Exam Season: Practical Ways to Prepare, Manage Your Time and Look After Yourself

By Teresa Saunders, Clinical Hypnotherapist

As the end-of-year exams approach, I know this can be a busy and demanding time for teenagers and their families.

There may be revision timetables on the fridge, textbooks spread across bedroom floors and a growing list of things to remember. Alongside the studying, young people may also be thinking about expectations, future plans and whether they have done enough preparation.

As a clinical hypnotherapist with a background in holistic health, I believe it is important to make space for the whole person during this time, not just the exam results.

In this article, I'd like to share some practical ideas around preparation, self-talk, visualisation and everyday routines that teenagers and parents can explore during exam season.

These are general educational suggestions, not a promise of particular academic or health outcomes.

1. Make the revision plan realistic

When there is a lot to study, it can be difficult to know where to start.

Rather than trying to tackle every subject at once, begin by writing down the exams you have coming up and the topics you need to cover.

Then break each subject into smaller tasks.

For example, instead of writing “study biology”, you might write:

• Review one topic.

• Make a set of revision cards.

• Complete a few practice questions.

• Check your answers and identify anything to revisit.

  
  

Choose a manageable study period, take regular breaks and adjust your plan as needed.

Practice questions and active recall can help you check what you remember, rather than simply rereading the same notes.

Most importantly, your revision plan should work for you. If it is so ambitious that you cannot realistically follow it, simplify it.

2. Notice your self-talk

The way we describe a situation to ourselves can influence how we approach it.

For example, there is a difference between thinking, “I haven't learnt anything, and I'm going to fail,” and recognising, “There are still topics I need to revise, so I'll start with one of them.”

The second statement is more specific and gives you a practical next step.

One exercise I invite readers to try is writing down a thought that comes up when they think about exams.

Ask yourself:

• Is this something I know, or something I fear might happen?

• What information do I actually have?

• What would be a more balanced way to describe the situation?

• What is one action I can take now?

  
  

This is not about forcing yourself to be positive or pretending that exams don't matter. It is about recognising the difference between a thought and a fact, and choosing language that reflects the situation more fairly.

3. Take a moment before returning to your work

Sometimes, it is useful to pause rather than immediately push through a task.

You could put your pen down, place both feet on the floor, notice your surroundings and allow your breathing to remain natural.

If you find it comfortable, take a few gentle, unforced breaths. Alternatively, look around the room and name five things you can see.

There is no need to perform the exercise perfectly or make yourself feel a particular way. It is simply a moment to stop and notice the present before deciding what to do next.

If concentrating on your breathing feels uncomfortable, leave that exercise aside and choose another activity that feels suitable for you.

4. Use visualisation to plan your approach

Visualisation involves imagining a situation or sequence of actions.

You could try mentally rehearsing the practical steps involved in sitting an exam.

Imagine arriving with the materials you need, reading the instructions carefully, looking through the questions and deciding where to begin.

You might also picture what you could do if you encounter a difficult question: pause, read it again, move to another question if appropriate, and return to it later if time allows.

Keep your visualisation realistic. You do not need to imagine answering every question perfectly. Instead, focus on the process you want to follow.

Visualisation is an exercise you can explore alongside ordinary revision. It is not a substitute for learning the material or a guarantee of how an exam will go.

5. Give sleep, food and breaks a place in your timetable

When deadlines approach, it is tempting to devote every available moment to studying.

However, a timetable should also leave room for meals, sleep, movement, rest and activities you enjoy.

Try to maintain a regular sleep routine, eat regularly, drink water and take breaks from your screen and books.

If you have a particularly busy week, consider which commitments can be simplified and where you could ask for help.

Taking care of yourself is not a sign that you are avoiding your responsibilities. It is part of managing a demanding period in a sustainable way.

6. Parents: ask what kind of support would be useful

Parents and caregivers often want to help but may be unsure whether to offer advice, check revision progress or give their teenager some space.

A simple question can be a good place to begin:

“Would you like help making a plan, or would you prefer me to listen?”

Other useful questions include:

“What feels most important to get organised today?”

“Is there anything practical I can help with?”

“What would make this week a little easier?”

Try to recognise the effort your teenager is putting in, not just the results they achieve.

If your teenager's distress is persistent, affects their daily life or feels difficult to manage, consider speaking with their school counsellor, GP or another appropriately qualified health professional.

A final thought

There is a great deal involved in preparing for exams, and every teenager's circumstances are different.

You cannot control every question that appears on an exam paper. You can, however, make a plan, practise answering questions, seek help when you need it and make time for rest.

If you are a teenager reading this, you do not need to have everything sorted today. Start with one manageable task.

If you are a parent, remember that listening and offering practical support can be just as important as asking about revision.

I hope these ideas provide a useful starting point for navigating the end-of-year exam period.

About Teresa Saunders

I am Teresa Saunders, a NZAPH Registered Clinical Hypnotherapist based in the Wellington and Hutt Valley area. My website provides information about my professional background and the services I offer, including clinical hypnotherapy, coaching and NLP.

If you would like to learn more about my work, you are welcome to visit www.teresasaunders.com.

This article is for general educational purposes. It does not provide individual medical or mental health advice, and it does not suggest that hypnotherapy or NLP will produce a particular academic, psychological or health outcome. Young people experiencing ongoing distress should be encouraged to seek appropriate support from a trusted adult and a suitably qualified health professional where needed