Next week marks the start of SATS week for thousands of children across the country. For teachers and support staff, this period can be stressful as they focus on exam preparation, safeguarding children’s wellbeing and ensuring every pupil feels supported, capable and calm.
Behind the scenes, there’s a careful balance between academic preparation and emotional support. Here’s how school staff can guide pupils through SATs in a way that prioritises both achievement and wellbeing.
Reassurance > pressure
Children are highly perceptive and will quickly pick up on stress, urgency and expectations. Sometimes this anxiety can be counterproductive and hinder performance.
It’s important that school staff:
- Frame SATs as an opportunity to show what pupils know, not a judgment of their worth
- Use language that emphasises effort over outcomes
- Normalise mistakes as part of learning
A calm, measured tone in the classroom sets the foundation for how pupils approach the tests.
Consistent preparation
Preparation for SATs starts long before the exams start. As an agency, we’re often asked to supply teachers and support staff to work with students to provide extra support in getting students ready.
Support staff in particular play a crucial role here, reinforcing learning in small groups or one-to-one settings, often providing the targeted input some pupils need to feel secure.
Overcoming the overwhelm
Academic readiness means little if a child is overwhelmed or anxious. Regardless of whether you’re on supply or not, you can support students by:
- Checking in regularly with pupils who may be feeling pressure
- Offering quiet reassurance or safe spaces when needed
- Teaching simple strategies for managing nerves, such as breathing techniques or positive self-talk
- Working closely with other staff, parents and carers to ensure students feel supported. A unified approach helps children feel secure and supported from all sides
Building confidence through familiarity
By making the SATs process familiar, schools can help reduce fear of the unknown. By practising test-style questions in a low-stakes way, walking pupils through what test week will look like and clarifying expectations so there are no surprises, children are more likely to approach the experience with confidence.
Supporting students as individuals
No two pupils approach SATs in the same way. Some thrive under structure, whereas others may feel anxious or disengaged. It’s important to tailor your approach dependent on the needs of each individual.
Keep it consistent
Test week itself should feel calm, organised, and predictable.
Key priorities include:
- Maintaining normal routines as much as possible
- Creating a positive start to each day
- Avoiding last-minute pressure or unnecessary revision
Small gestures such warm greetings, encouraging words and creating a sense of normality can significantly impact how pupils feel walking into each test.
After the exams
Once SATs are over, it’s important to shift focus quickly. Children benefit from recognising what they’ve achieved simply by getting through the experience and helping pupils see this bigger picture is one of the most valuable roles school staff can play.
Supporting children through SATs is not about intensifying pressure. By offering stability and empathy, teachers and support staff are central to shaping how pupils experience this milestone.
When handled with care, SATs can become less about stress and more of an opportunity for children to recognise their progress, build resilience, and move towards secondary education with confidence.
