A systematic review of intervention research by von der Embse et al. (2013) underscored a variety of interventions employed to remedy test anxiety in school children that consist of cognitive-behavioral therapy (CBT), relaxation training, and combined or integrated approaches. These approaches have been shown to decrease symptoms and enhance test performance. The review, while noting the necessity of additional research on elementary age groups, emphasized the important role played by school-based mental health professionals in the implementation of evidence-based practice for this group.

Developmentally, students in this age group are at Piaget's concrete operational stage. They are able to think logically and understand cause and effect but still thrive on structured, visual, and experiential learning (Corey et al., 2018). Interventions should therefore incorporate developmentally appropriate techniques such as role-playing, mindfulness exercises, and utilization of visual aids. Sessions also must be brief and engaging so that attention can be maintained and skills acquired.

Moreover, cultural sensitivity is of critical importance. ACA Code of Ethics (2014) emphasizes the necessity for counselors to recognize and honor cultural variation in emotional expression, family expectations, and learning experiences. Practitioners must ensure group resources and interactions accommodate the varied linguistic and cultural backgrounds of students without assuming dominant norms.

Collectively, these findings underscore the need for deliberate, developmentally appropriate, and culturally responsive group counseling interventions that aim to facilitate test anxiety reduction in elementary students and increase their academic and emotional achievement.

References

American Counseling Association. (2014). ACA Code of Ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf

Corey, G., Corey, M. S., & Corey, C. (2018). Groups: Process and practice (10th ed.). Cengage.

von der Embse, N., Barterian, J., & Segool, N. (2013). Test anxiety interventions for children and adolescents: A systematic review of treatment studies from 2000–2010. Psychology in the Schools, 50(1), 57–71. https://doi.org/10.1002/pits.21660

Ivonne Batista

Isabella Cervantes 

Dasia Davis

Sienna Dunn

Andrew Heinz

Population:

Elementary School Group

Topic:

Test anxiety in students - Grades 4 and 5

Opening Ritual: Welcome and Check-In

·  Greet each student

·  Feelings check-in using the “Feelings Thermometer”

- Prompt: “How are you feeling about tests or school in general this week”?

·      Review of last sessions topic of what test anxiety is, and the different signs associated with it

Psychoeducation: Understanding Negative Thoughts and How to Challenge Them

· Understanding Negative Thoughts:

- Sometimes we have thoughts or guesses about what is going to happen in the future (Driscoll, 2025). These thoughts can sometimes be unhelpful thoughts that cause us to feel nervous, sad, or upset. For example, “I am going to fail this test”.

- There are more helpful thoughts that make us feel good and confident in our abilities, like “I studied hard, and I will pass”.

- Show YouTube Video: Cognitive Distortion for Kids

· How to reframe negative thoughts:

           -Catch the Thought (Notice when an unhelpful thought has entered your mind.)

          -Check the Thought (Is this unhelpful thought true?)

         -Change the Thought (What’s a more helpful thing I can say?)

Group Activity- “Mind Magic”

·      Materials: white paper, markers

·      Tell the children to imagine they are wizards and can perform magical spells.

·      Give each child a blank piece of white paper. Ask them to fold it in half and on the top of the paper to each write down an unhelpful thought they have when they are taking a test or anticipate taking a test. This is the evil spell.

·      Next, ask them if this unhelpful thought (evil spell) is true?

· Then, ask them to transform (check) that thought into a positive, more helpful thought (good spell) that makes them feel good and confident, and write this new thought (spell) on the bottom half of the paper.

·      After they have used their transformative magic to create a positive thought, ask them to decorate the bottom of the page, where they put the positive thought, in a way that makes them feel good.

·      After the activity, give each student an opportunity to show off their transformative power, encouraging group engagement. The group can give supportive comments.

