The ongoing cycle of resitting GCSEs in English and maths has come under fire from prominent education leaders in England, who argue that the current system is failing students. The Association of School and College Leaders (ASCL) has highlighted the struggles faced by a significant number of students, many of whom are repeatedly attempting to pass these crucial exams without success. As nearly one in four GCSEs in these subjects are taken by students aged 17 and above—predominantly those resitting after previous failures—the call for systemic change has never been more urgent.
The Stagnation of Student Progress
Results released on Thursday revealed that a considerable proportion of students aged 17 and older continue to find themselves trapped in the unforgiving cycle of exam resits. Pepe Di’Iasio, general secretary of ASCL, described the experience as akin to “force feeding” students a “relentless diet of GCSE English and maths.” This model, he asserts, severely limits their educational and career prospects, contributing to high rates of youth disengagement from employment, education, or training.
Additionally, the disparity in pass rates between younger students, who are encountering these examinations for the first time, and older students attempting to retake them significantly impacts overall performance metrics across England, Wales, and Northern Ireland. The Department for Education (DfE) noted that while resitting is not mandated, colleges typically enter students for exams when they believe they are ready, perpetuating a cycle that often leads to further disappointment.
A Need for Alternative Qualifications
The government has taken steps to address these concerns by proposing a new qualification set to be introduced in 2028. This “stepping stone” qualification will be available at Level 1, targeting those who have not achieved a passing grade in GCSE maths or English. Although the specifics remain sparse, the DfE hopes this initiative will provide essential skills and knowledge to help students before they attempt to resit their GCSEs.
Marianne, a mother from Cambridgeshire, shared a personal account of the toll the resit system has taken on her sons. While her younger son, Jake, excelled with a grade 8 in maths, his older brother Tobias faced disappointment after failing to pass the exam for the fifth time. Marianne expressed her frustration with the system, stating, “It’s horrendous making him keep doing it. I don’t think it’s fair, the pressure on them to keep resitting.”
Voices from the Frontline: Student Experiences
The experiences of students like Abdi, a 17-year-old from East London, illustrate the pressure that comes with resitting exams. After failing his maths and English GCSEs three times, he remains determined to succeed, stating, “I have to get my retakes right next time, or they won’t let me complete my course at college.” He acknowledges the support he receives from his school but also recognises the personal discipline required to balance resits with ongoing college studies.
Conversely, some students have managed to break free from the resit cycle. Amandeep, a 17-year-old from the West Midlands, achieved a grade 5 in her maths GCSE after previously failing, allowing her to pursue a T-level in health and social care. Her emotional response upon receiving her results serves as a reminder of the resilience displayed by many students navigating this challenging landscape.
The Impact of the Pandemic
Catherine Sezen from the Association of Colleges noted that the disappointing resit figures this year were not entirely unexpected. She pointed to the legacy of the COVID-19 pandemic, suggesting that students who missed foundational learning during critical years may continue to struggle with their GCSEs. “Young people who don’t achieve very well in their SATs at 11 are really unlikely to achieve a grade 4 at 16,” she explained.
The issues plaguing the resit system highlight a broader need for educational reform that addresses the needs of students at all stages of their academic journey.
Why it Matters
The current GCSE resit cycle poses significant challenges for students, not only affecting their academic outcomes but also impacting their mental health and future opportunities. As educational leaders advocate for a more supportive framework that includes alternative qualifications, the conversation surrounding the necessity of reform has gained momentum. Addressing these systemic issues is crucial not only for the future of students like Tobias and Abdi but for the integrity of the education system as a whole. Without significant changes, the cycle of failure and resit may continue to hinder the aspirations of countless young people across the country.
