In this episode we explores the impact of perfectionism on exam anxiety, particularly among neurodivergent individuals. Dr. Tracey Donachie, a lecturer in sports and exercise psychology, discusses the components and prevalence of perfectionism, highlighting its psychological and behavioral effects. Maciej Matejko, from the Re-Star Project, shares his perspective on perfectionism in relation to autism, while consultant Julia Gudinchet offers strategies for managing perfectionistic tendencies in individuals with ADHD and autism. The episode provides valuable insights and practical advice for educators and students to foster healthier attitudes towards achievement.

Find out more:

Dr Tracy Donachie: https://www.ncl.ac.uk/psychology/people/profile/tracydonachie.html

Julia Gudinchet, Sunflower Autism Consultancy: https://sunflowerautismconsultancy.co.uk

Pomodoro Technique: https://changingstatesofmind.libsyn.com/how-effective-is-the-pomodoro-technique

RE-STAR project (Maciej Matejko): https://www.kcl.ac.uk/research/re-star

Time Stamps:

Expert Insight on Perfectionism (00:01:15)
Dr. Tracey Donachie discusses her extensive experience with managing exam stress and perfectionism & explains two main components of perfectionism: high standards and self-criticism.

Prevalence of Perfectionism (00:02:58)
Discussion on the rising rates of socially prescribed perfectionism among students and its debilitating effects.

Good vs. Bad Perfectionism (00:06:00)
Exploration of the spectrum of perfectionism, distinguishing between striving for excellence and harmful perfectionism.

Long-Term Psychological Effects (00:07:39)
Discussion on burnout and other psychological issues linked to chronic perfectionism.

Impact Beyond Academics (00:09:31)
Perfectionism's effects on sports, body image, and interpersonal relationships are examined.

Strategies for Teachers (00:13:49)
Recommendations for teachers to help students manage perfectionism and foster a growth mindset.

Advice for Students During Exam Season (00:16:15)
Practical tips for students to combat perfectionism during high-stress exam periods.

Understanding Autism and Perfectionism (00:19:00)
Discussion on autism and its relationship with perfectionism, featuring insights from Maciej.

Understanding Perfectionism in Neurodivergent Individuals (00:20:02)
Discussion on how perfectionism can stem from positive qualities but become problematic, especially for neurodivergent individuals.

Perfectionism as a Coping Mechanism (00:22:20)
Exploration of how perfectionism can serve as a response to social difficulties and low self-esteem.

Personal Experiences with Perfectionism (00:23:36)
Insights into the speaker's personal struggles with perfectionism and its draining effects.

Advice on Managing Perfectionism (00:29:30): Changing Relationships with Failure (00:30:09) , Exploring Interests to Reduce Pressure (00:32:14), The Need for Recovery Time (00:34:17), Exploring Neurodiversity (00:35:15), Seeking Mental Health Support (00:38:02)

Final Thoughts on Perfectionism (00:40:07)
Reflection on the need to help students foster a healthy relationship with failure and imperfection.

Summary

In this episode Dr. Carolina Guzman Holst is a NIHR Research Fellow at the University of Oxford, discusses her recent paper titled Scoping review: potential harm from school-based group mental health interventions.

Where the authors ‘examine three areas: the types of potential harms and adverse events reported in school-based mental health interventions; the subgroups of children and adolescents at heightened risk; and the proposed explanations for these potential harms.’The conversation explores the rising mental health issues among young people in schools, focusing on universal interventions like mindfulness and CBT. Carolina Guzman discusses her scoping review on the potential negative effects of these interventions, emphasising the importance of understanding their impact on vulnerable groups. The discussion highlights the need for careful implementation and monitoring of mental health programs in educational settings, advocating a tailored approach rather than a one-size-fits-all solution.

Links:

Guzman-Holst C, Streckfuss Davis R, Andrews JL, Foulkes L. Scoping review: potential harm from school-based group mental health interventions. Child Adolesc Ment Health. 2025 Mar 18. doi: 10.1111/camh.12760. Epub ahead of print. PMID: 40101758: https://pubmed.ncbi.nlm.nih.gov/40101758/

Learn more about the Myriad Trial on a universal mindfulness intervention on the Mindfulness Mini Series: https://changingstatesofmind.com/mindfulness-miniseries-1

The link to the DfE technical report mentioned is here: https://www.gov.uk/government/publications/education-for-wellbeing-programme-findings

Key takeaways:

• Mental health issues among young people are rising.

• Universal interventions aim to help all students, regardless of need.

• Mindfulness and CBT are common school interventions.

• Negative effects of interventions can occur, especially in vulnerable groups.

• High quality implementation quality is crucial for intervention success.

• Long-term benefits of interventions are often not well-studied.

• Schools should monitor the effects of mental health programs.

• A hybrid approach may be more effective than universal interventions alone.

• Teachers should consult evidence before implementing programs.

• Tailored support is essential for students with specific needs.

Timestamps

01:45 Introduction to Mental Health in Schools

04:17 Understanding Universal Interventions

07:25 Exploring Mindfulness and CBT Interventions

09:41 Negative Effects of Universal Interventions

16:01 Identifying Vulnerable Groups

19:45 Long-term Effects and Benefits

25:07 Conclusions of the Scoping Review

27:11 Implications for Schools and Teachers

This month Dr Katy Burgess, Senior Lecturer in Psychology at Cardiff University, talks about her research into students’ learning - what they do and how effective they think this is - this is useful for us, as teachers, to understand how, what we are teaching them in school about learning and revision, is being interpreted and used by students. We discuss the best ways to revise but perhaps more importantly what we should be telling our students to get them to use more effective strategies. Plus additional thoughts on where we could slip retrieval practice when students don’t even notice (some good advice for parents!), forward testing effect and that we need to remember that learning involves an awful lot of forgetting before students actually remember everything they need to know.

If you'd like to learn more about Dr Katy Burgess or read her publications you can do so here:

https://profiles.cardiff.ac.uk/staff/burgesskv

T-FUN Network - https://t-fun.co.uk/