ABSTRACT
This chapter focuses on the impact of student health and wellbeing. It is given that a central policy aim in instituting a high-stakes testing program such as NAPLAN is to increase student achievement, it is important to examine whether such programs which appear to be associated with increase or decrease in student academic self-efficacy, in turn are likely to impact on student achievement. Participants indicated that some students had reported parental pressure prior to NAPLAN. Students are worried about it affecting school grades and class even though the Australian Curriculum, Assessment and Reporting Authority has clearly stated that this is not the purpose of NAPLAN. Parents responses to NAPLAN are another key factor that may be contributing to the student wellbeing issues that have outlined. The use of results by schools to select or stream students is also inappropriate but is likely to fuel the pressure placed on some students from their parents, fostering the kinds of negative responses.
