New Yorkers United for Kids

Speaking up about test-related stress in younger grades

A short speech to a local school board can turn a broad concern about standardised testing into a practical conversation. The strongest contribution is usually calm, specific and focused on how assessment affects children in the early years.

In Australia, families may encounter NAPLAN in Years 3, 5, 7 and 9, as well as reading, writing and numeracy checks created by individual schools. A child in kindergarten, prep or Year 1 may still feel pressure from timed tasks, frequent worksheets, classroom comparisons or conversations about “falling behind”.

School governance also varies. A Victorian parent may speak to a school council, while a New South Wales family may work through the P&C association or a principal. The language of “school board” can be adapted to the body making decisions at your school.

Start with one clear message

A two-minute speech needs one central point. For example: “Young children need assessment that informs teaching without creating unnecessary fear.” This is more effective than attempting to cover testing policy, teacher workload, privacy, funding and curriculum in the same address.

Define test-related stress in observable terms. You might describe a child refusing school on assessment days, losing sleep before a test, becoming distressed by a result, or saying they are “bad at maths” after one difficult task. Specific examples help listeners understand the issue without requiring you to make sweeping claims.

Use local evidence carefully

Keep a brief record for two or three weeks. Note dates, the type of assessment, your child’s words, physical symptoms and any changes in behaviour. Do not identify other children or criticise an individual teacher. Your goal is to show a pattern, not to present a prosecution case.

Local context makes the speech relatable. Families managing long commutes across Sydney, Melbourne or Brisbane may have little time for additional tutoring and homework. In many households, the school run, sport and casual work already fill the afternoon. Mentioning these everyday pressures can show why repeated practice tests may affect family wellbeing.

Explain why younger children are different

Early primary students are still developing emotional regulation, confidence and a sense of themselves as learners. A result that adults view as temporary can feel permanent to a six- or seven-year-old. Some children also interpret praise for high scores as evidence that approval depends on performance.

Use measured language rather than claiming that every test causes harm. Say that high-stakes or poorly explained assessment can contribute to anxiety for some children, especially when results are compared publicly or linked to ability. This distinction makes your speech credible and leaves room for teachers to discuss useful formative assessment.

Connect concern with policy

A school board or council is more likely to respond when you acknowledge the difference between assessment used by teachers and testing that feels high pressure. Ask how the school explains NAPLAN, class tests and progress reports to younger students. Ask whether children receive breaks, accessible instructions and reassurance that one result does not define them.

You can also refer to privacy and consent without overstating the law. Australian privacy obligations differ between Commonwealth, state and territory systems, and schools may have their own policies for collecting and sharing student information. Parent advocates can consult family education resources when preparing questions about testing, data and student wellbeing.

Shape a speech the board can follow

Use a simple structure: observation, impact, request. Start with a short description of what you have seen. Explain the effect on your child or on the learning environment. Finish with two or three changes the board could consider.

Write for the ear, not the page. Short sentences are easier to deliver in a meeting room, especially when a speaking time limit is enforced. Replace technical terms such as “summative assessment burden” with plain language such as “too many formal tests close together”.

Prepare practical recommendations

Choose requests that fall within the school’s influence and can be reviewed. Consider the following:

Take printed notes, but do not read every word. Practise once with a friend and time yourself on a phone. If the meeting is held after work, as many Australian school meetings are, arrive with your key sentence and requests clearly marked.

Speak with firmness and respect

Begin by recognising the work teachers do: “I appreciate the effort staff make to understand each child.” Then describe the concern without assigning motives. “I am worried about the pressure some younger students experience around testing” invites discussion; “the school is making children anxious” may prompt defensiveness.

If someone says testing is necessary, agree with the useful part and return to your request. Assessment can guide instruction, while its timing, language and presentation still deserve review. You can ask the board to gather student wellbeing feedback, consult teachers and report back to families at a later meeting.

Leave the board with a memorable point

End with a sentence that links wellbeing and learning: “Children learn best when assessment helps them understand their progress, rather than making them fear mistakes.” Thank the board for hearing the concern and state the specific response you hope to see, such as a review of testing practices or a parent consultation.

The most persuasive short speech does not need dramatic statistics. It needs a truthful example, a clear explanation of test-related stress and practical steps that respect teachers, children and families. What the reader should remember is simple: assessment should support learning without making young children feel that their worth depends on a score.

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