Closing Ritual: Processing Questions

1.     How did it feel to turn a negative thought into a helpful one?

2.     Which helpful thought (spell) do you think you could use the next time you feel nervous?

3.      Did you notice how your body or feelings changed when you said a more helpful thought?

4.     Which “thought spell” felt the most powerful to you today? Why?

5.     Was it hard or easy for you to come up with a helpful thought? Why?

6.     What’s one thing our group did well together today?

References

Driscoll, L. (2025). Counseling techniques: Reframing negative thoughts. Social Emotional Workshop. https://www.socialemotionalworkshop.com/reframing-negative-thoughts-counseling-technique/

Mental Health Center Kids. (2025, April). Cognitive distortions for kids- Automatic negative thoughts (ANTs) | thinking traps- CBT for kids. [Video]. YouTube. https://www.youtube.com/watch?v=s1F7LWfVnAM    

Session Goal:

To help students understand that learning from mistakes is valuable and that a growth mindset encourages perseverance.

Objectives:

By the end of this session, students will:

• Describe the difference between a fixed and a growth mindset

• Reflect on a time they made a mistake and what they learned

• Create a “Mistakes Help Me Grow” poster or journal page

• Practice reframing negative self-talk into growth-oriented affirmations

Opening Ritual (5 minutes): Check-In Circle – Growth Reflection Prompt

Purpose: Builds consistency, emotional safety, and promotes self-reflection

• Prompt: “What’s something you used to be bad at but got better at with practice?”

• Students can respond verbally, through drawing, or by passing

Goal Alignment: Helps students normalize the idea of effort and gradual improvement

Main Activity (25 minutes): Growth Mindset Story + Reflection

Video Viewing & Group Discussion (10–12 min):

• Watch: The Girl Who Makes A Million Mistakes – A story about growth mindset and not giving up!
  https://www.youtube.com/watch?v=TrizwEkTIRc

• Discussion Prompt: “What helped the girl keep going even when she made a mistake?”

• Define:

  • Fixed mindset = “If I fail, I’m bad at this.”

  • Growth mindset = “Mistakes help me grow and try again.”

Goal Alignment: Emphasizes self-compassion and models perseverance

Creative Activity – “Mistakes Help Me Grow” Poster (10–12 min):

• Materials: Paper, markers, crayons, stickers

• Students reflect on one mistake they’ve made recently and complete a mini-poster:

  • What was the mistake?

  • What did I learn?

  • What do I want to remember next time?

• Encourage use of affirmations (“Progress over perfection”)

Goal Alignment: Encourages self-expression, reflection, and resilience

Processing & Discussion (5 minutes):

Prompt Questions:

• “Was it easy or hard to think of a mistake?”

• “What did you learn from it?”

• “How will you use that learning next time you feel stuck?”

Processing Considerations:

• Normalize all responses—there’s no wrong answer

• Provide alternate sharing methods (pointing, drawing, quiet reflection)

• Validate all contributions and link to earlier coping strategies

Developmental Considerations:

• Use concrete examples and visual scaffolds

• Provide structured prompts to support reflection

• Validate trial-and-error and reduce fear of being wrong

• Respect different comfort levels in sharing

Closing Ritual (5 minutes): One Word Exit Ticket + Take-Home Poster Option

• Each student shares one word that describes how they feel now

• Option: Let students keep or display their posters as a reminder of their growth

Purpose: Builds self-awareness, confidence, and a positive closure experience

Reference:

Lewis, D. (2022). Impacts of standards-based grading on students’ mindset and test anxiety. Journal of the Scholarship of Teaching and Learning, 22(2), 67-77. https://doi.org/10.14434/josotl.v22i2.31308

Storia Education. (2023, April 3). The Girl Who Makes A Million Mistakes – A story about growth mindset and not giving up! [Video]. YouTube. https://www.youtube.com/watch?v=TrizwEkTIRc

We will then go over group rules and expectations. After this we will do a feelings check in. I will have a chart showing different emotions, like emojis, and when asked different questions around testing students will point to the feeling they have.

10 minute break

When we come back from break students will be given a coloring page of a monster. They will be asked to decorate their "worry monster" so that they can write down next to the monster all the worries they want him to eat. After this I will introduce a coping skill we will practice as a group. This is a simple breathing exercise students can do on their own when feeling anxious. We will spend the next 3-5 minutes closing the group by asking how students are feeling about the session.

Overall Session Goal:

To build trust and group rapport, introduce the topic of emotions related to school and test anxiety, and teach an initial calming strategy in a developmentally appropriate way. Segool et al. (2013), shows that even relatively young school age children can feel elevated stress tied to evaluation. This strengthens the case for early interventions.

