There is a world of difference experienced from test anxiety in the lower grades and test anxiety in the upper grades. Students in the lower grades must draw their confidence from teachers, parents and peers.  Upper grade students have the same assurance, but now have the knowledge that they must rely upon themselves and not just those around them.
The upper grade student must know how to draw support and confidence from within. The whole concept may be likened to talking to yourself. The mind and the body must be prepared to take the test and the test itself must be placed in perspective.
Perhaps the largest chunk of test taking skills is the actual studying for the test. If the student studies consistently throughout the school year, there is no need for “cramming” for a test. The student will already be prepared. Encourage your child to keep notes daily and to review those notes on a regular basis. Index cards are manageable and small enough to allow only one fact per card. This keeps down the “too much knowledge” syndrome. Index cards are great to use as flash cards that students may use to work in pairs. Use classroom review days as question and answer days; keep the material alive in the student’s mind. Learning under pressure is not a form of long term learning.
Often upper level students think the world will end if they fail the test. Assure them that life does go on and that there will be other tests. One often hears these students make remarks such as: “I’ll never learn all this stuff. It’s too much. I might as well just quit now.”  Negative thoughts cause stress and waste studying time. Teach them to work in short chunks of time. Take a break and come back to the books; set specific times to study; read all notes; then go back to the areas that cause the most trouble. Let them know that if they know a fact to move on to areas that need work. This is simply good study habits and good study habits improve scores on tests.
Don’t forget, the body needs nourishment and rest. Unless those two requirements are fulfilled, the brain isn’t going to perform at its best. Once again, if the student has prepared for the test on a daily basis, there’s no need to cram the night before. Encourage the students to enjoy that night quietly, go to bed at a reasonable hour, and eat a good breakfast the morning of the test.
On the day of the test think positive thoughts and use test-taking strategies, such as:
Answer the questions you know,
Answer the questions you are not really sure about, and
Answer the question you do not know to the best of your ability.
Look over the test before answering questions. Read all instructions carefully even if it means reading them more than once.
Don’t get stuck on one question. Move on and come back to it. Use an outline on essay questions.
Give short answers on short answer questions.
Stop and sit at intervals. Relax. Stretch muscles.
Tell them it is perfectly normal for them to encounter some questions that they don’t know. Don’t worry over them. Get the ones that you do know. Use intelligent guessing or the process of elimination on the difficult ones.  Just do the best you can.
Be sure they know to check their work before turning in the test. Have they answered every question? Filled in the blanks properly? Not missed a page?
When they feel they have done their best, the students will be able to leave the room with head held high.

February 6-10 is National School Counselors Week! Take a minute to send a message or stop by the counselors office and say "thank you" for everything they do for our children!