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Test Anxiety Prevention and Intervention Programs in Schools: Program Development and Rationale

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Abstract

This paper (a) discusses the need for anxiety-focused prevention and intervention efforts, (b) discusses test anxiety interventions as an avenue toward building school partnerships to conduct anxiety-focused prevention and intervention efforts, and (c) provides a brief description of the University of New Orleans test anxiety program model and previously published findings. This paper also presents new data in support of our rationale from one of our screening assessments to highlight the linkages between test anxiety and anxiety problems more broadly and presents a brief summary of initial acceptability data. Data indicate that test anxiety was related to symptoms of anxiety disorders and depression. Moreover, among an initial wave of (n = 59) participants in a new intervention study, acceptability data are promising. For example, 96% indicating they were glad they participated and 70% of students showed substantial knowledge (at least 80% correct) of intervention content. Results are discussed in terms of how the data provide evidence for the importance of targeting test anxiety, future research directions, and applied implications.

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Notes

  1. It is important to note that we do not believe that the test anxiety intervention discussed here should be a first-line intervention for severe anxiety disorders such as PTSD in youth. Intensive multimodal CBT interventions are the most promising in this regard (e.g., see Feeney, Treadwell, Foa, & March, 2004; La Greca & Silverman, 2006). Our goal was to help students excel in school by trying to reduce test anxiety among youth already dealing with much stress and anxiety. Students with severe problems were referred for further evaluation and treatment (see Fig. 1). The point is that the intervention may be used in difficult circumstances and among high risk groups, not that it should be used to treat severe distress.

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Acknowledgments

This research discussed in this article was made possible by grants from the National Institute of Mental Health (MH067572), UNO Investing in Research Excellence, and Institute of Mental Hygiene to Carl Weems. The author would like to acknowledge Reshelle C. Marino, Shannon L. Verrett, & Darlene M. Brown for their collaboration on the projects discussed.

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Authors and Affiliations

  1. Department of Psychology, University of New Orleans, New Orleans, LA, 70148, USA

    Carl F. Weems, Brandon G. Scott, Leslie K. Taylor & Melinda F. Cannon

  2. Department of Education, University of New Orleans, New Orleans, LA, USA

    Dawn M. Romano, Andre M. Perry & Vera Triplett

Authors
  1. Carl F. Weems
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  2. Brandon G. Scott
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  3. Leslie K. Taylor
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  4. Melinda F. Cannon
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  5. Dawn M. Romano
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  6. Andre M. Perry
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  7. Vera Triplett
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Correspondence to Carl F. Weems.

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Weems, C.F., Scott, B.G., Taylor, L.K. et al. Test Anxiety Prevention and Intervention Programs in Schools: Program Development and Rationale. School Mental Health 2, 62–71 (2010). https://doi.org/10.1007/s12310-010-9032-7

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