Student Artist Spotlight: Emma Nedeau and Shani Kaffe


A student with test anxiety

Reduce Anxiety and Boost Test Scores

We’ve all experienced some level of tension or anxiety before an important or high-stakes event, such as public speaking, an interview, or a performance on the athletic field. One of the most anxiety provoking events for teens is tests, especially college admissions tests. It’s estimated that 40% of adolescents suffer from a higher than productive case of nerves before and during tests and other stressful situations, and 20% of teens suffer from severe test anxiety. For some students, the adrenaline and other hormones released in the brain actually improve performance. For others, even a “normal” level can be detrimental.

 

If your teen has normal levels of nervousness before tests, encourage them to employ the same methods they have learned for athletic events or music performances to “pump themselves up.” These include physical activity (push-ups, a short jog, stretching), mental concentration techniques (visualization of a good performance or reflection on competence), and listening to a certain song that gives them confidence.

 

However, what if your teen suffers from more severe test anxiety? How can you identify it? What are the causes? And most importantly, how can you help your student reduce it?


Symptoms of Test Anxiety

The signs of test anxiety can be grades and/or standardized test scores that are lower than expected, considering the ability of the student and the effort the student puts in. Note that there are gender differences when both diagnosing and addressing test anxiety. Boys often (but not always) avoid acknowledging test anxiety, and therefore it sometimes manifests as what can look like laziness or lack of interest; girls often are more likely to overcompensate and are more willing to describe it. Even if your teen is denying having test anxiety, you could ask about whether friends talk about it. . By describing the symptoms, the teen might end up confronting his own experience.

 

Symptoms can be physical, emotional, and cognitive:

 

Physical symptoms Emotional and cognitive symptoms
Fidgeting, bouncing leg, drumming fingers

Nausea, stomach pain, vomiting, or diarrhea

Rapid heartbeat

Shortness of breath

Headache

Faintness, lightheadedness

Body temperature irregularities: sweaty palms, burning cheeks, or chills

Racing thoughts

Anger

Fear

Negative thoughts, catastrophizing

Self-doubt, indecisiveness

Hopelessness

Sadness

 

In severe cases of test anxiety, these symptoms may be a precursor to or part of a panic attack.

 


Techniques to Reduce Test Anxiety

There are both short-term and long-term relaxation techniques that help control emotional (somatic) and worry (cognitive) test anxiety. Once these procedures are learned, the relaxation response will take the place of an anxiety response.

 

Short-Term: The Tensing and Differential Relaxation Method
  1. Put your feet flat on the floor.
  2. With your hands, grab underneath the chair.
  3. Push down with your feet and pull up on your chair at the same time for about five seconds.
  4. Relax for five to ten seconds.
  5. Repeat the procedure two or three times.
  6. Relax all your muscles except the ones that are actually used to take the test.

 

Short-Term: The Palming Method
  1. Close and cover your eyes using the center of the palms of your hands.
  2. Prevent your hands from touching your eyes by resting the lower parts of your palms on your cheekbones and placing your fingers on your forehead. Your eyeballs must not be touched or rubbed in any way.
  3. Think of some real or imaginary relaxing scene. Mentally visualize this scene. Picture the scene as if you were actually there, looking through your own eyes.
  4. Visualize this relaxing scene for one to two minutes

 

Short-Term: Deep Breathing Method
  1. Sit straight up in your chair in a good posture position.
  2. Slowly inhale through your nose.
  3. As you inhale, first fill the lower section of your lungs and work your way up to the upper part of your lungs.
  4. Hold your breath for a few seconds.
  5. Exhale slowly through your mouth.
  6. Wait a few seconds and repeat the cycle.

 

 Long-Term: Cue-Controlled Relaxation Response

The cue-controlled relaxation response technique is the best long-term relaxation technique. Cue-controlled relaxation means you can induce your own relaxation based on repeating certain cue words to yourself. In essence, you are taught to relax and then silently repeat cue words, such as “I am relaxed.” After enough practice, you can relax during tests.

 

Long-Term: Eliminating Negative Self-Talk

Negative self-talk (cognitive anxiety) is defined as the negative statements you tell yourself. , causing students to lose confidence and to give up on tests. Students need to change their negative self-talk to positive self-talk without making unrealistic statements. Using positive self-talk both before and during a test can build confidence and decrease your test anxiety.

 

Examples of negative self-talk:  “No matter what I do, I will not pass the course.”  “I am no good at math, so why should I try?” “I’ll never finish this test on time.” “I’m never going to hit my goal on the SAT (ACT).” “I’m not smart like my friends.” “My parents are going to kill me.” “It’s happening again. I’m so stupid.”

