Students feeling anxiety about tests is a perennial problem, but the topic is rarely covered formally in either school psychologists' training or in journals in the field. Admittedly, test anxiety is not a recognized psychiatric disorder, and it is generally insufficient on its own to lead to special education or a disability accommodation plan. However, the COVID-19 pandemic has sparked an increase in mental health concerns in K-12 students. In October 2021, three leading medical organizations jointly declared a national emergency in child and adolescent mental health (American Academy of Pediatrics et al., 2021). The anxiety that has emerged during the pandemic has unique features that are thought to derive from the reduced opportunity for social development, increased exposure to parental psychopathology in the home environment, and decrease in physical activity (Luo & Shaw, 2021). Although this anxiety is not about tests in particular, students with elevated general anxiety levels are likely to also show enhanced test anxiety (e.g., Putwain et al., 2021). Nevertheless, recent research has shed new light on test anxiety, and practitioners can use it both to better understand the factors affecting students' academic test performance and to help students better manage their anxiety.