The National Assessment Program – Literacy and Numeracy (NAPLAN) is Australia’s annual national assessment for students in Years 3, 5, 7 and 9. It measures foundational skills in reading, writing, language conventions and numeracy that support learning across subjects.

NAPLAN is not a pass-or-fail exam; it provides a snapshot of progress on a continuum at a point in time.

While the data helps schools monitor learning trends, the experience of testing can feel significant for students. Supporting wellbeing before, during and after testing is just as important as academic preparation. The below tips offer ways teachers and parents can support student wellbeing before, during and after testing.

TEACHERS: Supporting Students Around NAPLAN

Before Testing

• Normalise nerves and teach that stress can be managed
• Reinforce growth mindset: effort and strategy matter
• Practise regulation tools (slow breathing, positive self-talk)
• Maintain predictable routines to build psychological safety
• Frame NAPLAN as one data point, not identity

After Testing

• Debrief emotions before results
• Highlight strengths shown (focus, perseverance, courage)
• Avoid comparison with other students
• Re-engage students in meaningful learning quickly

PARENTS: Supporting Children Around NAPLAN

Before Testing

• Keep conversations matter-of-fact: NAPLAN is something students across Australia complete each year
• Emphasise effort over outcomes
• Prioritise sleep, nutrition and routine
• Avoid last-minute pressure or over-practice

During Testing

• Keep mornings predictable and unrushed
• Offer simple encouragement: “Do your best … that’s enough.”

After Testing

• Acknowledge effort, courage and persistence
• Shift attention back to everyday interests, relationships and learning

The Bigger Picture

Wellbeing and learning are deeply interconnected. When children feel safe, supported and valued beyond their performance, they are more likely to engage fully and demonstrate what they know. 

NAPLAN provides a snapshot of student learning, not a definition of a child’s ability. When adults focus on effort, wellbeing and perspective, testing becomes far less intimidating.

By helping students regulate nerves and recognise their strengths, we support not only their performance, but their confidence and long-term wellbeing.