References:

Segool, N. K., Carlson, J. S., Goforth, A. N., von der Embse, N., & Barterian, J. A. (2013). Heightened test anxiety among young children: Elementary school students’ anxious responses to high-stakes testing. Psychology in the Schools, 50(5), 489–499. https://doi.org/10.1002/pits.21689

Connection, Assurance, Building Confidence and Self-Esteem, while working together to express their feelings.

Welcome:

The students will enter the classroom from 3:15pm and begin to sit down on one of the chairs that form a circle. This allows them to have a connection of being equal with another. Once everyone is seated, I begin the session at 3:30pm. I assure the group by reminding everyone of the expectations and rules. The confidentiality statement is then provided; to reassure them this is a safe space. I verify with all the students they understand and clarify any confusion prior to proceeding.

Techniques to Focus on Building, Connecting, and Assuring Themselves:

I then begin with a two-minute breathing exercise to give them a peace of mind and feel a great sense of calmness. Once this is completed, I begin by asking everyone the question of what do they believe helps build their confidence? I listen to all responses, to gather a better understanding on how they view that subject. “Concentrate on two areas: focusing on inner self-esteem and building social confidence” (Jones, 2011), gives them some time to concentrate on what will give them the strength, within themselves. This will lead to developing their character, asking them to think as a group of positive action words, that can help increase their level of self-esteem. I would take all these words and write them on a white board so they can visually see the positive team collaboration. “Building self-esteem involves more than just external accomplishments; it’s also about who you are on the inside” (Mental Health Center Kids, 2023). These activities will take about 30 minutes. Continuing the engagement within the group is very valuable as it keeps the group cohesive in working through the challenges, while gradually overcoming the anxious feelings when taking a test. Building and working on their minds and inner self, strengthens their confidence in knowing they can overcome even the slightest bump in the road.

A 10-minute Break to Unwind:

I will have a quick 10-minute break, by having a quick dance out exercise, by watching 2-3 videos that totals up to 10 minutes. This gives the students a moment to relax, stress, and shake out any anxious feelings they might have due to the 30-minute discussion. It reminds them they are human and need breaks too. I also want them to not feel as if they are getting disciplined in any way. “Get children into the habit of doing fun, short bursts of activity that could set them up for life by improving not just their physical health but also by helping them to develop key life skills” (Educational Journal, 2019).

Applying a Technique:

The last 13-minutes, we regroup, and I discuss with the students on ways they can work with one another, when they are out of the sessions. They can help by prepping for tests, by using study guides, flash cards, index cards, and even pictures that are connected to an event. This not only helps with studying, for all the individuals involved, but it gradually increases self-esteem and confidence in answering the questions. Working together makes the anxiety, and frustrations slowly decrease. This will be a small homework that will be given to them, to see if it helped improve their feelings, or worsen them. It is a hands-on exercise that they can manage amongst themselves outside of the session.

Closing Out:

Finally, we have our closing out piece of the session. I allow for all the children to listen to relaxing music, for the last 5 minutes. I slowly provide them positive words, in a soft tone, as they have their eyes closed, meditating. Reminding them to breathe in the positive feelings and exhale the negative feelings. This is a calming moment for them, before they leave the session.

References

Jones, C. (2011, January 1). Being Me: A Kid’s Guide to Boosting Confidence and Self-Esteem. Booklist, 107(9–10), 78.

Mental Health Center Kids. (2023, September 8). Self-Esteem For Kids – 10 Ways to Build Self-Esteem & Self-Confidence. YouTube. https://youtu.be/5BuHC8wBdBU?si=LSBGKwGh2R21q-iR

Physical activity helps children to deal with life’s challenges. (2019). Education Journal, 383, 10.

Reference

DJ Raphi. (2020, March 9). Cha Cha Slide Dance. [Video]. YouTube. https://youtu.be/I1gMUbEAUFw?si=nVSdGC1fWv0Rys-w

Reference

DJ Raphi. (2025, June 6). The Anxiety Cool Down DJ Raphi/stress relief for kids. [Video]. YouTube. https://youtu.be/2Q8qQoAYE1Y?si=1QbKOxi7MTZhc9LW

Reference

DJ Raphi. (2023, December 21). Head, Shoulders, Knees & Toes - Exercise Song For Kids with DJ Raphi. [Video]. YouTube. https://youtu.be/S2eRNzsAZg4?si=KPaYMzygtOD51eRd

Conduct a recap for the previous sessions, Implement Techniques and Tools, and Building Encouragement.

