Anxiety levels of GCSE students 'deeply concerning'

More than three-quarters of teachers and school leaders have reported seeing mental health issues related to exam anxiety in their Year 11 students during the past academic year.

The survey, conducted by Teacher Tapp on behalf of the Association of School and College Leaders (ASCL), uncovered a worrying picture of the impact on students of the current GCSE system.

Sixty five per cent of teachers noticed students not attending school due to exam anxiety, and 58 per cent of parents contacted the school due to worry about how their child is coping with the pressure.

Some have blamed the increase in exam anxiety on government reforms which were introduced in 2015.

The major changes comprised more challenging material, a move from modular assessment to a focus on final exams, and a change in the grading system. As a result almost all examination now takes place at the end of the course resulting in a large number of examinations in a six-week period.

The new government has launched a curriculum and assessment review chaired by Professor Becky Francis. Its aims include: “An assessment system that captures the strengths of every child and young person and the breadth of curriculum, with the right balance of assessment methods whilst maintaining the important role of examinations.”
 
Overall, the survey found there was support for some type of reform of the current system with only four per cent favouring no changes.

Pepe Di’Iasio, general secretary of ASCL, said the findings "paint a deeply concerning picture of the significant impact that the current GCSE system is having on the mental health of our students."
 
He added; “These results are a stark reminder that the changes made to GCSEs under the previous government have had unintended and detrimental consequences on our young people. It is clear that the current high-stakes, end-of-course exam model is causing significant stress and anxiety among students, which is unacceptable.
 
“While the majority of teachers believe that the number of subjects taken at GCSE is about right, most appear to favour some sort of change to the assessment process.
 
“ASCL welcomes Labour's review of curriculum and assessment. It is vital that we strike the right balance of assessment methods while preserving the integrity of examinations. The wellbeing of our students must be at the forefront of any reforms. We look forward to working with the new government to develop a system that supports the mental health of students, reduces unnecessary stress, and provides a fair and balanced approach to assessment."