Every May, Year 6 classrooms across England shift into a familiar rhythm. Revision guides appear. Practice papers are handed out. And for many 10 and 11-year-olds, something else arrives too: a creeping sense of dread.
SATs, the statutory Key Stage 2 national curriculum assessments, are an important and entirely manageable milestone. But the way they are discussed, framed, and prepared for can make an enormous difference to whether pupils walk into that exam room feeling ready or overwhelmed.
We’ve put together some practical strategies for schools and educators, rooted in evidence and drawing on guidance from the Department for Education, the NHS, YoungMinds, and leading education researchers. The goal is straightforward: every child deserves to sit their SATs feeling calm, capable, and prepared.
Understanding the Assessment: What SATs Actually Are
Before schools can effectively reduce pupil anxiety, it helps to be clear — with pupils, parents, and staff — about what SATs are for and what they involve.
Key Stage 2 SATs are statutory national curriculum assessments administered at the end of Year 6. According to the Department for Education’s Education Hub, they serve two purposes: measuring school performance and helping ensure individual pupils are appropriately supported as they move into secondary school.
| Date | Activity |
|---|---|
| Monday 11th May 2026 |
English: Grammar, Punctuation & Spelling — Paper 1 English: Grammar, Punctuation & Spelling — Paper 2 |
| Tuesday 12th May 2026 | English: Reading |
| Wednesday 13th May 2026 |
Maths: Arithmetic - Paper 1 Maths: Reasoning - Paper 2 |
| Thursday | Maths: Reasoning - Paper 3 |
Crucially, there is no pass or fail. Results are reported as a scaled score, where 100 represents the expected standard. A score below 100 does not mean a child has failed, it indicates areas where they may benefit from additional support. Writing and science are not formally tested; these are assessed through teacher judgement.
Key Framing Point
Reminding pupils and parents that SATs measure school performance, not a child’s worth, intelligence, or future prospects, is one of the most powerful anxiety-reducing interventions available.
Why Pupils Feel Anxious
Exam anxiety in primary-age children is well-documented. A survey by the National Union of Teachers found that 76% of primary school teachers observed stress-related symptoms in pupils during the SATs period. Academic research from the University of Bath and others has found that SATs can create genuine tension and worry in the Year 6 cohort, particularly as pupils internalise the significance of the tests even when adults try to keep things calm.
The NHS notes that while it is entirely normal for children to feel anxious before exams, anxiety becomes a problem when it is very strong, is getting worse, and starts to interfere with day-to-day life.
Signs of significant anxiety to watch for include:
- Complaints of stomachaches, headaches, or difficulty sleeping
- Withdrawal from friends or activities they normally enjoy
- Increased irritability, tearfulness, or emotional volatility
- Using catastrophising language: “I can’t do this”, “I’m going to fail”, “I’m stupid”
- Reluctance or refusal to attend school
- Difficulty concentrating or a sudden drop in everyday performance
Research consistently shows that emotional state during testing significantly affects cognitive retrieval. A pupil who is anxious is less able to access what they genuinely know. Supporting pupil wellbeing before and during SATs week is therefore not separate from academic preparation, it is part of it.
A Whole-School Approach to Wellbeing
The most effective support for pupils during SATs is built across the whole school year, not just in the final few weeks. The Anna Freud Centre’s Mentally Healthy Schools resource (quality-assured and recommended by NHS guidance) advises that positive mental health should be embedded from the foundation years, with schools creating a culture where staff are trained to recognise warning signs and pupils feel able to talk openly.
Train staff to spot early signs
Ensure all Year 6 teaching staff and pastoral leads can identify signs of anxiety and know the referral pathways.
PSHE and wellbeing
Use PSHE sessions to introduce practical ways to manage anxiety and stay calm early in the year, so pupils are prepared before exam pressure builds in May.
Maintain the broader curriculum
Schools that maintain PE, music, art, and other subjects in the run-up to SATs report lower anxiety levels.
Classroom Strategies That Build Confidence
The final weeks before SATs should shift the emphasis from filling knowledge gaps to building confidence. By this stage, most Year 6 teachers have a clear picture of academic ability, what is needed now is helping pupils trust what they already know.
Familiarise SATs-styled questions
Practice papers are among the most effective revision tools available, and they are freely available from GOV.UK. But how you use them matters. Introduce SATs-style questions throughout Year 6, normalising the format early so it feels familiar rather than frightening by May. Experts advise against making every session a high-pressure simulation: short, focused tasks and opportunities for pupils to explain their thinking aloud can build engagement and confidence without the stress of timed conditions.
Focus on the process
Pupils who feel they must always be correct are more likely to freeze under pressure. Classroom cultures that celebrate effort, curiosity, and resilience, rather than only correct answers, are better preparation for test conditions. The Learning Behaviour Questions (LbQ) approach suggests integrating SATs-style comprehension and reasoning throughout the year, so that encountering a difficult question feels like normal learning rather than a sign of failure.
