HOW TO HELP TEENS with Exam Stress With Trauma-Informed Strategies | #TRIBE Talk - Ep. 27

In this episode of TRIBE Talk, we explore how exam stress can impact teenagers, particularly those with trauma histories, and why some young people experience exams as overwhelming, threatening, or emotionally intense. We unpack how pressure, fear of failure, and high expectations can activate stress responses, making it harder for teens to concentrate, retain information, and perform at their best.

Using a trauma-informed lens, this episode focuses on practical, effective ways adults can support teenagers through exam periods. We discuss how to reduce pressure while still encouraging success. Whether you are a parent, carer, or professional, this episode offers clear strategies to help teens feel more in control, supported, and able to navigate exam stress with confidence.

Episode Highlights:

• Why exam stress can feel overwhelming for some teenagers
• The role of pressure, expectations, and fear of failure
• Practical trauma-informed strategies to support
• How to balance support with maintaining expectations
• Creating environments that reduce stress and increase confidence

Transcript

SPEAKER_00 0:00

Hi everyone, welcome to Tribe Talk. You're here with Rachel Evans and Laura Neal and today we're talking about reducing exam stress with trauma-informed care.

SPEAKER_01 0:08

Welcome to Tribe Talk, the space for parents, carers and practitioners to explore trauma-informed care in practice.

SPEAKER_02 0:22

For many children, exams can feel really stressful, but for children who've experienced trauma, it can lead to huge emotional outbursts or more stress than it can for other children at times. So we're going to discuss that today and also what parents, carers, and professionals can do to help.

SPEAKER_00 0:39

So we're heading out of really the Easter break where exam time is upon us really. So there's GCSEs, there's A levels that children would have maybe already started revising, but you know, exam period is coming um soon, and children will start thinking about revision, start thinking about exams, the pressure of their grades, doing well, what that will mean, getting maybe their options into college and university, what that will look like. So it's it's a busy time for children.

SPEAKER_02 1:15

Yeah, really busy. And um I have two children, as you know, Rachel. And the the oldest one, she's quite academic, she doesn't worry too much about exams, but my younger one really isn't academic and doesn't like exams too much. And um, so with the older one, I didn't really notice the pressure of exam time too much because she just went with it. But the pressure is really piling on for my younger daughter, so she's about to go into do her GCSEs, but there's this huge expectation around revision, how long you should be spending revising, what you should be doing, what grades you should be getting, um, and that is having huge pressures on her, um, as I can imagine it is with so many children.

SPEAKER_00 1:58

Yeah, and I think schools do a lot more as well, don't they? In class, maybe out outside of um school hours, where it's like revision time and we are doing these papers, and it is just the pressure, isn't it, of um what it will mean if I get an A versus if I get an E. Is my life over? And so you've got that side of things, but what we see more often with our children that we support that a care experienced, just getting into an exam room can be really daunting. Yeah. Um, so pressure aside, it's the sitting an exam, that experience is often really overwhelming for them.

SPEAKER_02 2:40

Yeah. I think in terms of that actually, just thinking of the whole environment and setup for an exam, it's usually a bigger room. Yeah, there's lots of young people in there. The expectation is you need to sit still for a certain amount of time. Um, you're not always allowed to have breaks or like movement breaks. Uh so the pressure is huge, like far the adapt adaptations we would make in everyday life for our children, knowing that they have difficulties, are not always available around exam time.

SPEAKER_00 3:07

No. And I think for some bow children, some of the difficulties maybe that they might be experiencing fly under the radar. So when you are talking about things such as um additional time or being able to sit and exam in a different room, like all of those adaptations that might be possible, might not even be flagged for those children yet because it hasn't presented itself as an issue. Um, so for parents and carers, trying to support them during that time when we we're not even sure what types of support is gonna be needed for them because lots of these difficulties are kind of hidden. Yeah.

SPEAKER_02 3:44

I think also when you particularly when you get to older levels, so GCSEA level, um, there's an expectation that they advocate for themselves as well. So if they're not able to advocate for themselves, they're in the difficulty of well, who's gonna ask for these adaptations that I need.

