ReviewBehavioral sciences (Basel, Switzerland)2026
Addressing Test Anxiety in High-Achieving Schools: A Research-Based Approach.
Review in Behavioral sciences (Basel, Switzerland), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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3 authors.
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Abstract
Schools with very high academic achievement levels are often beset with high levels of pressure and anxiety around academics and testing in particular. In recent years, research has investigated the mechanisms that make attending high-achieving schools a risk factor for anxiety and related problems. The resulting understanding can inform appropriate strategies for addressing test anxiety. In the present paper, we review relevant research on the features of high-achieving schools that promote anxiety, and present well-established empirical facts about the nature of test anxiety, including its relationships with avoidance behaviors and with test performance. We then discuss how test anxiety manifests at high-achieving schools and present a model of how to apply evidence-based intervention strategies to address test anxiety in high-achieving settings.
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