Γράφει η Ελπίδα Κοντομάρου, Ψυχολόγος – Ψυχοθεραπεύτρια, MSc Ψυχική Υγεία Εφήβων Γνωσιακή – Συμπεριφορική Προσέγγιση (CBT)
For many adolescents, the period of the Panhellenic exams is one of the most psychologically demanding phases of their school life. The intensity of preparation, expectations of success, and the common perception that these exams determine their future create an environment of heightened pressure. Within this context, anxiety is a normal and expected bodily reaction.
According to the international literature, a moderate level of anxiety can be beneficial, as it aids concentration, improves study organization, and motivates effort. However, when stress becomes intense or prolonged, it can negatively affect students’ memory, concentration, and self-confidence, as well as their overall academic performance (Von der Embse et al., 2018).
Teenagers preparing for exams often experience physical symptoms such as headaches, a racing heart, physical tension, or difficulty sleeping. At the same time, negative thoughts about the possibility of failure or intense anxiety about the outcome may arise. In some cases, avoidance of studying, reduced performance, or a feeling of exhaustion may be observed. These symptoms are common manifestations of test anxiety in adolescence and have been documented in many recent studies (Soares & Woods, 2020).
It is important to emphasize that test anxiety is not a sign of weakness. On the contrary, it is a normal reaction to a demanding period of life. What requires attention is the intensity and duration of the symptoms. When anxiety significantly disrupts a student’s daily life, affecting their sleep, diet, concentration, or mood, it is helpful to seek support from a mental health professional. Early intervention can substantially contribute to improving students’ psychological adjustment and reducing exam-related stress (Putwain & von der Embse, 2021).
The family and school environments play a crucial role in managing stress. Research shows that a supportive attitude from parents and teachers acts as a protective factor for students, while excessive pressure or linking academic performance to a teenager’s self-worth can significantly increase anxiety levels (Raufelder et al., 2015). Adolescents need an environment that encourages effort, acknowledges difficulties, and allows for the expression of emotions without fear of criticism.
At the same time, building psychological resilience is a key protective factor during this period. Students benefit when they organize their study schedule realistically, maintain a consistent sleep schedule, take short breaks to rest, and continue activities that bring them joy and help them unwind. Recent research shows that practices such as physical exercise, relaxation techniques, and mindfulness interventions can significantly reduce exam anxiety in adolescents (Xiang & Li, 2025).
It is also particularly important to avoid linking success on exams to a teenager’s self-worth. The Panhellenic Exams are a significant challenge, but they do not determine a person’s potential or life path. Building self-confidence and maintaining a realistic perspective on the exams help students manage their anxiety more effectively.
Early identification of difficulties and the provision of appropriate psychological support can transform this demanding period into an experience of personal empowerment, maturation, and growth.
