The relentless cycle of resitting GCSEs in maths and English is drawing serious criticism from educators and union leaders, who argue that the current system is failing students. With a significant number of young people repeatedly falling short of passing these crucial exams, the Association of School and College Leaders (ASCL) has called for urgent reform, stating that this continuous loop is detrimental to both education and future employment prospects.
A Stagnant Path: The Resit Dilemma
Data released on Thursday revealed that nearly 25% of GCSEs in maths and English were undertaken by students aged 17 and older, primarily those attempting to improve their previously unsatisfactory results. This trend has prompted the government to acknowledge the need for change, indicating plans to introduce a “stepping stone” qualification by 2028. This new Level 1 qualification aims to provide an alternative pathway for students who do not achieve a pass in their GCSE exams, allowing for a more supportive and less stressful educational experience.
Pepe Di’Iasio, ASCL’s general secretary, likened the situation to “force feeding” students with a “relentless diet of GCSE English and maths.” He expressed concern that this approach is severely limiting students’ educational and career opportunities, contributing to the staggering number of young people who find themselves outside of education, employment, or training.
The Impact on Students: Personal Stories
For many, the results day experience can be a mixed blessing. Marianne, a mother from Cambridgeshire, shared her family’s ups and downs as her sons Tobias and Jake collected their GCSE results. While Jake excelled with a grade 8 in maths, Tobias, despite his hard work and dedication, faced disappointment after failing to pass the exam for the fifth time.
“He was very upset,” Marianne recounted, describing her son’s struggles with the subject. “He attends his lessons and puts in great effort, but there’s just something about maths that he doesn’t grasp.” Tobias’s aspirations to pursue a teaching career in history are now on hold, as the requirement for a maths pass is a barrier he cannot currently overcome. “It’s horrendous making him keep doing it. I don’t think it’s fair; the pressure on them to keep resitting is immense,” she lamented.
The government’s proposed stepping stone qualification could offer hope for students like Tobias. While specifics remain vague, it is intended to equip students with essential skills and knowledge before they attempt to retake their GCSEs, ultimately aiming to alleviate the stress and frustration associated with repeated failures.
Resilience in the Face of Adversity
Abdi, a 17-year-old from East London, is yet another student caught in the cycle. After failing his maths and English exams for the third time, he expressed the weight of the pressure on his shoulders. “I have to get my retakes right next time, or they won’t let me complete my course at college,” he shared. Abdi has been attending extra classes, but balancing resits with college coursework has proven to be a daunting challenge.
Despite these struggles, there are accounts of triumph. Amandeep, also 17, celebrated a personal victory on results day after finally passing her GCSEs in maths and English. “I teared up; I thought my patience had paid off,” she said, now able to advance to a T-level programme in health and social care.
The resilience of students like Amandeep and even mature learners, such as Wynne Hindle, a 52-year-old grandmother who passed her maths GCSE on her fifth attempt, reveals the determination embedded in those caught in the resit cycle. “I just wanted to achieve something,” she said, encouraging others in similar positions to persist.
The Call for a Holistic Approach
Catherine Sezen, representing the Association of Colleges, expressed cautious optimism about the proposed stepping stone qualification but stressed that preventative measures should begin much earlier in a student’s journey. “We need to consider interventions from reception all the way through, as those who struggle with their SATs at age 11 are unlikely to achieve a grade 4 at 16,” she noted.
Sezen also pointed out that this year’s disappointing resit statistics are not entirely unexpected, with many students still feeling the lingering effects of the pandemic on their foundational learning. “These young people were in Years 6, 7, and 8 during that critical time, and they may not have developed the essential skills needed for success in these subjects,” she added.
Why it Matters
The current GCSE resit cycle reveals deep-rooted issues within the English educational landscape, affecting not only individual students but also the broader workforce and economy. As the government considers reforms, it is crucial to ensure that support mechanisms are in place to help students build the necessary skills early on, preventing the need for repeated examinations. The proposed stepping stone qualification represents a potential shift towards a more compassionate and effective educational system, one that recognises the diverse needs of learners and prioritises their long-term success.
