Last week, nearly 1.3 million students across Australia began sitting their NAPLAN tests to assess whether they are meeting benchmarks in writing, grammar and punctuation, spelling, and numeracy.
While the assessment helps gauge literacy and numeracy skills, it is also a major source of stress – especially for older students already feeling the weight of academic expectations, and for those prone to anxiety, the experience can be even tougher.
With concerns growing over the impact of standardised testing on student wellbeing, schools and parents are looking at ways to support kids through the process while keeping the focus on learning, not just scores.
Experts say that more clarity around NAPLAN's purpose can often result in heightened student wellbeing and lower levels of anxiety.
Dr Florence Gabriel is an Enterprise Fellow in Education Futures and a Senior Research Fellow at the Centre for Change and Complexity in Learning at the University of South Australia. Her research focuses on the cognitive, metacognitive, motivational, and affective factors that influence students’ learning and academic achievement, with a focus on mathematics education.
“NAPLAN testing has been linked to increased stress and anxiety among students. Some perceive it as a high-stakes test, which can lead to test anxiety,” Dr Gabriel told MCERA.
“This anxiety can manifest as physical symptoms [such as sleeplessness and nausea], emotional distress [such as fear or hopelessness], and cognitive difficulties [such as trouble concentrating or recalling information despite prior studying].”
Dr Gabriel said test anxiety is particularly concerning for older students, who often face greater academic pressure and increased self-expectations, and those with pre-existing mathematics anxiety.
“These factors can undermine motivation and confidence, potentially affecting long-term learning engagement,” she said.
“While not all students experience negative effects, the emotional strain on a significant portion raises serious questions about the impact of NAPLAN on student well-being and learning engagement.”
To address this, policymakers and educators should work to reduce unnecessary pressure, improve communication about NAPLAN’s purpose, and provide additional emotional and academic support, said Dr Gabriel.
“Creating a more supportive testing environment will ensure that assessments serve their intended purpose without compromising student well-being.”