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Throughout my career in education, I've met many students with ADHD who experience test anxiety. 

If you experience test anxiety, you may find yourself wanting to avoid tests and exams all together. To overcome test anxiety, it's important to understand what test anxiety is and to develop effective strategies for reducing anxiety around tests. 

Before, during or after tests, a person with test anxiety might experience

· emotional stress

· challenges retrieving learned information 

· challenges with concentration 

· physical symptoms such as an upset stomach 

· a fear of what others will think of them if they do not perform well on the test (social derogation)

· general tenseness 

Test anxiety can be caused or made worse by 

· perfectionism

· pre-existing anxiety 

· a competitive academic environment 

· lack of study skills and strategies 

Some research indicates that individuals with ADHD experience higher degrees of test anxiety and lower self-esteem than those without ADHD. Dan and Raz (2015) point out that because ADHD symptoms in and of themselves effect how an individual performs on a test, test anxiety naturally increases for individuals with ADHD. This increased test anxiety along with ADHD symptoms then further effects performance on and anxiety during tests. 

1) Research shows that feeling prepared for the test or exam reduces anxiety. 

You can prepare for the test/exam by doing any of the following: 

• learning study skills and test strategies 
• making sure your test accommodations are in place
• speaking to the teacher/professor about what the test will cover and what the format will be 
• creating a study routine
• joining a study group

2) Another important strategy is changing the way you think about the test and the outcome of the test. 

Here are some ideas for altering negative thought patterns:

• use coping cards (on cue cards, record positive or realistic thoughts such as "I might not get perfect on this exam, but I probably won't fail it either." 
• record and challenge your thoughts by using a thought diary or thought record
• during the exam, bring your coping cards to mind, inhale and exhale deeply, and allow yourself to settle into the space 

3) Another key strategy is to take good care of yourself not only before the test but at all times. 

How can you take care of yourself? 

• nourish your body with healthy food 
• get enough sleep (8-9 hours a night)
• reach out for support (counsellor, friend, family member) 
• spend time with a beloved pet 
• take walks and take notice of nature 
• meditate, if only for five minutes at a time 

If test anxiety is causing you to avoid tests, reach out to your disability consultant, counsellor or teacher (if you are in high school) to create a pro-active plan for approaching tests with confidence 

https://good2talk.ca

https://www.anxietycanada.com/resources/mindshift-cbt/

https://www.psychologytools.com/resource/cbt-thought-record/

https://apps.apple.com/ca/app/cbt-thought-diary/id1010391170

https://www.additudemag.com/test-taking-tips-adhd-high-school/

https://www.stmarys-ca.edu/tutorial-and-academic-skills-center/additional-resources/test-taking-strategies

References 

Dan, O., & Raz, S. (2015). The relationships among ADHD, self-esteem, and test anxiety in young adults. Journal of attention disorders, 19(3), 231–239. https://doi.org/10.1177/1087054712454571

Friedman, I. A., & Bendas- Jacob , O. (1997a). Test anxiety: the definition and its measurement. Jerusalem: Henriyta Sald Institute. Friedman, I. A., & Bendas- Jacob, O. (1997b). Measuring perceived test anxiety adolescents: a self report scale. Educational and Psychological Measurement, 57, 1035-1046.

Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review Educational Research, 58, 47-77

Klingman, A., & Popco, A. (1990). Test anxiety: First intervention and prevention Techniques. In D. Bar-Tal & A. Klingman (Eds.), Chosen generics in psychology and counseling in schools (pp. 107-131). Jerusalem, Israel: The Psychological and counseling services.

Morris, L. W., & Engle, W. B. (1981). Assessing various coping strategies and their effects on test performance and anxiety. Journal of Clinical Psychology, 37, 165-171.

Scheier, M. F., Carver, C. S., & Bridges, M. W. (1994). Distinguishing optimism from neuroticism (and trait anxiety, selfmastery, and self-esteem): A reevaluation of the life orientation test. Journal of Personality and Social Psychology, 67, 1063- 1078

Speirs, N. K. L., & Finch, H. (2006). Perfectionism in high-ability students: Relational precursors and influences on achievement motivation. Gifted Child Quarterly, 50, 238-251.

Sud, A. (2001). Test anxiety research in India: Twentieth century in retrospect. Psychology and Developing Societies, 13, 51-69.

Whitaker-Sena, J. D., Lowe, P. A., & Lee, S. W. (2007). Significant predictors of test anxiety among students with and without learning disabilities. Journal of Learning Disabilities, 40, 360-376.

Yaeri, A. (1998). Test anxiety: Essence and treatment. Tel-Aviv, Israel: Deunoun

Yousefi, F., Abu-Talib, M., Bte-Mansor, M., Bte-Juhari, R., & Redzuan, M. (2010). The relationship between test anxiety and academic achievement among Iranian adolescents. Asian Social Science, 6, 100-105

Zeidner, M. (1998). Test anxiety: The state of the art. New York, NY: Plenum Press.