The ongoing cycle of resitting GCSEs in maths and English is failing numerous students in England, according to the Association of School and College Leaders (ASCL). The union’s remarks highlight the struggles faced by many young people who repeatedly attempt to pass these crucial examinations, often without success. Recent data indicates that nearly 25% of GCSEs in maths and English are now taken by students aged 17 and older, primarily those who are resitting after previous failures. This situation has prompted calls for a significant overhaul of the current qualifications framework.
The Challenges of the Resit Cycle
ASCL has characterised the current resit process as “relentless,” noting that a substantial number of students are left disheartened after failing to achieve a passing grade. Pepe Di’Iasio, the general secretary of ASCL, likened the experience to “force feeding” students a continuous diet of maths and English, which he argues constrains their educational and career prospects. The pressure associated with these resits, particularly for those who struggle with the subjects, may contribute to the high rates of young people who find themselves disengaged from education, employment, or training.
The government’s recent announcement of a new qualification, set to be introduced in 2028, aims to address these concerns. This “stepping stone” qualification will be positioned at Level 1, just below GCSEs, and is designed for students who do not pass their maths or English GCSEs. The initiative seeks to alleviate the pressure of endless resits by providing alternative pathways for students, allowing them to build the necessary skills before attempting their GCSEs again.
Real-Life Impacts of Resitting
The emotional toll of the resit cycle is evident in the experiences of students and their families. Marianne, a mother from Cambridgeshire, expressed her frustration as her son Tobias faced his fifth attempt at the maths exam. Despite achieving commendable A-level results, Tobias’s dream of attending university is hindered by his failure to secure a passing grade in maths. “It’s horrendous making him keep doing it. I don’t think it’s fair,” Marianne stated, underlining the immense pressure placed on students to succeed.
In contrast, some students have managed to break free from the cycle. Amandeep, a 17-year-old from Sandwell College, celebrated passing her maths GCSE after previously failing. Her success allowed her to progress to a T-level programme in health and social care. “I teared up; I thought my patience had paid off,” she reflected, showcasing the potential for resilience amidst adversity.
A Call for Earlier Intervention
Education leaders, including Catherine Sezen from the Association of Colleges, recognise the need for reform but stress that solutions should be implemented sooner in a student’s educational journey. She pointed out that students who struggle with their SATs at the age of 11 are unlikely to achieve the necessary grades by 16. The current resit figures, she noted, reflect a broader issue exacerbated by the educational disruptions caused by the pandemic.
While the new stepping stone qualification represents a positive step forward, there is a growing consensus among educators that intervention must begin much earlier. By addressing the foundational learning challenges faced by students from a young age, it may be possible to reduce the number of young people caught in the resit trap.
Why it Matters
The current GCSE resit system is emblematic of deeper issues within the educational framework in England. As students face repeated failures, their confidence and future prospects are jeopardised, leading to increased disengagement from education and training. The proposed changes, including the introduction of a new qualification, offer a glimmer of hope for students who have struggled to achieve the necessary standards. However, without a comprehensive approach that includes early intervention and support, many young people may continue to find themselves on an exhausting treadmill of resits, stifling their potential and limiting their career opportunities. The urgency for reform is clear, and it is essential for policymakers to act swiftly to break this cycle and foster a more inclusive and effective educational system.