Examples of positive self-talk:  “I failed the course last semester, but I can now use my study/math skills to pass this course.”  “I know that with hard work, I will pass math.” “I prepared for this test and will do the best I can.”  “I feel good about myself and my abilities.” “I am not going to worry about that difficult problem.” “I’m going to use all my test time and check for human errors.”  “I’ve done problems like this before on homework/practice tests and I can do them again.” “Even if I don’t get the score I want on this test, it is not the end of the world.” “Even if I never hit my SAT (ACT) goal, I have so many other things going for me. I’ll get into a great college.”

Thought-stopping techniques: Some students have difficulty converting their negative self-talk into positive. These students need to use a thought-stopping technique to interrupt the worry response before it can cause high anxiety or negative emotions.

To stop  negative thoughts in the classroom or during a test, silently shout “Stop” or “Stop thinking about that.” During the interruption, students can repeat a positive self-talk statement or use a short-term relaxation technique. The student may need to repeat this  several times during a test to control negative self-talk. After every shout, a different relaxation technique/scene or positive self-talk statement should be used.

Students with high anxiety should practice this technique three days to one week before taking a test.

 

Long-term: Meditation

If you are cynical about meditation reducing stress, read up–it really works, and recent Harvard Medical School reports review the evidence. The longer a student practices, the better the results, but even last minute meditations before a test can be helpful. You can find several on YouTube, ranging from five to 15 minutes: just search test anxiety meditation.

 

Long-term: Reduced/Managed Screen Time

The American Academy of Pediatrics (AAP) estimates that the average child spends seven hours a day looking at a screen, be it a cell phone, computer, TV, or other electronic device. Because adolescent brains are much more sensitive to electronics use than we may realize, children and teens can suffer dramatic negative effects from the six-to-seven hours a day the American Academy of Pediatrics estimates our kids spend looking at screens. Research has linked the resultant “sensory overload” to poor mood regulation, anxiety, sleeplessness, and symptoms that mimic those of serious mental health disorders. However, reducing screen time for adolescents is extremely difficult to do; one way is to set up a challenge among friends for just a couple of weeks prior to a high-stakes test or other event; read about additional strategies here.


Conclusion

If you think your teen may be dealing with test anxiety, take heart: there are many resources and methods that can help. We strongly recommend that you contact a professional, as well; at the very least, having a professional diagnosis may translate to extra time on standardized tests, reducing any time-limit stress the student may be feeling. Try to avoid labeling your student as a “bad test taker” or “not good in math.” And remember, all students–but particularly those who have trouble with test anxiety–should reduce/manage screen time and maintain good eating and sleep habits the week of the test.

Interested in a workbook?

The Anxiety Workbook for Teens: Activities to Help You Deal with Anxiety and Worry, by Lisa M. Schab, is a great place to start, as is another in the same series: Conquer Negative Thinking for Teens: A Workbook to Break the Nine Thought Habits That Are Holding You Back, by Mary Karapetian Alvord, PhD.

 


A forest with ferns

Tutor Spotlight: Ellen Neelands

Our series of interviews with our tutors helps our families get to know us on a bit more personal level. This month, we feature Senior Tutor Ellen Neelands.

Q: What were some of your most gratifying experiences as a classroom teacher and leader in public and private education?

A: I treasure the moment that a student (earlier convinced he was crocodile rather than human) sat in a chair and read his first sentence. There was the tearful five-year-old, fresh from a refugee camp, who blossomed into an insightful and capable honors student. I still love the occasional surprise hug. A recent one came in a crowded store with the information that a former third grader, once considered “unteachable,” had just been honored as a recipient of the prestigious Harvard Book Award. Seeing my students’ best efforts pay off for them is the ultimate reward.

Q: Everyone at Open Door believes that students learn in different ways, but you are an expert in this area. What are some of the methods you find most useful for nontraditional learners?

A: I always start by asking a student how they learn and what their goals are. Their answer is a snapshot of how they think about their learning, and begins our working relationship. I offer limitless sympathy for students who have felt misunderstood in school, and flexibly draw from a large “toolbox” of techniques to make concepts accessible. I encourage meta-thinking (thinking about thinking), which we know accelerates growth. I relentlessly check that my assumptions are not affecting how I understand a student. We laugh a lot, and celebrate learning strengths and differences.

Q: Your online bio shows that you are passionate about your outside interests. Will you say a little more about your current interests?

