A student could write the CAA and receive the credits, or the student could achieve credits in a classroom setting to make up the 10 credits. Does it really matter when they demonstrated these skills?

An “either or” situation would make this more accessible for students who just might not perform well under pressure or haven't yet harnessed those inner resources necessary to succeed when they're only 14 or 15 years old. 

Performance under pressure is a skill for life.

I also understand that exams and moments of pressure are a part of life. I do believe that it is important that young people and young adults are equipped with the inner resources to manage stressful moments such as exams and assessment in school. 

Therefore, I'm writing this post to provide a bit of guidance to parents who may feel unsure of how to help their child as they enter exam season, or as a year 10 who might be writing the CAAs for the first time this year.

It's crucial that we together address these issues and provide support for our young people during a challenging time. 

Here are three tips for parents to help their children manage exam-related stress.

1. Foster Open Communication

Encourage your child to talk about their feelings and concerns regarding the exams. It is important to remember as a parent this may be their first time writing an exam with such high Stakes.  

Create a safe and non-judgmental space where they feel comfortable expressing their anxieties. If you are able ask open-ended questions like how have you been feelingAbout the upcoming caa?  How can I help you  or support you to prepare for that day?

Active listening is key—validate their feelings and avoid dismissing their worries. With the current media attention surrounding these particular exams your child will be aware that not achieving this may mean not passing or “graduating” from high school. That's a pretty big deal. Keep that in mind as you respond.

By fostering open communication, you can help your child feel understood and supported.

2. Promote Healthy Study and Life Habits

Help your child develop a balanced study routine that includes regular breaks, physical activity, and adequate sleep. The biggest shortcoming I see for most teenagers learning how to study and learning how to have good study habits is that they are not getting enough sleep and quality rest.  As a parent you can really support them in this by not only encouraging them to study but also encouraging them to take a break, have some fun, or do something that's connecting with you as their parents.

Encourage them to set realistic goals and avoid last-minute cramming. A well-structured study plan can reduce anxiety and improve focus. 

A simple strategy that most teens like is the Pomodoro technique.  As a counselor I like it because it creates a more realistic expectation. Most people don't have the ability to sit down and study math for three hours so instead approach it with hey I'm going to sit down and focus on solving this one problem and checking it out I reckon that's going to take me about 20 minutes help your teen pull it back to tangible small goals this can This technique is also excellent if your child has ADHD or struggles to complete tasks. 

Remind your teen that taking care of their physical health is just as important as their academic performance. This includes eating enough, moving in a fun way each day, and staying connected to people who love them. If we don’t feel well physically, mentally, or emotionally, it will be impossible to learn. So don’t forget the basics.

3. Encourage Compassionate Self-Talk

Teach your child the importance of positive self-talk and self-compassion. Help them recognise their strengths and achievements. Help them stay in the moment so that they don’t become so overwhelmed that they can’t keep moving forward.

Encourage them to gently challenge negative thoughts with affirmations like, “I’ve been working really hard, and I will begin my CAA with confidence in myself,” and "I am capable," and "I have prepared well." It may also be helpful to talk through the options. Building a fair and flexible mindset can boost their confidence and resilience.

Good self-talk also needs to encourage psychological flexibility. This means staying in the moment, and focusing our efforts on actions that align with our values. This approach fosters good wellbeing and is something you as a parent also may need to practice to be a good support to your teen at this time.

Supporting Your Teen Through CAA Exams

As parents, it's natural to want the best for your children. By fostering open communication, promoting healthy study habits, and encouraging compassionate self-talk, you can help your child navigate the stress of CAA exams and build resilience for the future. 

Staying in the moment, and focusing on what can be done, might be the most important tool to stay calm and connected to your inner strengths.

You’ve got this.

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Want more support for your teen? Connect with a counsellor who understands the stresses adolescents face.

Text or call for a free phone consultation with me.