Compulsory resits for GCSEs in England are taking a toll on students’ mental health, according to alarming new research from University College London (UCL). The study, released as students await their exam results, highlights a stark contrast between the wellbeing of pupils in England and their counterparts in Wales and Northern Ireland, where resits are not mandatory.
Mental Health Crisis Linked to Resits
Researchers at UCL examined the mental wellbeing of students who failed to achieve a grade 4 or equivalent in their maths or English GCSEs. Their findings reveal that only students in England—where resits are compulsory—showed significant declines in wellbeing. The pressure of repeatedly failing exams is linked to rising anxiety and diminished self-confidence among this demographic.
Robbie Maris, a research fellow at UCL and co-author of the study, emphasised the detrimental effects of the resit policy, particularly on students’ self-esteem. “For some students, the prospect of retaking exams leads to disengagement from education altogether,” Maris stated. “Those who struggle the most are at the highest risk of becoming NEETs—Not in Education, Employment, or Training.”
The Numbers Behind the Strain
Since the resits policy was introduced in 2014, students who do not achieve a passing grade in crucial subjects must continue their studies in English and maths to secure funding for further education. This year, around 180,000 students will retake GCSE English, while approximately 175,000 will attempt maths again, following a record number of failures among 16-year-olds last year.
The study’s results suggest that the mandatory nature of resits in England is a significant factor contributing to the observed mental health issues. Maris noted, “In comparing students across similar academic backgrounds in Wales and Northern Ireland, we find that the lack of a resit requirement leads to considerably better outcomes in terms of wellbeing.”
Gender Disparities in Impact
The research also uncovered notable differences in how boys and girls are affected by the resit policy. Girls who narrowly missed a grade 4 in maths experienced the most substantial negative impact, while boys fared worse when they performed significantly below the passing mark in English. Interestingly, those boys who failed maths and girls who failed English reported relatively stable mental health.
Maris pointed out that societal norms surrounding gender and academic performance play a role in these outcomes. “Both genders face unique pressures in these subjects, and the resit requirement exacerbates existing anxieties,” he explained, calling for further research to fully understand these dynamics.
Controversy Surrounding the Resit Policy
The compulsory resits have sparked ongoing debate since their implementation. The success rates for students aged 17 to 19 have plummeted in recent years, with less than 20% achieving a grade 4 or above in English and approximately 15% in maths. Critics argue that the policy is demotivating and ineffective.
In 2018, former Shadow Education Secretary Angela Rayner proposed abolishing the resit mandate under a Labour government. Conversely, the government’s recent skills white paper maintained the policy but suggested a new qualification aimed at supporting students with lower initial grades.
The Department for Education acknowledges the challenges of the resit system, stating, “We understand that repeated attempts without improvement can be disheartening. That’s why we’re implementing measures to help break this cycle.”
Why it Matters
The implications of this study are profound. As students grapple with the pressures of compulsory resits, their mental health is increasingly at risk. This research brings to light the urgent need for policymakers to reconsider the resit policy, not just to improve academic success rates, but to safeguard the mental wellbeing of young people in England. Ignoring these findings could have long-lasting consequences for a generation already facing unprecedented challenges in education and mental health.
