Performance anxiety can begin early in a child's schooling, often showing up as emotional distress before tests or evaluations, even when the child has studied the material. This sudden difficulty in recalling information doesn't mean the child isn't trying or doesn't care. In younger children, the brain can sometimes freeze when faced with a blank page or a challenging task. According to mental health specialists, about 10 to 20 percent of children experience significant anxiety during their school years. This anxiety often comes from a mix of factors summarized under the acronym CINÉ: the loss of control, the unpredictability of the situation, the novelty of the format, and the perceived threat to self-esteem. During a first test, a child's self-esteem is under pressure. They may fear not being able to handle the task, worry about the teacher’s reaction, or dread how their parents might respond. This anxiety can overwhelm their working memory, making it hard to recall knowledge they learned the day before. The first step in helping a child with this anxiety is to validate their feelings. When a child is panicking, a common parental reaction is to downplay the situation by saying it's not serious or just a test. However, this can make the child feel their emotions are not important. Instead, it's better to acknowledge their feelings with simple, kind words, such as, "I see that this evaluation worries you." Naming their fear helps them feel heard and understood without reinforcing the idea that there's a real danger. The right to make mistakes is often learned at home. The language used in everyday conversation plays a big role in how a child relates to school. Replacing the word "mistake" with "error" can help reduce stress around grades. An error is not a judgment on the child's worth but rather information about what they already know and what they still need to learn. Focusing on the effort and strategies used, rather than just the final grade, teaches the child that their personal value isn't defined by a number. Reminding them that parental love is unconditional, regardless of their results, builds a strong foundation of emotional security. Avoiding teasing about grades, even if meant in good fun, can unknowingly increase the fear of disappointing others. Creating stable routines can provide a sense of security. To reduce the unpredictability of tests, establishing a predictable homework schedule can be very effective. For example, having short, focused study sessions of fifteen minutes on one subject, followed by a break to move or listen to music, helps prevent mental fatigue. Learning simple deep breathing or positive visualization techniques before bedtime can also help the body relax. If these strategies don't help and the anxiety persists with symptoms like frequent stomach aches or sleep issues, it may be necessary to talk to the educational team or seek help from orthopedagogical or psychological professionals. Taming evaluations takes time and patience. By viewing these early assessments as learning steps rather than final judgments, we give our children the chance to grow calmly, knowing their value goes far beyond the results on a test paper.