WHAT THE EXPERTS SAY....
WHEN THINGS DON’T GO TO PLAN: SUPPORTING STUDENTS AFTER RESULTS DAY
Comment by JENNY WEBSTER, Deputy Head of English at Academy21
A
s this year’s exam cycle draws to a close, we as teachers can begin to reflect on the year! We hope that our students have effectively applied our instruction and guidance as they navigated the pressure-cooker atmosphere of their GCSE exams.
Come results day in August, we will share in the relief and elation of our students who have successfully met the challenge of their GCSEs. We will also be ready to console and redirect those who haven’t quite made it - yet. Students who have not yet attained their Grade 4 in English or Maths may be feeling particularly deflated, and we stand prepared to support them on their journey forward.
After all, we know that English and Maths GCSEs are crucial for career prospects as they provide fundamental skills needed for most jobs and further study. They are often required for apprenticeships, further education courses, and university admissions. Passing these subjects open doors to wider opportunities and improved prospects.
However, In the 2024 English GCSE results, 71.2% of entries from 16-year-olds achieved a grade 4 or above. Meanwhile, the pass rate for GCSE Maths, defined as achieving a grade 4 or higher, was approximately 59.6%.
These GCSE results reveal that 36% of sixteen-year-olds did not achieve a standard pass in both English and maths. This indicates that after 12 years of compulsory education, slightly over one-third of young people obtain a qualification in Maths and English that may present challenges for them in future education or employment contexts. This is of course often not a true reflection and in many, many cases their achievement is a real testament to hard work and dedication.
What these statistics fail to capture are the individual stories of the thousands of young people who did not achieve a Grade 4 in Maths or English. Often referred to as the ‘Forgotten Third’, these students now face the challenge of picking themselves up and contemplating their next steps.
Concerningly, research shows us that students with SEN and those in receipt of free school meals are disproportionately likely to fall into this category. For these pupils it is essential that they receive timely advice and support to overcome what may be perceived as yet another ‘hurdle’.
The good news for Post 16 students facing this prospect is that they have the opportunity to continue studying GCSE English, GCSE maths, or both if they do not have a grade 4 in one or both subjects.
With our support, they can begin to see a route forward: an initial June 2025
disappointment, yes, but by no means an insurmountable barrier to their aspirations.
For many students, it can be beneficial to retake GCSE exams soon after the first sitting. Retaking in the November exam session allows students to leverage their existing knowledge and revision efforts, potentially reducing the overall study time needed compared to a longer gap. The course material remains relatively fresh in students’ minds, and students can concentrate on areas where they initially struggled.
As well as additional tuition, preparation which empowers students to develop the right outlook will be key in achieving success the next time round. It is important that students resitting these key examinations are supported holistically by their schools and colleges
A positive and resilient mindset significantly enhances exam performance by improving focus, managing stress, and boosting confidence. This allows students to approach exams as opportunities to demonstrate their knowledge and skills rather than feeling overwhelmed.
A growing body of research, including work by Dr Ariel Lindorff at the University of Oxford and studies commissioned by the UK Department for Education, demonstrates a clear and significant connection between students’ emotional wellbeing and their academic success.
Dr Lindorff’s impact studies and literature reviews over the past decade have consistently shown that whole-school approaches to promoting wellbeing are strongly linked to higher academic attainment and improved educational outcomes. Her research concludes that when schools prioritise wellbeing, students benefit not only academically but also in terms of mental health, motivation, behaviour, and self-esteem. The DfE’s own research shows students with higher levels of emotional, behavioural, and social wellbeing consistently achieve higher academic results and are more engaged in learning: “Children with higher levels of emotional, behavioural and social wellbeing, on average, have higher levels of academic achievement.”
The DfE’s analyses also indicate that these relationships hold true across different demographics, including gender and parental education level, highlighting the broad relevance of supporting wellbeing for all students.
We know that come August there may be those amongst our students who haven’t achieved what they hoped for and whose immediate future is not as they planned. Ultimately, we must acknowledge our responsibility in facilitating support for our post 16 students as they navigate the challenge of retaking English or maths. It is imperative that this preparation should not only involve robust academic study but be underpinned by a comprehensive support system that effectively prioritises their well-being alongside their educational goals
By adopting this integrated approach, we can start making a meaningful impact on our resit students, helping to unlock the potential of the ‘Forgotten Third’.
www.education-today.co.uk 15
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