GCSE Resits Fail Students: Why Compulsory Retakes Must End 2026

Compulsory GCSE resits are a counterproductive policy that sets students up for failure, and it's time to reconsider this approach. As a governor at a large further education college, I see firsthand how the relentless cycle of retaking exams demoralizes students and offers no real path to improvement. The current system, championed by Michael Gove, forces thousands of young people to repeat the same material with little support, leading to repeated failure and disengagement. It's a disservice to our students and a waste of educational resources.

The Problem with Compulsory GCSE Resits

Compulsory GCSE resits are designed to ensure that all students achieve a level 2 qualification in maths and English, but the implementation is deeply flawed. Students who fail in one sitting are immediately placed into resit classes, often with the same teaching methods that failed them before. This treadmill of resitting resits offers no reflection on how to improve and instead reinforces a sense of failure.

Data from our college board meetings consistently shows that the majority of students who resit GCSE exams fail again. This not only wastes time and resources but also damages students' confidence and motivation. The policy is a negative learning experience that fails to address the root causes of underachievement.

Why Resits Are Counterproductive

When students are forced to retake the same exams without tailored support, they are being set up for failure. The curriculum is rigid, and there is little room for creative or alternative approaches to learning. Many students have already experienced failure in these subjects at school, and the resit environment does nothing to break that cycle.

Instead of helping students, compulsory resits often lead to disengagement and dropout, as students see no point in continuing to try. This is particularly true for those who are not academically inclined but have other talents and skills that are ignored in this narrow focus on exam success.

Lessons from the Past: Mature Syllabuses

In the 1980s, I taught GCSE English to mature students aged 17 to 70. We did not force them to repeat the same course over and over. Instead, we offered mature syllabuses that avoided the repetition of school failure and used more creative approaches to learning and assessment. These courses were designed to build on students' life experiences and interests, making learning relevant and engaging.

This approach was successful because it recognized that adults and older students have different needs and motivations. They are not the same as teenagers in school, and treating them as such is a recipe for failure. The current policy ignores these differences and treats all students as if they are the same, which is a fundamental flaw.

Alternative Qualifications: Stepping Stones to Success

There are better alternatives to compulsory resits, such as stepping-stone qualifications that allow students to build on their skills gradually. These qualifications can be tailored to individual needs and provide a more positive learning experience. For example, functional skills qualifications in maths and English are more practical and relevant to everyday life, and they can be a stepping stone to GCSEs or other higher-level qualifications.

These alternatives offer flexibility and can help students gain confidence and skills without the pressure of a high-stakes exam. They also allow for more creative teaching methods and assessments, which can be more effective for students who have struggled with traditional exams.

Comparison: Compulsory Resits vs. Stepping-Stone Qualifications

As the table shows, the current approach of compulsory resits is failing students. It's time to adopt a more compassionate and effective strategy that focuses on student success rather than punishment.

Key Takeaways

• Compulsory GCSE resits are counterproductive and set students up for failure.
• The policy offers no reflection on how to improve and leads to repeated failure.
• Mature syllabuses and stepping-stone qualifications are effective alternatives.
• Flexible, tailored learning approaches can boost student confidence and success.
• Scrapping compulsory resits is a start to reforming education policy.

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