SPEAKER_00 3:58

Yeah, but like you said, it's an exam room filled with lots of other children, you've you've got to sit for two hours or more. I don't know how long exams are these days, but it's a long time. Um, yeah, sit, concentrate, then it's like the recall then of you know everything that that you have revised. The the pressure to kind of execute and perform is is massive then. Um and it is like a high, even a higher expectation on our children that that our care experienced. Um and often, especially on GSE time, there is like multiple exams a day, yeah, and that goes on for months. Um so it's really tricky, isn't it? It's a really tricky time for any child, but particularly with like you said, children that have more emotional needs, they are unable to sit and concentrate, you've got all of that factored in, yeah.

SPEAKER_02 4:53

Just exasperates the problem. Really tricky, and I think there's also a lot of peer pressure at times as well, um, to be as good as your peers are, and um then I think almost the instinct to run away if uh if you feel like oh well I can't meet that expectation.

SPEAKER_00 5:08

Yeah, so I'm not gonna do it.

SPEAKER_02 5:09

I'm not gonna do it. You're not gonna be in that room. Yeah.

SPEAKER_00 5:13

Another thing that we were gonna discuss as well is um alongside that, that like escape and and avoidance type responses, parents and carers might see children complain of more like physical symptoms to get out of of you know doing an exam, so I've got a stomachache, I've got a headache, I can't go into school today, and um it's it's you might experience a bit of that as well.

SPEAKER_02 5:39

Um now that you said that it's a reminder last week I was in a meeting with a parent in a school, and the school asked the parent, has he got a bad leg this week? Oh right, because the child had come into school with a bad leg because he didn't want to go to a certain lesson, so it's things like that because the parent was, no, he hasn't got a bad leg. So these manifestations that might happen in school but not at home because um because they don't want to go to an exam.

SPEAKER_00 6:05

Yes, yeah. I mean, imaginative, but you might see so if if um professionals and families are kind of working together, that child that would have been perfect for that child. Yeah, God out the maths or whatever that was. So he didn't yeah, you didn't have to go to that lesson. I just complain of a bad leg.

SPEAKER_02 6:25

Um so I do think it can also have other effects at home. So with um your child's mood, for example, they might um you might see more mood swings, more um lashing out or back chatting at you as a parent. Um, and then I think sleep can be an issue as well. So maybe they're not sleeping as well as they used to be. Um, and particularly with our teenagers today, they're on their phones, they're on their game system. So I think being really mindful that they might be on there longer than you plan for them to be on there. Um, so probably providing more support and reassurance around this time and more check-ins because I think you said about things earlier flying under the radar. I think maybe this is where it can fly under the radar at home. You might be seeing those outbursts, but actually, there's a lot more going on inside with in with anxiety and how they're feeling.

SPEAKER_00 7:16

They're two really good points because even just with like the mood swings and things, yeah, parents and carers might already be experiencing that frequently, say, throughout the week, where there's bursts of behaviour that you know, but that might be presented with a higher intensity or happening more frequently because you have this underlying um demand, I suppose, of exam time. Um, so it might just during this time, you might see a bit more of it, and a bit more of like those testing behaviours where um children are like pushing boundaries a little a little bit more because it's just that an uneasiness around around that time. Um, and you mentioned about um like gaming and on their phones, and they're highly preferred things to teenagers, aren't they? Where they might spend a lot of time doing doing that, but when it comes to exam periods, like parents and carers' expectations on their child then would be okay, we need to monitor and have have some more um constraints around that. Like you can have phone time at this time, but you've got to put some time into revision, and then you're taking a child away from something of that highly preferred activity, which again might then cause some bursts of behaviour. It's so hard, so many things. Now you mention it, like there's so many things you know, to that could happen at home, isn't it?

SPEAKER_02 8:43

Yeah, I think there's so many things. So one of the things I'm navigating at the moment with my daughter is when she's revising, she wants to revise as a group with her friends. Now I know if they're all on their phone, they're not really revising. So um it's it's trying to get that balance of uh well, I have to be with my friends because they help me, and they do sometimes have conversations around things they should be looking at. Um, but other times they're just distracting each other, so yeah, so it's little things like that, and you think, oh, okay, we've set this time aside for revision, we've made it all manageable, which we'll come on to how to do that in a moment, but um then it kind of gets manipulated in this this way where actually no revision takes place anyway.

SPEAKER_00 9:26

Yeah, that's really interesting, Laura. And like y'all speaking from experience of having teenage girls, I got a little valued too, so I'm like, I got all this to come. But how and then we leave questions towards the end, but how do you navigate that, you know, with trying to not be too much, let's just say, in quotation marks, like a pushy parent, to like be pushing revision and um and then balancing that with I gotta give them the benefit of the doubt, they are revising with peers, but is that too much of a distraction? Like that is a really tricky thing to navigate, isn't it?

