The current system for GCSE English and maths resits in England isn't just broken. It's actively damaging the wellbeing and future prospects of thousands of teenagers every single year. If you walk into any college in the country this month, you'll find the same story: young people, already disheartened by their results at 16, being forced onto a treadmill that rarely leads to success.
Education leaders are finally speaking out, calling the policy what it really is: a relentless, demoralizing diet of failure. They aren't wrong. When you look at the data, it's clear that the current condition of funding policy—which mandates that students must continue studying these subjects until they hit a grade 4—is creating a cycle of disengagement.
The failure of the resit treadmill
Since 2014, the "condition of funding" rule has meant that any student who doesn't achieve a standard pass (grade 4) in English or maths at 16 must keep taking them. The government's logic was simple: these subjects are gateways to life and work. Everyone needs them. But the execution? It’s been a disaster.
A study from University College London (UCL) released in August 2026 confirms what teachers have been saying for years. Compulsory resits are taking a massive toll on mental health. While students in Wales and Northern Ireland—where this specific, rigid mandate doesn't exist in the same way—showed stable wellbeing levels, students in England are suffering. We are effectively punishing teenagers for failing an exam by forcing them to repeat the exact same experience.
Think about it. If you've spent years struggling with algebra or creative writing, and you walk away with a grade 2 or 3, how does it help to force you to do it all again? Most students don't improve. Data shows that pass rates for these resits are consistently abysmal. Fewer than 20% of resitting students achieve a grade 4 or above in English, and in maths, it’s closer to 15%. Less than 1% land a grade 9.
Why the system misses the mark
The problem isn't that English and maths don't matter. They do. The problem is the assumption that the GCSE exam is the only way to demonstrate competency in these areas. By fixating on a specific grade in a specific, linear exam, we ignore the reality of how these students learn.
Many of these teenagers arrive in post-16 education already feeling like they've hit a wall. Their history might be filled with low attainment, disrupted schooling, or just a simple lack of engagement with the traditional classroom model. When we force them to resit, we aren't helping them gain confidence; we're confirming their fears that they aren't "academic."
Experts from the Association of School and College Leaders (ASCL) have repeatedly warned that tinkering at the edges won't work. We need a fundamental shift in how we assess these essential skills. Forcing someone onto a treadmill where they fail repeatedly doesn't prepare them for work. It prepares them to drop out.
Real consequences for real kids
The human cost is high. We see a rise in young people becoming NEET (not in education, employment, or training). Research fellows at UCL have pointed out that the frustration of repeated failure drives students to stop showing up entirely. They won't enter the exams, they stop attending classes, and eventually, they vanish from the education system.
It's a form of gatekeeping that hits disadvantaged students and those with special educational needs the hardest. They are over-represented in the resit cohort, meaning this policy isn't just inefficient—it's widening the inequality gap.
Moving away from the cycle
The government has talked about "stepping stone" qualifications, acknowledging that the "treadmill of failure" is a major problem. However, action has been slow. If you're a student caught in this loop, or a parent watching your child struggle, the system feels less like an opportunity and more like a barrier.
If you want to support a young person, focus on these realities:
- Acknowledge the stress: Don't pretend this is just "extra practice." It's a high-pressure environment that often triggers anxiety.
- Look for alternatives: If the rigid GCSE route isn't working, investigate whether there are functional skills or other vocational pathways that might be more appropriate for their learning style.
- Talk to your provider: Colleges have different ways of managing these mandates. Some are more supportive than others. Find out what specific help, tutoring, or "stepping stone" courses they offer, and don't be afraid to ask how they ensure students don't burn out.
The goal should be proficiency, not a specific grade on a certificate. Until the system shifts to focus on practical, relevant numeracy and literacy that builds confidence rather than destroying it, we will keep failing our young people. Stop force-feeding a system that doesn't work. Start finding ways to actually teach the skills that count.
