Prof. Dr. Koray Karabekiroğlu, a faculty member in the Department of Child and Adolescent Psychiatry at Ondokuz Mayıs University (OMU) Faculty of Medicine, emphasized the psychological impact of the upcoming Higher Education Institutions Exam (YKS) and High School Entrance Exam (LGS), stating, “Constantly reminding children of the exam increases their anxiety. In this process, it is best for parents to remain calm, speak less, and maintain the household routine.”

Prof. Dr. Karabekiroğlu pointed out that placing too much emphasis on the exam and focusing solely on success increases psychological pressure on children. “Most of the preparation for the exam has already been completed. At this point, it’s important to avoid any kind of speech that might heighten anxiety or stress. I advise families to keep exam-related conversations to a minimum,” he said.

“Comparing children with others is very harmful”

Excessive anxiety can interfere with children’s focus during the exam period, Karabekiroğlu warned, adding, “I have two main pieces of advice for the final days before the exams. First, avoid unnecessary conversations about the exam. If the topic does come up, talk without giving advice—just ask how they feel and listen without judgment. Second, don’t disrupt the daily routine. Sleep and meal times, study environments, and other routines should be maintained. Major last-minute changes—such as changing the environment or suddenly increasing the pace of studying—are usually ineffective. During this time, physical health, sleep, and emotional balance are more important than anything else. In some children, exam anxiety may be more pronounced. In such cases, preparing mentally for exam day—focusing not on the outcome but on the process, like asking ‘What will I do that day?’—can help manage anxiety. The only timeframe we can truly control is the present. Anxiety isn’t entirely negative—it can even be motivating. But too much anxiety can impair concentration. Therefore, constantly bringing up the exam or comparing children to others can be very damaging. Phrases like ‘How many correct answers did your friend get?’ or ‘You won’t succeed at this rate’ can demoralize them. Instead, effort should be acknowledged. Creating a supportive environment that values hard work positively impacts exam performance.”

“Parents should respect their children’s choices during the preference period”

Commenting on the post-exam university placement process, Karabekiroğlu said that children should make conscious decisions based on their own interests. He continued:

“The home environment is also crucial for exam-takers. A noisy, chaotic atmosphere can disrupt concentration. A house where the TV is always on or holiday plans are constantly being discussed can make studying difficult for a child. It’s better to ensure a quiet, calm environment and postpone some plans until after the exams. It’s also beneficial for children to engage in non-academic activities from time to time, such as walking outdoors, sports, or art, which can help them relax mentally. For children who are still experiencing high anxiety, professional support may be necessary. Seeking help from a specialist can ensure they get through the process more healthily. It’s important to remember that sometimes parents are even more anxious than their children, and that anxiety can transfer to them. So, parents also need to be mindful of their own emotional states.”

“When it comes time to make university preferences, it’s crucial that children play an active role in decision-making. If they don’t make choices based on their own interests and informed judgment, the risk of future dissatisfaction increases. Children should make their selections after considering various options and evaluating the advantages. Families should play a supportive—not directive—role during this time. When choosing a career, it’s healthier not to limit oneself to a single field, but rather to set long-term goals and update them over time.”