SPEAKER_02 9:58

With that in particular, um, I think it's having a balance, so um being firm on okay, this is when you do revise with peers, this is when you've got some time on your own, um, and you're sitting down and we're doing some work together. Yeah, yeah. It's hard, isn't it? Yeah, particularly with teenagers, because when they don't agree, they'll say.

SPEAKER_00 10:18

Yeah, and they'll say they're revising when they're not, and I just think of back it to m my experience of revision, and I know we've spoken about this before, but I'm a person that needs to revise and I need to put the time in, otherwise I'm not gonna I'm not gonna get the the you know what I want. But you've got other people that don't need to, you know, put that much effort in and they come out with you know A stars and things. So it is yeah, it's hard finding that balance between what does your child actually need to, you know, you want to reach make sure that they're reaching that their full potential, don't you? And you know what they're capable of. So you want to, you know, you want to protect them, don't you want to make sure that they do well, definitely.

SPEAKER_02 10:59

I think as well for our children who've experienced trauma, they are often in the position where there's so much going on in their life that means they're not in the academic position that they would have been if they'd have had a different starting life. So um there is pressure for all children when um when there's exams during exam period, but for children who've experienced trauma, they've often missed out on so much education, yeah, so much school, not only school, but also on those fundamental skills that help you be able to learn. So, like the ability to concentrate, the ability to create a schedule for when you want to learn, the ability to read or write sometimes as well. So it might be that they can read and write, but not as fluently as another child, for example. There's so many things going on, and that really puts the pressure on as well.

SPEAKER_00 11:48

Yeah, because they're starting um at a different point to their peers anyway, and like you said earlier, that can kind of manifest into this give give up before you even try your attitude. Like, what is the point? Yeah.

SPEAKER_02 12:04

Which I think is where many of our children come from is they're well, no, I'm not gonna do that exam.

SPEAKER_00 12:10

Yeah.

SPEAKER_02 12:10

Yeah, so just getting them there is a win.

SPEAKER_00 12:13

Yeah. And there's other things as well. We have touched on just um in terms of like their emotional development as well, and being able to understand things such as I'm feeling really worried, yeah, and being able to pinpoint like what is causing that worry, how do I manage through that? Um, have I got those those skills to be able to regulate in those moments? And how if I if I'm feeling nervous by walking into that situation, how am I regulating? Some of our children don't have those basics and need a lot of support um with those things because they can't even differentiate their emotions, coupled with all those things that you've just spoken about, and you've you've given the analogy in other podcasts where all these things are just layering on top of one another, and something like you know, that happens year on year. It's quite typical for teenagers to go through an exam, becomes a much bigger thing for our children. And you know, it's our jobs then to be advocating for the right type of support. What is gonna make it easier for them to be able to access you know the the exam in the first place? And where is their route in terms of career or or further education, you know, what what do they want to do and helping you know guide and um in in their decisions then around that? Yeah. So Rachel, where would you start?

SPEAKER_02 13:42

So if we think about um what we I think start the put a good starting point is how do we even get them into an exam in the first place? Um so if you were setting up an environment to help a child actually attend an exam, what would be the things you'd look at?

SPEAKER_00 13:57

Yeah, I I think we talk a lot and we about consistency, predictability, reliability, and that is with anything that we talk about, but like particularly for exams, is just creating that exam environment really, um, where there's plenty of like practice opportunities, there's um like you might you could set your dining room out, isn't it? Where like we're gonna do a practice paper, a couple of questions, you could break that down for them to start, but you building on it, um having you know sit in silence and be able to come complete an exam um paper, but just creating the environment really so they know what is what to be expected, because it is kind of alien until you've actually gone into it. And our children will need a lot of prep um and a lot of guidance to know what are the expectations on me in that exam. Um, what is it gonna look like? How long am I gonna be in there for? Yeah, what do I do once I've you know, because lots of the advice is go through, take take your time on each question, go back and and check your answers, and you want to be teaching those types of skills as well for those children that that are gonna access, you know, more of like um a paper like that. Um so yeah, plenty of practice. Yeah, something you want to add to that.

