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The ongoing struggle of students to pass their GCSEs in maths and English has been branded as “relentless” and “simply not working” by the Association of School and College Leaders (ASCL). With nearly one in four GCSEs in these subjects now being taken by students aged 17 and older—many of whom are resitting exams they previously failed—the current system appears to be failing those who need it most. As the government plans to introduce a new qualification aimed at easing this cycle, the situation highlights a critical gap in support for young learners.
A System on the Brink
The ASCL has raised concerns over the effectiveness of the resit system, suggesting that a significant number of students are trapped in a cycle of failure. Many of those who retake their GCSEs find themselves facing the same disappointing results repeatedly. Pepe Di’Iasio, the general secretary of ASCL, likened this ongoing struggle to “force feeding” students a “relentless diet of GCSE English and maths,” which severely limits their educational and career opportunities.
Statistics reveal that pass rates for older students in these subjects are considerably lower than those of 16-year-olds taking the exams for the first time. This trend drags down overall GCSE performance across England, Wales, and Northern Ireland, leaving many students feeling disheartened and uncertain about their futures.
Personal Stories of Struggle and Hope
Among those affected is Marianne, a mother from Cambridgeshire, who shared the mixed emotions she faced on results day as her sons collected their GCSE results. While her younger son, Jake, excelled with a grade 8 in maths, his older brother Tobias found himself disheartened after failing to achieve the pass he so desperately wanted—his fifth attempt yielding yet another disappointment.
“It’s horrendous making him keep doing it,” Marianne expressed. “He shows up, puts in the effort, but there’s just something about maths that he doesn’t grasp.” Tobias, who recently secured commendable A-level results, now sees his dream of becoming a history teacher on hold, simply due to his struggle with maths.
The impending introduction of a new “stepping stone” qualification, set to launch in 2028, offers a glimmer of hope for students like Tobias. This alternative pathway aims to equip learners with the essential skills they need before they attempt to resit their GCSEs, potentially alleviating the pressure many students currently face.
A Broader Perspective on Educational Challenges
The Department for Education (DfE) has acknowledged the issues surrounding the resit cycle, expressing a desire to end what they term an “endless treadmill of unnecessary resits.” The stepping stone qualification could serve as a vital resource, allowing students to build their confidence and skills before re-entering the examination arena.
Catherine Sezen, representing the Association of Colleges, echoed this sentiment, suggesting that proactive measures should be implemented much earlier in a child’s education. “We have to look at what happens probably from reception right the way through,” she noted, emphasising that early struggles often foreshadow future difficulties in achieving GCSE success.
The legacy of the pandemic remains a significant factor, with many students missing foundational knowledge during crucial years. This gap has undoubtedly contributed to the disappointing resit figures seen this year.
Success Amidst Adversity
Not every story is one of struggle, however. Amandeep, a 17-year-old student from Sandwell College, recently celebrated her triumph in passing her maths and English GCSEs after a year of perseverance. “I teared up; I thought my patience had paid off,” she said, relieved to finally move forward in her education. Amandeep’s success highlights the potential for resilience, even in the face of repeated setbacks.
Similarly, Wynne Hindle, a 52-year-old grandmother from Suffolk, found joy in passing her maths GCSE on her fifth attempt. “I was very happy and shocked to pass,” she exclaimed, embodying a spirit of determination that resonates with many who find themselves in the resit cycle. Wynne’s journey serves as a reminder that persistence can ultimately lead to success.
Why it Matters
The ongoing conversation about GCSE resits is more than an educational concern; it is a reflection of the support systems—or lack thereof—that shape our young people’s futures. As the government seeks to implement changes, it is crucial to recognise the emotional toll this cycle takes on students and their families. By addressing the root causes of educational failure and providing alternative pathways, we can foster a more equitable and supportive learning environment for all. It is imperative that we move beyond the relentless cycle of resits and towards a system that nurtures growth, resilience, and success.
