..... Why It's Not a Reflection of Your Ability
Exams can be a challenging experience for anyone, but for individuals with ADHD or neurodiversity, they can feel particularly overwhelming. The structured and high-pressure environment of an exam often triggers a cascade of stress responses that are difficult to manage, leading to what some describe as a mental "blackout." But here’s the thing: these reactions are not a reflection of your intelligence or ability. They are the result of an environment that isn’t designed for every brain type.
In this blog, we’ll explore why exam stress happens, how it impacts neurodivergent individuals, and practical strategies to navigate these challenges.
The Science Behind Stress: Why Does It Happen?
When you’re in an exam, your brain might perceive the situation as high-stakes or even threatening. This triggers the fight, flight, or freeze response, activating the sympathetic nervous system. Your body releases adrenaline and cortisol—stress hormones designed to help you respond to immediate danger.
For individuals with ADHD or neurodiversity, the brain’s amygdala (emotional centre) often responds more intensely to stress, amplifying the effects. Studies suggest that ADHD brains are more sensitive to stress and have difficulty regulating emotional responses due to differences in amygdala activation and prefrontal cortex functioning (Arnsten, 2009; Shaw et al., 2014).
The Role of the Prefrontal Cortex: Why Does It Shut Down?
The prefrontal cortex, the part of your brain responsible for higher-level thinking such as:
Focus and attention
Decision-making
Logical reasoning
Emotional regulation
...is especially vulnerable to stress. When adrenaline floods your system, resources are redirected away from this area and prioritised for "survival" responses. This can cause the prefrontal cortex to effectively shut down, leading to symptoms like:
Memory blackouts: Struggling to recall information, even if you revised thoroughly.
Impaired focus: Finding it hard to read or understand the questions.
Emotional overwhelm: Feeling frustration, panic, or even tears.
Impulsive decisions: Rushing through questions without fully processing them.
Distorted time perception: Losing track of time or hyper-focusing on one section.
This shutdown occurs because the brain prioritises instinctive responses over analytical thinking during perceived stress (cognitive overload) (McEwen & Sapolsky, 1995).
It’s the Environment, Not Your Ability
It’s crucial to understand that this response is not a reflection of your intelligence or preparation. Exams are designed with a one-size-fits-all approach, which doesn’t suit everyone, particularly neurodivergent individuals.
If you find exams stressful or experience blackouts, it doesn’t mean you’re incapable. It means the system hasn’t been designed to accommodate your unique needs. The results of an exam are not a reflection of your potential or ability to succeed—they’re a reflection of how well the environment worked for you (Hartmann, 1997).
How to Reset During an Exam
While exams can feel like an uphill battle, there are techniques to help you reset and regain control in stressful moments:
1. Ground Yourself
5-4-3-2-1 Method: Identify 5 things you can see, 4 things you can touch, 3 things you can hear, 2 things you can smell, and 1 thing you can taste. This anchors you in the present moment.
Use tactile tools: Bring a small, familiar object like a fidget tool or smooth stone to focus on its texture.
2. Breathe Deeply
Box Breathing: Inhale for 4 seconds, hold for 4 seconds, exhale for 4 seconds, hold for 4 seconds, and repeat.
Belly Breathing: Place a hand on your stomach and focus on breathing deeply, allowing your belly to expand. This calms the nervous system (Porges, 2011).
3. Move
Take a brief break to stand, stretch, or even subtly roll your shoulders.
Press your feet firmly into the floor under the desk to release tension.
4. Break It Down
Chunk your time: Focus on one question or section at a time, rather than the entire exam.
Reframe stress: Remind yourself that adrenaline is your body’s way of preparing you to perform—it’s not there to sabotage you.
How to Prepare Ahead of Time
Preparation doesn’t just mean revising content—it also means preparing your mind and body for the exam environment:
Practice under similar conditions: Familiarise yourself with exam settings to desensitise your stress response.
Relaxation techniques: Incorporate mindfulness or meditation into your daily routine to build resilience.
Avoid stimulants: Skip caffeine or energy drinks before the exam, as these can heighten adrenaline surges.
Requesting Accommodations
You are entitled to support that meets your needs. Consider asking for accommodations such as:
Extra time: To allow for processing and focus.
Rest breaks: To reset if you feel overwhelmed.
A quiet room: To reduce distractions and help you stay calm.
Advocating for what you need isn’t a sign of weakness—it’s a sign of strength and self-awareness.
Final Thoughts: The Results Don’t Define You
If you’re struggling with exams, remember: the results do not define your worth or ability. Exams are a measure of how well you performed in a specific environment, not how capable or intelligent you are. Neurodiversity brings incredible strengths, and an exam setting isn’t designed to measure those.
With the right strategies, preparation, and accommodations, you can navigate exams in a way that works for you. And most importantly, you are so much more than a grade on a piece of paper.
Need Support? Let’s Chat.
If you’re feeling overwhelmed by demands and need help finding ways that work for you, I’m here to support you. Together, we can create strategies that reduce stress and help you feel more in control.
📩 Get in touch today to explore how I can help.
Emma Redman
References
Arnsten, A. F. (2009). Stress signalling pathways that impair prefrontal cortex structure and function. Nature Reviews Neuroscience, 10(6), 410–422.
Shaw, P., Stringaris, A., Nigg, J., & Leibenluft, E. (2014). Emotion dysregulation in attention deficit hyperactivity disorder. American Journal of Psychiatry, 171(3), 276–293.
McEwen, B. S., & Sapolsky, R. M. (1995). Stress and cognitive function. Current Opinion in Neurobiology, 5(2), 205–216.
Hartmann, T. (1997). The Edison Gene: ADHD and the Gift of the Hunter Child. Park Street Press.
Porges, S. W. (2011). The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-Regulation. W. W. Norton & Company.
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