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The latest A-level results in England have unveiled a stark contrast in academic achievement across different regions, underscoring the urgent need for policy intervention to address educational inequalities. While nearly one-third of candidates in London achieved A* and A grades, regions such as the East Midlands and the north-east lagged significantly behind, with fewer than a quarter of students attaining similar results. This growing divide has prompted calls for a renewed focus on regional education strategies.
A-Level Results Overview
As the results were released, students nationwide celebrated an overall increase in high grades, with 32.7% of A-level candidates in London securing A* and A grades, a notable rise from 26.7% the previous year. However, a closer examination of the data reveals a troubling pattern of regional inequality. In stark contrast, only 23.1% of students in the East Midlands achieved top grades, a slight decrease from 23.8% in 2025. The north-east fared similarly, with a marginal uptick to 22.9%.
This widening gap is particularly concerning, with the difference in A and A* grades between London and the north-east now standing at 9.6 percentage points— the largest since the pandemic. The disparity in A* grades has also increased from two percentage points in 2019 to 5.1 points in 2026, raising alarms among educational experts.
The Urgent Call for Change
Andy Burnham, the Prime Minister, has made addressing regional inequality a key priority of his administration. As the results demonstrate, the educational landscape in England is becoming increasingly lopsided, with London emerging as an educational outlier.
Lee Elliot Major, a social mobility expert at Exeter University, articulated the severity of the situation, stating, “Our capital has become an educational outlier while too many young people in the north-east, East Midlands and other parts of the country are growing up in very different worlds of opportunity.” His comments underscore the need for tailored approaches to education that consider local challenges and resource availability.
The government’s efforts to address these disparities include initiatives such as the Rise teams, which aim to enhance standards in underperforming areas. Additionally, a proposed funding model that adjusts financial support based on household income is seen as a potential step towards levelling the playing field. Nevertheless, educators and experts argue that these measures must be coupled with more comprehensive strategies to tackle the root causes of inequality.
Addressing the Root Causes
Chris Zarraga, director of Schools North East, highlighted the ongoing challenges faced by schools in disadvantaged areas. He noted that schools often operate under significant pressures stemming from local socio-economic conditions, which can hinder educational outcomes. “In the north-east, schools are working within communities facing entrenched disadvantage,” he explained, calling for a holistic approach that encompasses education, health, and economic development.
Furthermore, Daniel Kebede, general secretary of the National Education Union, echoed the need for increased funding to support schools in disadvantaged areas. “Schools do everything they can to respond to poverty,” he stated, emphasising that the financial and structural challenges must be addressed if real progress is to be made.
A Vision for Equality in Education
Experts advocate for an ambitious, region-first strategy to ensure that all communities, particularly those that are rural or post-industrial, receive equal educational opportunities. The persistent gaps in attainment linked to geography and socio-economic background are alarming, signalling that the current system requires urgent reform.
As these disparities become increasingly pronounced, it is clear that the pathway to educational equity must involve targeted policies and sustained government commitment. The warning signs are evident, and action is needed to bridge the gap.
Why it Matters
The implications of these findings extend beyond mere statistics; they reflect a broader societal issue of inequality that can shape the future of young people across England. As educational outcomes are closely linked to economic opportunities and social mobility, addressing these disparities is crucial for fostering a fair and just society. The government’s response to this growing divide will not only determine the future of educational policy but also the potential of countless students who deserve the same opportunities, regardless of their geographic location.
