School counsellor interacts with students on Exam Stress before the Board exams

On 13th February 2026, a session on countering board examination stress was facilitated by Ms Meghna Joshi, Psychodynamic School Counsellor, to support students in safeguarding their mental health through effective strategies and healthier ways of framing examinations.

The session began by normalising anxiety and offering a grounded understanding of its function. Students were helped to recognize that anxiety, when present in manageable amounts, can create momentum and enhance performance. The objective was not to eliminate anxiety, but to regulate and utilise it constructively. The session was rooted in lived student experiences and practical application.

Nutrition – Supporting the Nervous System

Students were reminded that studying actively engages the nervous system, making nutrition fundamental during exam preparation. Undereating, overeating, and binge eating were discussed as common stress responses that affect neurobiology and concentration. They were encouraged to maintain a balanced diet, include sufficient protein in every meal for sustained satiety, and avoid eliminating carbohydrates, instead consuming them in appropriate forms. With seasonal changes in mind, adequate hydration was emphasized, and occasional use of electrolytes was suggested to support nerve and muscle function. Caffeine intake was discussed cautiously; students were advised not to consume it on an empty stomach and to limit intake to no more than two cups per day to prevent dehydration, energy crashes, and heightened anxiety.

Sleep – A Non-Negotiable Foundation

Sleep was presented as essential rather than optional. Students were guided on maintaining sleep hygiene by avoiding phone usage, heavy discussions, or intense studying at least thirty minutes before bedtime to allow smoother transition into sleep. The role of sleep in transferring learned material into long-term memory was explained, along with the impact of sleep deprivation on emotional regulation, caffeine dependency, and binge eating. Where necessary, and strictly under medical supervision for a limited period, supplements such as magnesium, chamomile tea, or melatonin were mentioned as possible supports.

Reframing Procrastination

Procrastination was reframed not as laziness, but as avoidance of difficult emotions such as fear, overwhelm, or self-doubt. By removing its moral stigma, students were encouraged to approach it with understanding rather than guilt. The emphasis was placed on activation rather than motivation—beginning a chapter early to reduce the psychological entry barrier and building momentum through action.

Managing Panic and “Going Blank”

The experience of going blank during examinations was explained as a heightened stress response that interferes with memory retrieval. Students were introduced to grounding techniques such as breathwork before and during the examination. They were also advised to begin with questions they felt most confident about, as early success helps stabilize the nervous system and restore cognitive clarity.

Avoiding Comparisons and Understanding Individual Paths

Students were strongly encouraged to avoid comparison, especially during Grades 10 and 12, which symbolically represent consolidation of identity and emerging direction. It was emphasized that each individual’s path is subjective and non-linear. Some students arrive at clarity early, while others require more time. Uncertainty was reframed as a natural part of development rather than a deficit or inadequacy.

Mindful Phone Usage

Phone usage was not discouraged entirely; instead, its overuse was linked to disruptions in deep study , an essential skill for conceptual clarity and retention. The phone was discussed as a modern emotional pacifier often used to avoid discomfort. Students were encouraged to use it mindfully by keeping it outside the study space, checking it at structured intervals such as every thirty minutes, and replacing stress scrolling with movement, stretching, or breathing exercises.

Mindful Self-Evaluation After Exams

Students were guided to recognize cognitive distortions that commonly arise after examinations, including catastrophizing (I’ve ruined all my papers), mind-reading (Everyone did better than me), and selective focus (only noticing mistakes). A healthier framework of reflection was introduced: identifying what went well, what was challenging, and what remains within one’s control. This shift from judgment to data collection promotes emotional regulation and resilience.

Setting Boundaries During Exam Season

The board examination period often invites opinions from relatives, teachers, peers, and coaching centres, leading to cognitive overload. Students were encouraged to establish internal boundaries such as fixed study plans, defined rest periods, and limited discussions about results. External boundaries were also discussed, including the importance of communicating, “I am focusing on my preparation right now,” avoiding immediate post-exam mark comparisons, and choosing one or two trusted adults for guidance. Clear boundaries were presented as protective tools against anxiety.

Reinterpreting the Meaning of Board Examinations

The session concluded by helping students correctly interpret the purpose of Grades 10 and 12. These examinations represent transition, identity formation, autonomy, and often the first large-scale experience of structured evaluation. Psychologically, they mark the movement from dependence toward emerging independence and self-authorship. Students were reminded that marks reflect performance under structured conditions - testing recall, time management, and stress regulation - but they do not measure intelligence, creativity, character, emotional intelligence, or long-term resilience.