It has been said that almost all children will experience test anxiety at some time in their school careers. In fact, small to moderate levels of anxiety actually increase performance, while more severe amounts cause performance to drop off. Test anxiety occurs when strong or unpleasant emotions interfere with your child's ability to absorb, retain, and recall information. Anxiety creates a kind of “mental static” in the brain, which interferes with learning, memory, and the ability to reason and think clearly, as discussed in Chapter 2. Feelings such as worry, fear, and frustration actually derail the central nervous system, causing the SNS and PNS to get out of rhythm, thereby disrupting mental processes. Conversely, positive feelings like hope and appreciation lead to increased balance and harmony in the nervous system. This enhances performance and creates positive emotional pathways to build on success. The remainder of this chapter offers strategies to manage both general and test anxiety.

Be Prepared

One of the most basic approaches to managing test anxiety is to help your child maximize her sense of competence and control by ensuring preparation for an exam. You may wish to help by using practice questions or by encouraging her to review with friends. The younger your child is, the easier it may be to make a game out of this. A good night's sleep is essential to enhancing performance on an exam. Some children do well getting up just a few minutes early on a test day so they can make a final review of the subject material. Finally, make sure your child has had a good breakfast and adequate hydration on a test day. Even the best-prepared student can have trouble with testing if not properly nourished, because if the tank is empty, the engine just will not run.

Cognitive Rehearsal

Negative rehearsal or mental repetition of negative thoughts and fears is actually what drives anticipatory anxiety. The repeated negative thoughts about the feared event cement in the anxiety, creating an endless loop and making the situation seem unbearable. Using cognitive rehearsal constructively combats the negative rehearsal of anticipatory anxiety. To help your child replace self-defeating thoughts, first encourage him to relax by breathing deeply and/or using progressive muscle relaxation. Then ask him to imagine getting up, going to school, entering the classroom where the test will occur, taking, and finishing the test. As your child imagines these scenes, cue him to relax continually, and to imagine feeling confident and succeeding at his goal. Make sure to give positive messages about his ability to breathe, center, and succeed. If your child is a bit older, it can be very effective to record a “session” on a tape or DVR so that he can use it independently.

Touchstones

Have you ever found yourself toying with change or keys in your pocket, or twisting a ring on your finger? If so, you are using a touchstone to calm yourself. A touchstone is an object that your child carries with her that she can touch or hold that becomes grounding and comforting for her. It should be small enough to be worn or carried, and should be an object that has a symbolic or emotional meaning for your child. Examples include smooth stones, coins, amulets or figurines, jewelry, or key rings. Help your child to find an object she can carry with her to use when anxious or upset. Dollar aisles, bead stores, craft stores, and nature are great sources for finding touchstones. Encourage your child to use her touchstone while she practices other skills such as breathing or imagery to reduce both testing and general anxiety.