Supporting aspiring teachers through assessment reform is both a pedagogical necessity and a moral imperative. This article presents an integrated response: the A.S.S.E.S.S. model - a suite of student-centered strategies designed to reduce exam anxiety and foster assessment practices that promote both learning and wellness. These strategies are grounded in institutional survey findings and informed by qualitative research on how school leaders support students’ mental health, making them highly relevant for tertiary teacher education contexts.