How can Mindfulness be used to Lessen Test Anxiety Among Grade 3 to Post-Secondary Level Students in the Greater Toronto Area?

Canadian adolescents are experiencing high levels of test anxiety (Cassady & Johnson, 2002; Huberty, 2009). In the event that this anxiety becomes a chronic concern, there are a multitude of studies that predict the manifestation of adverse effects, particularly reduced memory formation and diminished working memory capacity (McEwen & Chattarji, 2009; O’Leary, 1990; Ziedner, 1998). Attentional and cognitive imbalances associated with test anxiety can be managed through engagement in mindfulness practice. The classroom environment is a promising platform from which to engage students in regular mindfulness practice. However, a review of literature has revealed a prevailing gap in knowledge regarding how mindfulness exercises can be used in classrooms to reduce test anxiety. In response, I constructed this study to illuminate effective mindfulness-based strategies teachers can use to lessen test anxiety among their students. I approached this goal by conducting interviews and collecting observational notes from three teachers in the Greater Toronto Area. I used the following overarching question to guide my research: how can mindfulness be used to lessen test anxiety among grade 3 to post-secondary level students in the Greater Toronto Area? My findings indicate that there are four areas of development for teachers who want to design an anxiety-reducing mindfulness program for implementation in their classrooms: commitment to mindfulness practice and test anxiety reduction; continuous knowledge acquisition; regular implementation of mindfulness exercises in the classroom; and ongoing assessment of exercise effectiveness and student anxiety levels