A: I’ve been enjoying New England Contra and Irish Set dancing and thinking about the history of social dance over the last century. I dip into historical research and treasure knowing my house was built as a one-room schoolhouse, was moved twice, and at one point housed a railroad roundhouse mule. Necessarily gluten free, I enjoy cooking, the science of cooking, and international cuisines.

Q: Many who have read your bio have to look up the word “mycology” to learn that it is the study of fungi. Are you interested in edible mushrooms?

A: I am an amateur mycologist, and past president of the Boston Mushroom Club. I first became involved with fungi as an excuse to be in the woods. It developed that people enjoy mushrooms for food, medicine, health, science, ecology, photography, drawing, and painting. My special interest is in dyeing with mushrooms: not a reference to poison, but to coloring silk and wool.

Q: Last but not least, you mention that you enjoy being a grandmother. What do you suggest to other grandparents eager to have enjoyable and educational experiences with their grandchildren? What’s your favorite activity with yours?

A: It’s a race to get through all of our wonderful ideas! We are a team, perfectly suited to causing just the right kind of trouble for her parents.

A photo of Open Door Senior Tutor Ellen Neelands. Ellen tutors in Acton and Concord Massachusetts for Open Door Education


Get on Tap

Student Spotlight: Chantal Raguin, Anna Rychlik, and Get on Tap

Student Project Leads to Ban on Plastic Water Bottles at AB Schools

Did you know that producing the plastic, single-use water bottles that Americans consume takes 17 million barrels of oil per year? That in 2015 Americans used about 50 billion water bottles, of which only 23 percent were recycled? That 38 billion water bottles ended up in our nation’s trash?

Massachusetts has long had progressive recycling regulations, and local communities have been even more proactive. Five years ago, Concord residents voted to ban the sale of single-serving bottled water, and this year, two seniors at Acton-Boxborough Regional High School (AB)–best friends Chantal Raguin and Anna Rychlik–joined together to make similar change.

“Anna and I feel extremely lucky to be part of such an incredible school system,” Raguin said,
“and we wanted to give something back. We are both concerned about climate change and the future of our environment, so we thought it would be meaningful to help our district kickstart education in sustainable living. Bottled water seemed like the place to start: the product is unnecessary and wasteful, yet at the same time quite easy to replace. Our town water is clean, safe, and quite accessible.” They decided to find a way to reduce plastic bottle use.

Last fall, Raguin and Rychlik discovered the program Get On Tap, which helped them set goals and identify action steps. First, they contacted the District’s manager of energy, Kate Crosby, who they say “was immediately excited” about their ideas to reduce reliance on plastic water bottles.  They then met with Superintendent Glenn Brand and Facilities Director JD Head, who helped them organize group meetings with faculty. With unanimous support, Raguin and Rychlik designed their senior project around encouraging the Acton-Boxborough School District to ban plastic water bottles and educating the wider community about the environmental benefits of substituting reusable bottles for plastic. They have accomplished both goals: last month, the AB School Committee voted to ban single-use plastic water bottles.

In April, they hosted a “Get On Tap Week,” featuring a movie screening and an informational night with guest speakers Jill Appel, who led the Concord movement, and Matt Mostoller, from the Acton Department of Environmental Management. They closed the week with a pledge to “get on tap” (drink from local sources out of reusable water bottles) until Earth Day.

“It was a huge success,” said Raguin. “Our signature board was completely filled!” They also held presentations at other district schools to educate younger students.

“As we close our work at AB, we hope we empowered students to take action against climate change in any way they can,” said Rychlik, “whether that be directly in local government or in their daily habits. The latter is in some ways more important than the former for now. Greater top-down changes will take time, and smaller changes will be important in reducing the district’s carbon footprint.”

While Raguin and Rychlik won’t see the results of their advocacy first hand (they’ll be in college), they urge continuing AB students to keep the ball rolling.

Open Door has been inspired by Raguin and Rychlik to reduce our own carbon footprint, and we’ve made reusable coffee mugs, flatware, and cups available to our staff. We’re excited to see how this small change affects the amount of single use plastics we buy and throw out.

We hope you will take Raquin and Rychlik’s activism to heart, and seek opportunities in your own life to ‘Get on Tap’!

 

Anna Rychlik and Chantal Raguin hold reusuable Open Door cups at our office
Anna Rychlik and Chantal Raguin inspired Open Door to get our own reusable cups for our team.

 

For more information on how to begin a similar project in your school, workplace, or community, check out Take Back the Tap and Ban the Bottle