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This accessible and informative book provides educators with a unique approach to supporting children and young people with test anxiety, combining key research and practical guidance to improve wellbeing and test outcomes. The book focuses on three core areas for promoting wellbeing: test anxiety theory; 'desirable difficulties'; and self-efficacy theory. Underpinning research is presented in an accessible format and each topic is explored in depth with case studies and reflection points to deepen understanding and bring theory to life. Chapters go on to introduce an innovative, easy-to-implement intervention. The intervention focuses on increasing children's metacognition of their own learning - from how memory works, to knowing how to revise - lowering anxiety around high stakes exams and boosting overall wellbeing and, ultimately, academic success. Including a wealth of examples and tips for tangibly supporting children and young people's learning outcomes, this book is a crucial read for Special Educational Needs Coordinators (SENCOs), teachers, and anyone with responsibility for the pastoral care and wellbeing of young people.
Helen Barsham has extensive experience working as a head teacher in both primary and secondary settings. She recently completed a Doctorate of Education at the University of Cambridge, which explored pupil wellbeing, metacognition and desirable difficulties, using the 'testing effect' to reduce test anxiety.
Acknowledgements Preface Introduction Chapter overviews Chapter 1 What is Test Anxiety? Chapter 2 Fear Appeals Chapter 3 Using Desirable Difficulties to Give Back Control Chapter 4 Self-efficacy in Test Taking Chapter 5 Intervening in Test Anxiety Chapter 6 Intervention - Giving Back Control - Reducing Test Anxiety - How To Do It Chapter 7 Learning and Metacognition Chapter 8 The Dream for Education. On the Soapbox Chapter 9 School Development Plan to Give Students Back Control for Taking Exams Chapter 10 In Conclusion Appendix A Index
