EmSAT-induced anxiety among government high school students in the United Arab Emirates

The Emirates Standardized Test (EmSAT), introduced in 2017, has served as a national assessment in the United Arab Emirates (UAE) and has been a central criterion for university admission. As with other high-stakes exams worldwide, the EmSAT can exert significant pressure on students and may affect their emotional well-being — a concern this study investigates from the students' own perspectives. Using a phenomenological qualitative approach, the study explores how EmSAT-related stress is experienced by high school students. Data were collected through semi-structured interviews with 22 Grade 12 students, representing both General and Advanced academic streams/tracks, from government schools in Abu Dhabi and Fujairah. The findings reveal that stress arises from multiple sources, including the exam's misalignment with school curricula, limited institutional support, family pressure, and the heavy emphasis placed on exam scores for university admission. These challenges echo broader international debates about the psychological impact and fairness of standardized testing. Although contextually unique, the EmSAT experience reflects global concerns about equity and student well-being. The study highlights the urgent need for more student-centered assessment systems. It also calls on policymakers and educators to strengthen institutional guidance, improve exam preparation opportunities, and prioritize psychological/mental health to support students facing high-stakes assessments.