27 Apr 2026
The exam season is a high-pressure period in the school calendar - not just for students, but for exam officers as well. Behind every seating plan, access arrangement, and timetable is a professional - (you!) holding it all together. But let’s not under- estimate the emotional pressure we also often get from staff and parents.
Perhaps you’ve had a challenging conversation from a teacher questioning a decision or a concerned parent demanding last-minute changes. As exams start, tension may come from all sorts of areas and you may find others’ expectations intense and overwhelming.
Managing all these things whilst staying fair and true to your responsibilities takes emotional intelligence. Setting clear boundaries helps us stay calm under pressure. All this is essential if you’re to protect your own wellbeing.
The emotions around exams
We know that emotions run high at exam time.
- Teachers feel accountable for how well their students do
- Parents need the school to support their children to achieve the best they can
As an exam officer you may feel stuck in the middle of all these expectations. After all, you’re the go-to, and perhaps the fixer, who people turn to sort out and smooth every little blip in the exam process.
It’s a big ask of anyone!
It’s personal
It’s often hard to remember that many of us become more aggressive and intolerant when we feel under pressure. We find ourselves less patient and understanding of the bigger picture and we want resolution, fast.
That’s not to excuse difficult behaviour, but it may help to remember that confrontations are not always personal in nature. We shouldn’t feel that others’ irritation is focussed just on us. Many of the challenges we see during exam time are driven by a range of staff, parents and students’ own personal pressures.
So yes, it’s personal, but personal to each of those involved. It doesn’t mean that THEIR emotions are focussed entirely on you as the Go To at exam time.
But what to do when you feel the brunt of accumulated frustration? First step is to take a breath and to listen. That goes against many of our instincts. We feel we need to justify our actions and thinking, but more often than not, when someone feels irritated, they want to feel heard.
Letting them know you’ve heard and understood their feelings goes a long way to lightening the tension and resetting the balance of your relationship.
Setting boundaries
As exam officers, we are expected to know the rules and to apply them fairly. We don’t need to discuss exam compromises because we know how exams run and the JCQ guidelines around maintaining them. Yet we know that some will push the policies that you, JCQ and your school will have in place to make exams accessible for everyone.
It’s inevitable that at some point there will be conversations that question individual decisions and challenge arrangements. These are driven by a range of personal pushes from:
- Parents who feel their child deserves a particular level of accommodation
- Staff who don’t fully appreciate the many regulations set in place to protect the system
- Students who come with unreasonable requests – perhaps backed by their teachers and/or parents
Their criticisms may feel demanding, but you know that everything is run to these exacting rules.
There’s no need to feel defensive. You have the policies to direct them to. Your Head of School is bound to uphold them and it’s your responsibility to enact them. Your decisions are entirely backed by the many criteria set out in the JCQ regulations and the recommendations of your Awarding Bodies.
You could use responses such as:
- “I understand your concern. Let me explain what’s possible within the guidelines.”
- “I make sure we’re fair to all our students, so here’s the process we follow…”
- “I can hear how important this is to you. Let me check on a few things and get back to you.”
Staying professional in the face of pressure
I talk a lot about the difference between reacting and responding when we feel under pressure.
Take a moment to notice any panic or pressure rising up and keep your response kind but consistent. If you’re following procedure, then you know you’ll be backed up by the facts. Tie this is with your own emotional intelligence - considering the best way to explain the exam-based decision that’s being questioned. This way you’ll be able to maintain your schools and your own integrity.
And if conversations get too heated, from any side, remember that respect goes both ways. It’s Ok to assert boundaries if anything gets too unpleasant by saying:
“I want to help, but I can only continue this conversation if we keep it respectful.”
No member of staff should feel undermined when doing their job.
Remember: you are a key player in the exam system, ensuring fairness, order, and success for every student. That’s no small task and it deserves recognition and support.
I work with schools to prepare their students for the mental challenge of exams. I offer 1-day CPD workshops and Inset Days Training for schools to help build Teacher and Student Resilience to exam stress.
Want me to work with your staff on Exam Stress and Thinking Skills? Download my CPD pack at www.geraldinejozefiak.com/cpd
Contact me at hello@geraldinejozefiak.com