SPEAKER_02 15:18

So would you would you um recommend that schools kind of set the exam room up beforehand so that the child can go in, they can have a look, they can become more familiar, have a go at sitting there, um, maybe do a little practice in the actual space so it's not a brand new space that they're going into on the day.

SPEAKER_00 15:33

Absolutely, if schools can do that, and they usually have these exam rooms set out for weeks, don't they? And um because there might be um exam vigilators who are external sometimes to the school. So even just telling children there's gonna be two different people in that you're not gonna be familiar with, just things like that.

SPEAKER_02 15:52

That that is actually huge, isn't it, for children who've experienced trauma because they're so hyper-vigilant, they are will absolutely clock those people as soon as they come in. And be thinking, well, who are they? Why are they sitting here? And a bit, why are they watching me? Yeah, it will be they're here for me, why are they watching me? Yeah. Um and they won't think, oh well, they could be here for everybody else, or to check that everything's going okay.

unknown 16:14

Yeah.

SPEAKER_02 16:14

Why are they here? Why are they watching me?

SPEAKER_00 16:16

Yeah. And I I bet the schools will have times in in their day, maybe, especially coming up um to the exam, having time for like practice papers and doing it as a group. Um, but again, like that's just another practice opportunity and the feeling of exam conditions of you know what what to expect. Um, but it might be that your child um does need to complete their exam in a different room, maybe by themselves or with a smaller cohort, so it creates like more of a quieter environment, or uh they can have some more breaks, whatever you know you they're entitled to, we should advocate for that as well. Maybe that's a bit more time. Um, but yeah, the more practice, the more predictable we can make that um that situation the more successful they're gonna get from start to finish, at least. Yeah, definitely. That won't predict um great outcomes, but at least they've got that sense of achievement of being able to complete that exam. Yeah. Yeah.

SPEAKER_02 17:21

Um so I I've got a couple of pointers that I've learnt over the last few months of dealing with lots of teenage exam stress. Um so I think that the first one is always to acknowledge that anxiety. Yeah, definitely. Um, talk about it, talk about where it might be coming from, um, why it might feel overwhelming. Um, try and help your young person break that down so it can seem more manageable. Uh, so maybe into smaller chunks. Okay, well, let's not think about the big picture and how many exams you've got. Let's just think about this one, or which ones do you feel confident about or can you do well in? And it might be subjects that don't have exams at all. Yeah. Um, so things like drama, product design, they have smaller exams, they have more practical work. Um, so focusing on those to begin with. Um, so something that really helped my daughter was going through what the expectations were. So I think she was very concerned that all of the expectations would be you've got to get A grades in this. So we looked at her exams and we said, or her subjects and said, Okay, well, which ones are you really good at? What do you think you're gonna get in those? Well, that's okay. And what what ones are you gonna struggle a little bit more with? Um, and sat a lower expectation. So she doesn't think she's got to ace all of these exams. I'm gonna fail if I don't get an A. Because that that is some carman, isn't it? For all children to get A stars and A's. Yeah. And it is one of the things that we always say within behavioural science is make it an achievable expectation. So um make it more maybe more achievable than than it than you would normally, so that they exceed the expectation then. So make it very achievable so they can exceed it.

SPEAKER_00 19:05

Yeah, yeah. I I think what you said about just like acknowledging that there's anxiety and having those conversations, like you said, because it's it's like going in for an interview, isn't it? Like everybody knows, like they're gonna there's gonna be nerves. Yeah, and it's the same for exams, like your child's not gonna be the only person with nerves, like everybody is gonna have that. So so say, like what you're feeling right now is completely normal, and it's okay, it's not a nice feeling to sit with, but I can help you manage through that, and we can practice different techniques to do that, but it's yeah, completely normal to feel like that, and and going through, like you said, the expectations of you know, it doesn't you don't have to get A's, like success is an A's. You can go on to do what you want to do with the grades that you get. Yeah, it's not the be be all and end all. I do remember that in school, thinking that if I don't do well in my GCSEs, that is it, that's my life over.