Teach exam technique explicitly
Many children struggle less with the content than with managing time and understanding what questions are asking. Teach the vocabulary of exam questions: what “find and copy”, “explain”, “give one reason” and similar instructions mean in practice. For the reading paper in particular, model skimming, scanning, and annotation. Walk through how to approach a 3-mark question, two distinct answers with evidence, so pupils have a reliable method to return to.
Practical strategy
Advise pupils and parents to avoid scaling up revision to the point where it crowds out sleep, play, or family time. There is strong evidence that adequate sleep is one of the most significant factors in cognitive performance.
Use mindfulness and regulation strategies
Brief, classroom-based mindfulness activities can help pupils develop the ability to regulate their emotions during high-pressure moments. The Mindfulness in Schools Project (listed in GOV.UK’s resources for managing test anxiety) offers training and resources specifically designed for primary settings. Even simple breathing exercises, practised regularly before the tests, give pupils a concrete tool to use when they feel overwhelmed in the exam room.
Wednesday is often the hardest day
Educators who work with large numbers of SATs pupils each year note that Wednesday, with two maths papers and the momentum of the week beginning to wane, is typically the most demanding day. Building a lighter, supportive routine for Tuesday evening and Wednesday morning (limiting screen time, ensuring a good breakfast, arriving calmly) can make a meaningful difference to how pupils experience the most intense day of the week.
During SATs Week: Day-by-Day Support
The goal during the assessment week itself is stability. Predictable routines, calm adults, and minimal additional pressure help children perform to their genuine ability. Here is a practical guide to each day.
| Monday |
Grammar & Spelling. Remind pupils this is the "warm-up" day. Start the morning with a settled, familiar routine. Brief the class on what to expect, SPaG then the shorter spelling paper, so there are no surprises. Acknowledge feelings: it is normal to be nervous, and nerves can help. |
| Tuesday |
Reading. Remind pupils to read every text carefully before attempting questions, and to use the mark allocations as a guide to how much to write. Encourage them to return to unanswered questions rather than leaving blanks. Debrief shortly after, acknowledge it is done, then move on. |
| Wednesday |
Arithmetic & Reasoning. The most intensive day. Recommend a screen-free or low-key Tuesday evening to pupils and their parents. On the morning, aim for calm, with a familiar routine. After papers are done, give pupils unstructured time if possible. Avoid rehashing questions they found difficult. |
| Thursday |
Final Reasoning. Remind pupils they are almost there. Keep the morning light. After the final paper, celebrate the effort, not just the outcome. Consider a planned activity that signals "you've done it" and shifts the class's attention forward. |
Language Matters
YoungMinds and education psychologists both advise against two common phrases. “Make sure you do your best so you get into the top sets at secondary school” creates future-anxiety by linking the test to consequences. “Don’t worry, it’s easy!” dismisses a genuine feeling. Better: “These tests show what you know. You’ve worked hard, and whatever happens on the day, we’re proud of you.”
Supporting Pupils Who Need Extra Help
For most pupils, thoughtful classroom practice and good communication will be sufficient. But some children will need more targeted support, particularly those with SEND, prior mental health difficulties, or high trait anxiety.
Access arrangements and timetable variations
Schools can apply for a range of access arrangements through the Standards and Testing Agency (STA) for pupils who need them, including additional time, rest breaks, or smaller exam settings. For pupils unable to sit a paper on the scheduled day, timetable variations allow tests to be taken up to five school days later. Applications must be submitted to the STA well in advance. Full details are in the KS2 Test Administration Guidance on GOV.UK.
Special considerations
If a pupil experiences a significant distressing event, such as a bereavement, a serious illness, or a major incident, in the period before or during SATs, schools may be able to apply for Special Consideration. Contact the STA directly for current guidance on eligibility.
When anxiety becomes serious
The NHS guidance on anxiety in children is clear that if a child’s anxiety is severe, persists, and interferes with daily life, professional support is appropriate. Signpost parents to their GP as a starting point. For urgent concerns, the YoungMinds Parents Helpline offers free support for families on 0808 802 5544 (Monday–Friday, 9:30am–4pm).
Getting the Balance Right
The most important thing schools can do is hold two ideas at once: take SATs seriously enough to prepare pupils well, and keep them in perspective enough that children are not crushed by the weight of them.
Preparation, practice, and routine build confidence. Clear communication, with pupils and parents, reduces the fear of the unknown. And a school culture in which mental health is taken seriously year-round means that when May arrives, children are not just academically ready. They are resilient.
Results are released to schools in July 2026. Whatever they show, what pupils will remember is how their teachers made them feel during one of the first genuinely pressured weeks of their lives. That is both a responsibility and an opportunity.
Good luck to every Year 6 teacher and school team heading into SATs week. The preparation, care, and reassurance you give your pupils makes more difference than you know.
