Students experience increased stress related to high-stakes standardized testing, which can negatively impact confidence and academic performance. In Arizona, this pressure begins in third grade, as it is the first year students are required to take the Arizona Academic Standards Assessment (AASA), a mandatory high-stakes state test tied to the “Move On When Reading” initiative, which mandates retention for students who do not demonstrate proficiency on the reading portion. Despite these academic pressures, schools often lack structured, preventive interventions that address both the emotional and physiological components of test-related stress. The purpose of this program development capstone project was to create and deliver a class-wide, four-week program for third-grade students that enhanced their understanding of the brain-body connection and strengthened self-perceived confidence during high-stakes test taking.
