In the lead-up to exam season, many young people feel like the pressure is closing in. At Craigmount High School in Edinburgh, S6 pupils were no exception – overwhelmed, anxious and unsure how to cope. 

That’s why, in March 2025, Change Mental Health’s Young People Programmes delivered a series of Exam Stress Bloom Lite workshops to give students practical tools and a sense of control exactly when they needed it most. 

understanding the challenge 

At the start of the workshop, pupils were invited to take part in an anonymous poll, answering the question: “When did you last feel stressed about exams?” 

21 out of 34 pupils said they had felt exam stress within the past week – a clear and immediate reminder of how much pressure young people face during exam season. 

The session began by exploring what stress really is – how it affects our thinking and how it shows up in daily life. Through relatable scenarios, pupils identified how unhelpful thinking patterns such as comparison, catastrophising and overly critical self-talk can intensify stress. Many recognised these patterns in their own experiences, which helped normalise their challenges and created space for open and honest discussion. 

exploring the science behind stress 

A key part of the workshop focused on how the brain functions under pressure. Pupils were introduced to the triune brain model and learned how the amygdala can take over in moments of perceived threat, affecting our ability to stay calm, concentrate and retain information. 

They also explored the role of dopamine and cortisol, gaining insight into how these chemicals are linked with motivation, curiosity, anxiety and fear. Understanding the body’s natural stress responses helped pupils make sense of their experiences and how to manage it. 

Importantly, they were introduced to the concept of neuroplasticity, learning that their brains can change and adapt. With practice and the right support, pupils can reframe their thoughts, manage their stress more effectively and build healthier mental habits for the future. 

practical tools and personal plans 

Rather than simply learning about stress, pupils created a plan to manage it. Using a toolkit of techniques such as positive self-talk, breathing exercises, grounding techniques, visualisation and support networks, each young person developed a personalised action plan.  Pupils created personal action plans covering three key stages: 

• One month before an exam: setting routines and managing expectations 
• One week before an exam: reaching out for support, using visualisation techniques 
• 30 minutes before an exam: grounding exercises, calming self-talk 

These plans helped make the tools feel personal and accessible, so pupils could use them when they needed support the most.

a lasting impact 

By the end of the workshop, pupils left with more than just practical strategies. They had a better understanding of how stress affects them and how to take control of their response to it. Feedback confirmed that pupils felt more prepared, more resilient and more confident in supporting themselves and others. 

Here’s what they had to say through post-session feedback: 

• 100% of pupils liked the workshop content 
• 95% of pupils felt they had a better understanding of resilience 
• 90% of pupils felt more confident supporting others with their mental health 
• 100% of pupils said they could use the tools from the workshop in their own lives 

These outcomes highlight the value of taking time to explore mental health in a way that is relatable, evidence-based and practical.