The key to reducing exam anxiety? Better communication

Assessments should check a student’s understanding, not measure a student’s worth. But students are absorbing a different message: marks equal value. A strong result can boost their confidence, but when their performance dips, anxiety often follows. For some, the fear of falling behind becomes overwhelming.

Many of us in the Gen X and the Millennial era grew up with a fairly simple script: study hard, earn a competitive degree and secure stable work. Gen Z, and the coming wave of Gen Alpha, face a more crowded and public arena, with technological leaps intensifying comparison and judgement.

The mental health signals are hard to ignore. Between 30 per cent and 40 per cent of first-year undergraduates at Malaysian public institutions exhibit clinically significant symptoms of anxiety, according to research, with assessment load, frequency of evaluations, academic expectations and performance comparison consistently emerging as contributors to student distress.

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Academic pressure rarely starts at university. Parents, peers and society often frame education as a high-stakes race. “Do well” can quietly become “do better than everyone else”. University can also be a student’s first sustained experience of independence. They have to manage their time, motivate themselves and make decisions without the daily supervision they received at home. They do this while juggling assignments, projects, presentations, tests and deadlines. For students still finding their footing, the pace can feel relentless. So anxiety is not a personal flaw, but rather a predictable response to uncertainty, workload and perceived consequences.

Exam periods, in particular, can be shaped more by fear than learning. Students worry about whether they are prepared, how they will perform under strict time limits and whether a single exam will define their ability or future prospects. These pressures intensify when expectations are unclear. While professional support is available and essential, prevention begins within the course itself. Clear and consistent communication about assessment purpose, format and standards across the semester can reduce uncertainty and help students approach exams with confidence rather than panic.

Most universities have counsellors who help students make choices and navigate personal challenges, and their role is vital. But lecturers and tutors are often the first to notice when a student is struggling. We see them weekly. We set tasks, interpret performance and shape the tone of assessment. We are not professional therapists and we don’t need to become one, but we do need to communicate in ways that reduce uncertainty rather than add to it.

Effective communication starts with consistency. Embed brief check-ins during class to reveal confusion early. Holding feedback sessions consistently across the semester can stop small misunderstandings turning into panic near an exam. Clarity matters as much as content. Explain what success looks like, and why the assessment exists. Make evaluation criteria visible and show students how to reach their expected grade. Offer examples of common errors, not to embarrass anyone, but to make expectations clear. When changes are unavoidable, communicate early, explain the rationale and set out clear next steps. None of this lowers standards – rather, it removes noise so students can focus on learning.

Mindset matters, too. As academics, we sometimes assume that we know what students need. We then default to methods we are comfortable delivering. Sometimes that works; often it does not. Students arrive with different schooling backgrounds, learning needs and cultural expectations. The bridge between our intent and their experience is how we communicate. When students feel heard, they ask questions sooner. When they understand the purpose of an assessment, they are less likely to treat it as a threat. When feedback is timely, they can improve while it still feels possible.

Communication is also embedded in pedagogy. Shifting from teacher-centred delivery to student-centred learning, involving active and experiential approaches, can make assessment feel less like a verdict and more like part of a process. At our university’s chemical engineering department, we involve first-semester students in laboratory-based experiential learning from the outset. Early practical exposure helps students connect theory to application – it also makes exams less mysterious. A few well-timed motivational conversations during peak workload periods can further strengthen confidence and persistence.

Be alert to small signals you’re sending out. Making a careless remark about “easy questions” can shame those who are struggling, and rushing a response can silence the next question. The reverse is also true. Providing a calm explanation, an invitation to consultation hours or a reminder that progress is rarely linear can change how a student approaches challenge. Choosing to be empathetic strengthens, rather than weakens, educational standards.

As students evolve, teaching and learning must evolve, too. Communication is a powerful teaching tool when used effectively. If we want deep engagement, we must reduce the fear that blocks it. If we want rigorous learning, we must pair rigour with clarity and care. Speak to students as developing professionals, not as marks on a paper. When we do, we not only reduce exam anxiety, we improve the teaching and learning experience for everyone.

Apurav Krishna Koyande and Bhajan Lal Rahanu are lecturers in chemical engineering at Universiti Teknologi Petronas.

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