Exam stress advice booklet for students

England - RSHE

Mental health and wellbeing

By the end of secondary school pupils should know:

· how to recognise the early signs of mental wellbeing concerns.

· the benefits and importance of physical exercise, time outdoors, community participation and voluntary and service-based activities on mental wellbeing and happiness.

Physical health and fitness

· the positive associations between physical activity and promotion of mental wellbeing, including as an approach to combat stress.

Northern Ireland – Learning for Life and Work

Self Awareness 

KS3 pupils should have opportunity to:

· Explore the different ways to develop self-esteem

· Develop skills and strategies to improve own learning

Personal Health

KS3 pupils should have opportunity to:

· Develop understanding about, and strategies to manage, the effects of change on body, mind and behaviour

Key Stage 4 pupils should be enabled to:

· develop an understanding of how to maximise and sustain their own health and well-being

· reflect on, and respond to, their developing concept of self, including managing emotions and reactions to on-going life experiences

Scotland – Health and Wellbeing

Mental and emotional wellbeing

· I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them.

· I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances.

Planning for choices & changes

· Based on my interests, skills, strengths and preferences, I am supported to make suitable, realistic and informed choices, set manageable goals and plan for my further transitions.

Wales - Health and Wellbeing

Developing physical health and wellbeing has lifelong benefits

Progression step 3: I can explain the way in which physical and emotional changes are connected in different contexts, and I can monitor, review and adapt my behaviour to support my physical and emotional health, setting myself relevant targets.

Progression step 4: I can analyse the connection between physical and emotional changes. I can modify my behaviour to support my physical and emotional health, and can work collaboratively to plan and refine strengths and areas for improvements.

Progression step 5: I can evaluate the connection between physical and emotional changes, independently selecting from a range of strategies to improve my physical and emotional health and that of others.