The effects of examination stress will always be a popular topic of conversation in academic circles, whether related to the controversial 11‐plus, the GCE or the MSc, so long as some form of examination remains part of the academic curriculum. Many teachers wonder why the present situation differs from that of their own student days. Others suggest that it is merely a facet of the bigger problem of student welfare in a changing academic environment. The increasing number of students in universities, training colleges and technological institutions living away from home has increased the importance of efficient student welfare services to deal with problems of accommodation, health and adolescence. American writers claim that their university and college welfare services, however minute or expansive, are always stretched to capacity. Any rumour that this is “Parkinson at large” and not the fulfilment of a real need is strongly contested.
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