GCSE Exam Anxiety Surges: Over 25% of Students Withdraw Due to Stress

A recent survey conducted by Teacher Tapp for the Association of School and College Leaders (ASCL) has unveiled concerning levels of anxiety among General Certificate of Secondary Education (GCSE) students in England, Wales, and Northern Ireland. The findings indicate that more than 25% of teachers reported students withdrawing from their GCSE exams due to anxiety, highlighting a growing mental health challenge in the education system.

The survey, which utilized the Teacher Tapp app launched in 2017, revealed that 65% of teachers observed Year 11 students missing school at some point due to "exam anxiety." This trend aligns with broader concerns about persistent absenteeism, with over 20% of students in England missing at least 10% of their lessons during the 2023-2024 school year.

In response to the mounting stress levels, approximately 75% of teachers sought alternative exam arrangements for their pupils. The survey also found that 47% of teachers reported students arriving at or leaving the exam hall in distress.

These findings come as approximately 800,000 pupils across England, Wales, and Northern Ireland prepare to receive their GCSE results on August 21, 2024. The current situation reflects the ongoing challenges faced by the education system since the introduction of GCSEs in 1988 and the more recent disruptions caused by the Covid-19 pandemic.

Prof Alan Smithers, director of education at the University of Buckingham, predicts a potential decrease of up to 71,000 top grades if officials follow through on their commitment to restore GCSE results to 2019 levels. In 2019, 20.8% of entries were awarded a grade 7 or above (equivalent to an A in the former letter-based system).

Pepe Di'Iasio, general secretary of ASCL, emphasized the need for a balanced approach to assessment methods while maintaining the integrity of examinations. He stated, "The wellbeing of our students must be at the forefront of any reforms."

In response to these concerns, the government has initiated a review of the national curriculum in England, which will examine the current assessment system. The review will begin with a focus on the curriculum for pupils aged 14-18 and consider the "overall volume of assessment" imposed on students throughout their school lives.

"High and rising school standards are at the heart of our mission to break down barriers to opportunity and give every child the best start in life. We are supporting schools to identify mental health problems and respond appropriately and will provide access to a specialist mental health professional in every school."

The government's commitment to addressing mental health issues in schools aligns with initiatives like the Mental Health Services and Schools Link Programme, launched in 2015. However, the challenge remains in striking a balance between maintaining academic standards and supporting student well-being.

As the education system continues to evolve, with changes such as the introduction of T-Levels in 2020 and ongoing debates about the effectiveness of compulsory GCSE resits for English and Maths, stakeholders must work together to create an environment that fosters both academic achievement and mental health support for students.