Welcome:

The students will enter the classroom around 3:15pm. As they are entering, they will walk into a classroom playing jazz music. They will stop at the entrance and write down on an index card how they felt when they began the sessions, and how do they feel now as it is their final session. As they go to their seats, they will observe along the walls, card stock paper with positive words they mentioned, and additional positive words to enhance their self-worth, and remind them they are courageous. Once all the students sit, I begin by reminding the group of the expectations and rules. The confidentiality statement is then provided; to reassure them this is a safe space. I verify with all the students they understand and clarify any confusion prior to proceeding.

Closing Discussion with Questions:

I will have a closing discussion that involve questions. We will go around the room and listen to all responses. I will then ask all the students:

1) How did they feel walking in here today?

2) How did it felt from the first session, decorating their “worry monster”?

3) What did you think about when watching the video of the negative thoughts in session 3?

4) Have you had any changes since focusing on building confidence and positive action words in session 4?

5) Do they feel the sessions gave them helping tools to relax their emotions when preparing to sit and take a test?

These are questions to receive feedback from the students directly, and openly. “Group plans should include specific instructions for the closing phase of each session as well as the closing for the group as a whole to ensure that adequate time is devoted to wrapping up any issues that arise” (Jacobs, 2022).

Wrap Up:

I will have all take a 10-minute break to have refreshments and do one dance out exercise, to the song Happy (DJ Raphi, 2021). This video and song will give them a boost of confidence and a way to appreciate themselves for the accomplishment they achieved. Once that has finished, I will have all give me an exit card to tell me how they will apply these techniques in their lives. I will also give a certificate of courage to each one, because they deserve to be acknowledged throughout their time here in group. I will let them all know before they leave, that my door is always open, and to stop by if they need to talk.

References

DJ Raphi. (2021, September 5, 2021). Happy / DJ Raphi Dance Party / Minions Song. [Video]. YouTube. https://youtu.be/Sj0DF0rRF18?si=mttYLRrHtr1aPZKv

Jacobs, E. & Harvey, W. (2022). Essential skills for leading small groups in schools.  In S.I. Springer, L.J. Moss & C.J. Schimmel (Eds.), A school counselor’s guide to small groups: Coordination, leadership and assessment (2^nd ed., pp.62-66, 68-70). Cognella.

Group Series: Session 5 of 8

Session Synopsis:

This session helps students personalize and apply strategies for managing test anxiety by building a “Coping Toolbox.” Students will select from a variety of tools, practice techniques in session, and reflect on which feel most useful. This session builds on previous learning by emphasizing individual agency and resilience in stressful academic situations.

Session Goal:

To help students recognize and personalize a set of coping strategies they can use to manage test anxiety.

Objectives:

By the end of this session, students will:

• Identify at least 3 coping strategies for managing test-related stress.
  
  

• Create a personal “Coping Toolbox” with tools they can use before and during testing.
  
  

• Practice using 1–2 strategies during the session.
  
  

• Reflect on which tools feel most helpful and why.

  
  

  The emphasis on shared discovery and self-expression aligns with findings that personal growth groups promote engagement, catharsis, and insight when members actively contribute to the session content (Young et al., 2013).

• 
  

Opening Ritual (5 minutes): Check-In Circle – Emoji Feelings Chart

Purpose: Builds emotional literacy, consistency, and connection

• Students choose an emoji that represents their current feeling and explain briefly (or pass if they prefer).
  
  

• Goal Alignment: Supports emotional self-awareness as a foundation for using coping tools.
  
  Purpose: This builds emotional literacy and fosters cohesion, which is critical for engagement in group settings (Young et al., 2013).

  
  

Main Activity (25 minutes): Coping Toolbox Creation + Strategy Practice

1. Discussion Prompt (5 min): “When you’re feeling nervous about a test, what helps you calm down?”

• Chart student responses on the whiteboard (e.g., deep breathing, stress ball, stretching, visualization).
  
  

• Goal Alignment: Activates prior knowledge and promotes group-generated coping strategies.

