GCSE Crisis: Urgent Call for Action as Students Face Alarming Failures in Core Subjects

Ministers are facing mounting pressure to address the concerning trend of students failing to secure passes in essential GCSE subjects, particularly English and maths. Social mobility expert Professor Lee Elliot Major has described the current state of affairs as a "national scandal," highlighting the profound and long-lasting effects that such academic failures can have on young people's lives. His research indicates that lacking these critical qualifications significantly diminishes educational and career prospects, while also contributing to poorer mental and physical health outcomes. With GCSE results set to be released this Thursday, Major emphasized the urgency of the matter, stating, "It's a national scandal that every year a fifth of teenagers fail to master the basic GCSE grades in both English and maths needed to function and flourish in life." The professor’s findings are particularly alarming, as they suggest that without foundational skills in these subjects, individuals face not only academic setbacks but also heightened risks of negative life outcomes, including health issues and encounters with the criminal justice system. Currently, students in England who do not achieve at least a grade 4 in their GCSEs for maths or English are mandated to retake these examinations while still in education. However, pass rates for these resits remain disappointingly low. Last year, only 16% of students resitting GCSE maths achieved a passing grade, and just 26% did so in English. These figures call into question the effectiveness of the existing resits policy and raise concerns about the support systems in place for students struggling with foundational literacy and numeracy. Major advocates for a thorough review of the resits policy, urging policymakers to explore best practices that could lead to improved outcomes for students on their second attempt. This sentiment has been echoed by Education Secretary Bridget Phillipson, who recently indicated that she is reconsidering the future of the resits policy. "I do want to make sure that all young people have got a really firm foundation in English and maths because that is the springboard for the rest of their lives," Phillipson stated. The implications of failing to secure basic qualifications extend beyond academia. Major's recent working paper, which tracked over 11,500 pupils in England, revealed alarming trends among those who did not pass their GCSEs. By the time they reached 17 or 18 years old, these individuals were twice as likely to have been cautioned by the police compared to their peers who had passed. Furthermore, the study found that those who failed were more prone to longstanding health issues and mental health challenges, including attempts at suicide. The stress associated with preparing for GCSE exams has been further underscored by a survey conducted by the Association of School and College Leaders. More than three-quarters of teachers reported observing mental health issues related to GCSE anxiety in their students in the past academic year. General Secretary of ASCL, Pepe Di'Iasio, pointed out the heightened challenges posed by reforms to the GCSE structure since 2015, which have resulted in a more rigorous examination process. "The current high-stakes, end-of-course exam model is causing significant stress and anxiety among students, which is unacceptable," he stated. The survey also revealed that a significant number of parents have expressed concerns about their children’s coping mechanisms under exam pressure, with 58% of teachers noting increased communication from anxious parents. Alarmingly, 65% of teachers reported knowing students who had not attended school due to exam-related anxiety. While there is limited support for abolishing GCSEs altogether, a notable portion of educators advocates for a reduction in the number of examination papers required for each course. ASCL’s analysis indicates that students could spend up to 33 hours sitting for their GCSE exams, a considerable burden that many believe contributes to the anxiety and pressure felt by young learners. As the education system grapples with these pressing issues, it is clear that a reevaluation of assessment strategies and support mechanisms is essential to ensure that all students have the opportunity to succeed and thrive in their educational journeys. The time for action is now, and the stakes could not be higher for the future of young people across England.