| dc.description.abstract | Background: Mental health difficulties in children and adolescents are on the rise, with the most common difficulties starting in adolescence, for example, generalised anxiety. Examinations cause a significant amount of stress in adolescents within high-pressured academic environments. Test-anxiety is experienced by 15-22% of students and can cause several difficulties in the build up to high-stake examinations, including poor examination performance and maladaptive cognition. Therefore, understanding the role of educational professionals in supporting students with test-anxiety is essential to improving children and young people’s wellbeing in schools. Aims: The aims of this thesis were firstly, to explore how teachers support student test-anxiety based on the literature available prior to the covid-19 pandemic. Secondly, to explore teacher and educational psychologists’ experiences of supporting test-anxiety in the context of a global pandemic. Phase 1: A systematic literature review was carried out to explore how teachers support students with test-anxiety in schools. 12 studies were included and analysed using framework synthesis. Findings suggest that teacher support for test-anxiety can be cognitive, behavioural, emotional, social, motivational, and environmental. It was recognised that teachers have a role in supporting students across multiple levels, for example, practical supports, motivational supports, study skills, and emotional support. The most common role identified was at a social level which included how teachers develop relationships with students and communicate effectively. Phase 2: Interviews were carried out with seven teachers and seven educational psychologists. Interview data were analysed using reflexive thematic analysis. Findings suggest that, firstly, teachers provided support during covid-19 that included identifying student need, and academic and emotional support. In addition to this, teachers adapted to a new way of working and experienced a lack of control during covid-19. Reference was also made to the role of parents, peers, and tutors in supporting test-anxiety. Secondly, teachers suggested that support for test-anxiety could be improved in the classroom following covid-19 by increasing teacher knowledge, increasing teacher time and capacity, and considering change within school environments, and the political and educational contexts. Multiple barriers were identified in the context of the pandemic which must be accounted for to improve support in the future. Thirdly, prior to covid-19, educational psychologists used approaches to support schools with test-anxiety using systemic approaches and approaches specific to the EP role. Fourthly, there are multiple challenges that educational psychologists have experienced when working with schools, such as time and capacity issues, that existed prior to covid-19, as well as a lack of experience, and adjustments to remote working and uncertainty in the covid-19 context. Additionally, there are new priorities in schools currently due to gaps in children and young people’s learning, the necessity to plan ahead, and increased levels of generalised anxiety during covid-19. Conclusion: The findings from this research add to the knowledge base of test-anxiety and improve our understanding of the role of educational professionals in supporting test-anxiety in the United Kingdom. The current research extends our knowledge of test-anxiety to a unique context and highlights the challenges faced in schools during covid-19 for a specific cohort of children and young people, teachers, and educational psychologists. The implications of this research and educational psychology practice are considered, and suggestions for future research are discussed. | en_GB |
