A research team at IIT Madras has uncovered two crucial physiological markers that can identify students who are more likely to experience heightened anxiety during examinations. The findings, published in Behavioural Brain Research, highlight how brain-heart interaction patterns differ significantly in students who face severe performance stress. This discovery is expected to open new avenues for early detection and personalised support in academic settings. The study focused on understanding why some students exhibit sharp spikes in anxiety before or during tests, even when adequately prepared. According to the researchers, two measurable indicators — Frontal Alpha Asymmetry, a brain-wave response, and Heart Rate Variability, a measure of cardiac adaptability — play a defining role in predicting anxiety reactions under pressure.
IIT Madras Identifies How Brain-Heart Signals Influence Exam-Time Stress
The research observed both neural and cardiac responses among students placed in mild to high-pressure test scenarios. These physiological responses were then compared to identify consistent patterns associated with elevated anxiety. The findings show that students who displayed negative frontal alpha asymmetry also recorded lower heart rate variability when presented with exam-like challenges. This imbalance suggests reduced communication efficiency between the brain and the heart, making the body more reactive to stress stimuli. Researchers indicate that this disrupted signalling may be one of the reasons certain students experience overwhelming anxiety despite adequate preparation.
Why These Physiological Markers Matter for Early Intervention?
Both markers identified in the study are quantifiable and can be monitored using non-invasive techniques. This makes them valuable tools for early identification of students who could benefit from targeted intervention. The study states that recognising high-risk students well before exam periods could enable timely use of proven strategies such as guided breathing, structured relaxation training, and biofeedback-based therapies. These techniques have already shown potential in stabilising cardiac rhythms and improving emotional regulation under pressure. With early detection, students may be better supported in managing stress, protecting their mental well-being, and maintaining performance levels. Experts believe this development arrives at a critical moment, as exam-related anxiety continues to rise across schools and colleges. With quantitative markers guiding intervention strategies, educational institutions may soon have a scientific framework to support student mental health more efficiently and proactively.
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