SPEAKER_02 20:02

That's that is massive pressure for children, particularly not these days, and particularly when um lots of children are more focused on non-academic subjects and the things they can they can do that don't involve academics. So um sometimes, particularly with GCSEs, you've got to get through them and then you move on and start doing the things that you want to do more of. Yeah. So the other thing I was going to mention is if if you do need to support your child to revise, then I would start really small. So make the expectation to revise for a very short period on their own. Make it as easy as possible. So that might be setting the environment up, it might be sitting there and helping them, um, it might be getting someone else to help them if it's a topic that you're not very good at. Yeah. Um, but just keep the expectation really small. So it might be to revise for just like 10-20 minutes initially or go over some information. Um, always use reinforcement. So we love reinforcement, so set up reinforcement for after the revision time, so 10 minutes of revision time, and then we can watch this program on TV, or and then we can um go and do this activity together. So always set the reinforcement up for after you've done the revision. Um, and also if you've got a schedule, so you if you're setting a schedule up, making it really realistic, putting reinforcement in there, making sure that you stick to the schedule. Because I think as soon as you say, Oh, well, don't worry about it, we won't do it today. The next time you're gonna get more pushback and more pushback. So make it really manageable. Um, build it, you can build it up over time. So you might do 10 minutes and then you might do 20 minutes and increase it depending on how long they need to look at certain subjects for. Um, and also if you're just starting out, start with the easier topics as well.

SPEAKER_00 21:47

Yeah, some of the easy or the ones they enjoy the most. Yeah. Um, the ones that they get the most reinforcement from, because at least you can build a little bit of momentum then and okay, we'll we'll try something a little bit more difficult, you know, tomorrow or something that you done. Enjoy and we'll just do 20 minutes of that. Yeah.

SPEAKER_02 22:02

Or do if you so say you, for example, you're revising for half an hour, what I find quite helpful is to do 20 minutes of the subjects which are more enjoyable and then 10 minutes of that more difficult subject.

SPEAKER_00 22:14

Yeah, that that's a good idea. But you're just starting to get that schedule going and interspersing rev revision time into their typical evening routine where they've come home from school, you know, they've had a long day, but they're having a pick up books then it's Yeah.

SPEAKER_02 22:30

I also do find timers helpful as well, particularly if you want them to revise for a specific amount of time and where they can see it counting down, or if it's a sand timer, they can see the sand disappearing, so they can see the timers go in and there's an end to this.

SPEAKER_00 22:44

Yeah, yeah. And just think about GCSEs, you're just starting out really with exams. Like if you do go on to do college um or university, like some of our children do, you know, we've supported children to go to university. At this point, doing GCSEs, you're learning your revision, um what's the word? How you revise? How you revise, yeah, and what works for you. Like um, just like when I was revising, I had I put like a lot of reinforcement in in terms of like I'll revise this and then I'll watch this, like this short TV programme. It was Poirot, I know that is like very niche. But when when was this?

SPEAKER_02 23:22

Was that this when you were revising for GCSE or college?

SPEAKER_00 23:25

So before you were a behaviour analyst, yeah, yeah. Um and then but I was just like learning, and like I suppose like my revision type of style, but I know lots of the guys here like to have like some background, like mindful music when you know some children might like that, you know.

SPEAKER_02 23:42

You've got to learn what you what you like and what you work with. Um yeah, because music is something I can't revise at all if there's any music on, I gotta silence. So um, but other people like music, and um it's very interesting. One of the things that they don't teach you in school really is how to revise. No, and I didn't know that I didn't know how to revise until I started studying behaviour analysis, and it was only at that point, and at that point I had um two degrees, a diploma, and then all the ones below it as well. Yeah, so um, and it was only at that point I thought, oh, okay, this is how you revise, because they actually taught you how to revise on that course.

SPEAKER_00 24:22

Am I missing a trick, yeah? Like, how am I putting in so many hours of revision? Yeah, and my peers are not doing as much, but I know I have to put in that much revision. Am I missing a trick? And I know people like mine is like writing everything down, reading, writing it down, and it is kind of wrote, that is how I revise. But you've got you've got to help your child figure out what works for them, yeah. And when you're um like pairing that then with reinforcement that follows, um it's it's gonna it's just like a short-term thing, isn't it? But it makes it a bit more manageable and um teaches a little bit of like yeah, self-control, I suppose, around the technology, they say, yeah.

SPEAKER_02 25:06

Um well technology is the big one that we have to have self-control over if we're going to actually revise these days. So easy to pick up your phone, isn't it? Well, quite often your revision will be on your phone as well, so um it yeah, you can suddenly be on TikTok or something else and half hours gone. So yeah.

