Stress Related to Academic Achievement

Fear of failure creates stress in adults, and can be just as stressful to children. For example, in some states, there are rules requiring that students be retained if they cannot pass a certain test. Research shows that student grade retention is one of the top stressors experienced by children. In fact it ranks nearly as seriously as the death of a parent and going blind! Unfortunately, there are children who are unable to meet the demands set by local and state education agencies. They are in a predicament where highly undesirable consequences (i.e. retention) are looming, yet they are not able to meet the standard that would avert the consequence. Many of these children have disabilities (but may or may not receive special education) or are struggling to learn English.

Even high-achieving children may put undue pressure on themselves to attain consistently high grades. These students likely experienced success early on, and they may believe that perfection is the only acceptable standard. Similarly, high achieving students may also receive external pressure from parents, who may (often unintentionally) send the message that only the highest grades are acceptable.

What parents and teachers can do:

• Do not use high-stakes testing as a threat. In other words, do not say, “You will be held back if you fail,” or “This will go on your permanent record.” Such statements may only serve to increase stress and anxiety. With too much anxiety, test performance is likely to suffer.
• Emphasize the importance of doing one’s best, but de-emphasize that perfection in schoolwork is necessary.
• Set expectations that are high, but realistic. Tell the student who may be putting undue pressure on herself that it would be great if she did very well and to try to do her best. However, a poor score is not the end of the world; it only means she needs more help. There is nothing wrong with needing more help.
• When it comes to grades and report cards, be honest about areas you would like to see improved (if you truly believe it is within the child’s ability to do so). However, reiterate that low grades are only signals that these are the tough areas they might need to spend more time on. Expressing extreme disappointment or anger about the child’s poor grade in social studies is certainly not likely to motivate for him to do well in social studies!

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