  
  

• Linking students’ shared ideas helps normalize their experiences and builds group trust (Young et al., 2013).
  
  

2. Create Coping Toolbox (10–12 min):

• Provide students with a paper bag, zip pouch, or envelope labeled “My Coping Toolbox.”
  
  

• Offer printed mini cards of strategies with images (and blank ones for student-created ideas).
  
  

• Students select 4–5 strategies to include in their toolbox.
  
  

• Goal Alignment: Encourages choice and personalization of coping tools.
  
  

3. Practice Coping Tools (8–10 min):

• Choose two coping tools to model and practice (e.g., belly breathing, positive self-talk).
  
  

• Use visual models, scripts, or teacher-led examples.
  
  

• Prompt students to imagine using each strategy during a test.
  
  

• Goal Alignment: Enhances self-efficacy and application of skills in real-life situations.
  
  

Processing & Discussion (5 minutes):

Prompt questions:

• “Which tool do you think you’ll use the most?”
  
  

• “Did anything surprise you about what helped or didn’t?”
  
  

• “Is there a new tool you’re curious to try later?”
  
  

Processing Considerations:

• Normalize different preferences—there’s no “one-size-fits-all” coping tool.
  
  

• Encourage students who selected fewer tools to share why those felt important.
  
  

• Support quieter students with nonverbal options (e.g., drawing, pointing, or writing).
  
  

• Highlight how this toolbox connects to skills practiced in earlier sessions.
  
  

Developmental Considerations:

• Use concrete examples and visual aids.
  
  

• Keep instructions short and step-based.
  
  

• Empower choice by offering multiple tool options.
  
  

• Validate trial-and-error as part of learning new coping strategies.

  
  

• Participation is voluntary, and students can contribute in ways that feel comfortable, which supports group cohesion and safety (Young et al., 2013).
  
  

Closing Ritual (5 minutes): One Word Exit Ticket + Coping Card Draw

• Students share one word that describes how they’re feeling now.
  
  

• Optionally, draw a “coping card” to take home and try before the next session.
  
  

• Purpose: Promotes self-awareness, closure, and continued practice at home.
  
  Reference
  Young, T. L., Reysen, R., Eskridge, T., & Ohrt, J. H. (2013). Personal growth groups: Measuring outcome and evaluating impact. The Journal for Specialists in Group Work, 38(1), 52–67. https://doi.org/10.1080/01933922.2012.745915

Session Overview: This session helps students understand what test anxiety is and how it manifests in their thoughts, bodies, and behaviors. By identifying how anxiety affects them individually, students gain awareness and begin to normalize their experiences. The use of creative expression allows students to reflect on their own emotions in a safe and age-appropriate way. Understanding test anxiety at a young age fosters emotional regulation and resilience, equipping students with tools to manage academic pressure more effectively. Research highlights that unaddressed test anxiety can hinder working memory and performance outcomes, particularly in evaluative situations (Cassady, 2010). Early interventions like this session not only normalize stress responses but also enhance students' self-efficacy and sense of control in testing environments.

Session Goal: To help students recognize and understand how test anxiety shows up emotionally, physically, and behaviorally.

Objectives: By the end of this session, students will:

• Identify at least 3 signs of test anxiety in themselves or others.

• Recognize that test anxiety is a common and manageable condition.

• Reflect on personal experiences with test-related stress.

• Express their anxiety creatively through drawing.

  
  

Opening Ritual (5 minutes): Feelings Wheel Check-In Purpose: Builds emotional literacy, consistency, and safety.

• Students point to a color or zone on the “Feelings Wheel” that reflects how they’re feeling today.

• Prompt: “How are you feeling about school or any upcoming tests this week?”

• Brief recap of last session to anchor students in the group process.

  
  

Goal Alignment: Emotional check-ins support emotional regulation and build routine, safety, and trust in the group.

Main Activity (25 minutes): Understanding and Drawing Test Anxiety

1. Psychoeducation Discussion (5–7 min):

   • Introduce the idea that test anxiety can show up in our minds, bodies, and behaviors.

   • Use simple examples: “Your tummy might hurt, your hands might shake, or your brain might feel stuck.”