SPEAKER_00 25:24

But yeah, for our children, then maybe that are a bit older, like for something like that. I know that people, um, maybe young people that I've supported have like those boundaries already set in your phone, where there's like certain apps you can access for a certain amount of time and when you're when you're advising. So technology can help, but it's it's just being able to work with it so it doesn't become it doesn't become too much of a distraction. Um and then what I was gonna say, we we've kind of touched on a lore, but like reframing what success is, like my experience of like GCSEs are the be all and end all, like it's gonna make or break my life. That wasn't the case. I actually went into something completely different to what I was going to. Um so just reframe success, like in your example with your daughter, eight and A stars, you know, it doesn't it doesn't differentiate so much from like the other children that are getting B's or C's. It might just mean you go into a different university or something, but it doesn't change the trajectory of your life. And for our children especially, it's it's not so much getting the best grades, it's like you've done that, and we know what track that you're on, whether you want to go it to college to do like a vocational course, or you do want to go down the route of of A levels, um, you're having those conversations and you're planning what what their path is. Um so yeah, reframe that that success is because there will be a lot of chat about A stars, A's, and all of that, and it doesn't need to look like that. You can still be absolutely successful without that, yeah.

SPEAKER_02 27:14

I think on that note as well is to recognise so for some of our foster carers, for example, they might have two children in their home that are doing exams at the same time, or if you're a parent, you might have siblings, yeah. Um recognising the difference between the two or three children and the pressures that they can put on each other in terms of expectations as well, yeah. And making it okay for everything that everybody receives.

SPEAKER_00 27:43

Because they'll be so different, yeah. Um, and they'll need different supports um and based on their own experiences might have a lot to say about how the next child should revise and do and hundred percent.

SPEAKER_02 27:57

I have that in my house where my oldest child tells my younger one how to revise all the time and they're just Howdy Sox up, you need to do more revival.

SPEAKER_00 28:04

You need to be doing more of this. You're gonna fail. Um but yeah, success could look can look so different, and I think that's important. It just relieves a lot of the pressure as well for for our children. So we're coming to the end now, so we'll just um finish up with a question from a carer. So Laura, what would your advice be if um if um a child, your child was refusing to attend any exams?

SPEAKER_02 28:32

Okay, yeah. Um I I think this is probably something that carers and parents come across often. Yeah, because we work with children that refuse to go to school immediately. Yeah, so they might be refusing any exams. Um so I think the first thing I'd do would be to do a bit of an analysis myself on the situation. Um, so is it realistic that they're going to be able to get to exams and do exams? So if uh we're talking about a child who hasn't been in school at all for the last year, um has refused education, expecting them to be able to sit anything is probably not realistic at all. Um but if you've got a child who sporadically misses school, doesn't like it too much, does get there, can try their best at times, but at other times it's just too overwhelming. Um you might be in a situation where you're thinking, well, I know they could do okay if they did them and I want them to do them.

SPEAKER_00 29:31

Yeah.

SPEAKER_02 29:32

Um, so I think in those circumstances, I would pick the exams that are most important. So those might be the ones that are most important to them and the ones that they are going to be able to achieve in. It might be that there's a particular subject that they actually find it difficult, but they're going to need it for their future career path. Yeah. Um, but I would pick a smaller number and just focus on those instead of focusing on on all of them. All of them, yeah. So it might be that they only do two or three, but they actually then get a couple of qualifications that they can they've got behind them for any future career that they've that they want to pursue then. Yeah. Yeah.

SPEAKER_00 30:14

Yeah, great. Yeah, breaking it down, isn't it? Yeah, such a b especially GCSEs, there's loads of exams which go on from I think April to June sometimes, depending on what that is. So there's a lot. So yeah, especially for some of the children that we support, they don't tend to go to school a lot. Yeah. Or skip lessons. So yeah. So we've come to the end of a podcast. We've covered quite a lot of ground in terms of what to expect really, um, when when exam periods come along. Um, they might be based off behaviour. We know how to support our child our children through that, and then just some tips. Um, always think about where where you can use reinforcement, you know, to support revision, and how you can support your your child through that through that exam time with a lot of prep preparation, um showing them what what to expect in terms of that that exam um time. But it's it's normal, it's it's a really difficult time for our children, and um yeah, we just gotta support them through that process.

SPEAKER_02 31:21

So, thank you everybody for joining us today. If you've enjoyed this podcast, then please make sure you subscribe to Tri Talk for more trauma informed care in practice.