Exam pressure: Common study mistakes students should avoid

We’ve all been there. Leaving things until the last minute and hoping that cramming will make up for lost time. While a common trend, it's not an effective long-term strategy.

"Cramming is probably one of the most common mistakes," says Shuttleworth. "When students leave everything until the last minute, their anxiety tends to rise and recalling information becomes more difficult."

Ideally, preparation should start early in the year and become part of a student's normal learning routine rather than something that suddenly takes over in the weeks before an exam.

That doesn't mean spending every evening revising months in advance. Instead, she says students can return to material regularly, gradually building their understanding and identifying gaps before they become major problems.

If your friend swears by flashcards but you learn better by drawing diagrams, there's no reason to force yourself to become a flashcard convert.

"There is no single study method that works for everyone," says Shuttleworth. "One student may remember information by making notes or using mnemonics, while another may prefer diagrams, mind maps or flashcards."

The key is to divide the syllabus into manageable sections and revisit the material regularly. And the subject itself matters.

"Life Sciences may call for diagrams and careful learning of terminology, whereas English or History may require more reading, interpretation and writing practice," she explains.

Students should pay attention to what actually helps them understand and remember, rather than simply copying the way someone else studies.

Reading through notes can create a reassuring feeling of familiarity, but recognising information on a page isn't necessarily the same as recalling it in an exam. Shuttleworth recommends incorporating active recall and practice into revision.

"A simple preparation cycle is to learn the material, recall it without looking, check what was missed, correct it, and practise again under exam conditions."

Past papers can be particularly useful.

"Completing a past paper under timed conditions, without notes, gives students a clearer picture of what they know and where they become stuck," she says.

And importantly, the mistakes shouldn't simply be marked and forgotten, but guide the next study session. In other words, don't just ask, 'What mark did I get?' Ask, 'What does this tell me about what I need to work on?'

It's perfectly natural to gravitate towards subjects or topics that feel easier. The problem is that this can leave the trickier areas until the last minute.

"Difficult subjects will usually need more attention," says Shuttleworth. She says a useful technique is to explain a difficult concept in your own words, either to another person or even to an imaginary student.

"If the explanation falls apart halfway through, that is often a useful sign that the topic needs another look."

And if the textbook explanation isn't making sense, students don't necessarily need to keep reading the same paragraph repeatedly.

"Reputable educational videos can help when a different explanation is needed," she adds.

There's a tendency for students to think that asking for help means they're falling behind. Shuttleworth says the opposite is true.

"Asking for help is part of preparing properly. The earlier a student speaks up, the more time there is to identify the difficulty and put useful support in place."

That could mean talking to a teacher, parent, tutor, or another trusted adult. Students with a Specific Learning Disorder or a form of neurodivergence may also need a different kind of support.

"Parents or guardians can approach the school about an assessment, accommodations, or concessions early in the student's school career," says Shuttleworth. "Waiting until matric can make an already stressful year much harder."

Matric and university students can also make use of examination guidance and support provided by their education departments or institutions.

The classic all-nighter might feel productive at 2 am, but extra hours with your notes aren't necessarily worth it if you're too exhausted to remember them the next day.

"Sleep is particularly important because it helps the brain consolidate what has been learnt," Shuttleworth explains. "An all-night study session may create a few extra hours with the notes, but it can leave a student less able to concentrate or recall the work in the exam."

Exam preparation can become so desk-bound that students forget to eat, move, or even drink enough water. But these basics matter.

"Exercise does not have to mean a long, intense workout," says Shuttleworth. "A short walk or some movement between study sessions can lower tension, improve mood and make it easier to return to the work."

She says the same applies to food and hydration.

"Regular meals and enough water help to keep energy more stable. Too much sugar or caffeine may provide a brief lift, followed by a slump at exactly the time the student is trying to focus."

Taking breaks is important. Turning every five-minute break into 45 minutes of social media scrolling? Less so.

"As a starting point, students might work for 25 to 50 minutes and then take a five- to 10-minute break," says Shuttleworth.

She recommends using that time to stretch, walk around, or rest the eyes: "That's generally more restorative than spending the whole break scrolling on a phone."

So, what's a better way to prepare?

Rather than trying to study for as many hours as possible, Shuttleworth suggests thinking about preparation as a cycle:

Learn → recall → check → correct → practise.

Start early where possible, break the syllabus into manageable sections, and work out which study techniques actually help you retain information. Then use past papers and timed practice to see whether you can retrieve that information without your notes in front of you.

Ultimately, the goal isn't to create the most impressive-looking study timetable or spend the longest hours at a desk. It's to make the hours you do spend studying count.

Look out for Part 3 of our exam series, where Terry Shuttleworth explores what happens when exam pressure becomes overwhelming…and how parents can support students without adding to the pressure.