   • Share 3 main categories:

     • Emotional (e.g., nervous, worried, scared)

     • Physical (e.g., sweaty palms, stomachaches, shaky hands)

     • Behavioral (e.g., avoiding work, rushing through questions)

   • Optional video: What is Anxiety? - Therapist Aid

   • Video can play in the background while students are working on their "Test Anxiety Monster."

2. Creative Expression: Test Anxiety Monster Drawing (15 min):

   • Students draw their “Test Anxiety Monster” using art materials.

   • Prompt: “If your test anxiety were a monster, what would it look like? Where would it show up in your body?”

   • On the back of the drawing, students can write or dictate what their monster says or feels.

Goal Alignment: Creative exercises foster self-awareness and provide students with a safe outlet to externalize difficult emotions.

Processing & Discussion (5 minutes):

• Students can share their monster (if they want) or describe one part of it.

• Processing Questions:

  • “What does your monster do when it shows up?”

  • “Did anyone else draw something similar?”

  • “What do you wish you could say to your monster?”

Developmental Considerations:

• Use visual aids and concrete prompts.

• Allow multiple options for participation (drawing, sharing, passing).

• Normalize all responses and emphasize safety.

Closing Ritual (5 minutes): Group Breathing + Affirmation

• The group chooses from the breathing chart which breathing technique they would like to do together.

• End with group affirmation: “I am calm. I am strong. I can handle hard things.”

_References:

Cassady, J. C. (2010). Test anxiety: Contemporary theories and implications for learning. Anxiety in schools: The causes, consequences, and solutions for academic anxieties, 2, 7-26.

Understood. (2024). Stress and anxiety. https://www.understood.org/en/topics/stress-and-anxiety

Therapist Aid. (2020, June 9). What is anxiety? [Video]. YouTube. https://www.youtube.com/watch?v=XfcZ0McM-RI

Reference:
Mental Health Center Kids. (n.d.). Breathing exercises for kids. Retrieved from https://mentalhealthcenterkids.com/products/breathing-exercises

Reference:
Counselor Chelsey. (n.d.). Test anxiety tips for kids. Retrieved from https://www.counselorchelsey.com/blog/testanxietytips

Reference:
Mental Health Center Kids. (n.d.). Emotion wheel for kids. Retrieved from https://mentalhealthcenterkids.com/blogs/articles/emotion-wheel-for-kids

Opening Ritual: Welcome and Check In

· Greet students

· Check in with students with a quick prompt: “How do tests make you feel?” Go around the room and allow each student to answer using one word. Emphasize that the way each of them feels about testing is okay, helping to normalize test anxiety.

Teaching Test-Taking Strategies

· Divide the teaching section into three categories: before, during, and after the test. Discuss strategies for each different stage of test taking.

· Before the test:

-Adequate sleep

- Eat breakfast

-Positive Thoughts: “I’m ready for this test.”

· During the test:

-Read directions twice

-Underline key words

-Eliminate wrong answers

-Don’t rush!

-Skip and come back- if you get stuck, skip the question and come back to it later

· After the test

-Review (if you have time)

-Utilizing calming breaths

-Positive Thoughts (“I worked hard on this test and tried my best.”)

Group Activity: Mock Tests

·      Provide students with a short mock test with multiple-choice and open-ended questions. Practicing both kinds of test questions ensures students have strategies for both types! The quiz should be no more than five questions.

·      Encourage students to complete the quiz using the strategies discussed (skipping, elimination, underlining, breathing, reviewing answers).

·      After students complete their mock test, demonstrate how each strategy can be used.

· Students share which strategy worked best for them.

Closing Ritual: Processing Questions

·      What is your favorite test-taking strategy?

·      What is one positive thought you can use on test day?

·      On a scale of 1-5, how confident do you feel using test-taking strategies?

References

Dodeen, H. M., Abdelfattah, F., & Alshumrani, S. (2014). Test-Taking Skills of Secondary Students: The Relationship with Motivation, Attitudes, Anxiety and Attitudes towards Tests. South African Journal of Education, 34(2).

4 things you can teach kids to help them overcome anxiety. (n.d). Counselor Chelsey.

Reference:

Sanford Health. (n.d.). My keep cool cards: Printable coping strategy cards for kids. Sanford Fit. https://fit.sanfordhealth.org/resources/my-keep-cool-cards-printable-coping-strategy-cards-for-kids