GCSE Results Day 2025: Why we should recognise every achievement
On Thursday, 21 August 2025, students across the country will receive their GCSE results – a moment that often carries huge emotional weight. For many young people, this day brings the satisfaction of reaching a milestone and the relief of seeing hard work pay off. At Academy21, we take great pride in learning the success stories of our students and their onward plans.
But not all students will walk away with the grades they hoped for. For those who have experienced severe disruption in their learning, the day can serve as a stark reminder of long-term challenges.
What’s more, in our current system, nearly 200,000 pupils, a third of the cohort, will not receive a pass grade 4 or above in English and maths GCSE. This ‘cliff edge’ judgement does little to promote confidence and a sense of achievement in students, many of whom may have worked incredibly hard to achieve their grade, overcoming adversity on the way. It is a feature of our system that we at Academy21 sincerely hope this is examined closely in the Curriculum and Assessment Review, and a more inclusive, positive assessment system emerges.
At Academy21, we believe every learner deserves to have their achievements recognised, not just those who meet expected grades.
Understanding why many students don’t hit their potential
Unmet needs:
GCSE results are often seen as a final verdict on a young person’s academic ability. But for thousands of students each year, their grades don’t reflect their true potential, largely because of challenges beyond their control.
Special educational needs, medical conditions, mental health challenges or family disruptions often lead to periods of student absence and a declining motivation to learn. All these factors have a heavy impact on revision and exam performance.
Adolescents diagnosed with depression before age 15 were 40 % less likely to meet standard GCSE benchmarks (five 9–4 grades including English & maths). Children experiencing poor mental health are three times more likely not to pass five GCSEs, including maths and English, compared to their peers.
A narrow assessment system that doesn’t accommodate differences
When results day comes, complex life experiences can take a back seat, not reflected in the piece of paper the young person sees as a reflection of their education. A student who has overcome immense personal challenges is still measured by the same range of numbers.
We believe our assessment system must take better account of this, which is why at Academy21 we employ several ways to recognise effort in every lesson through feedback, praise and marks.
Data shows that our current education and assessment system isn’t designed to accommodate the nuances of students’ lives. We certainly need ways to measure progress and to use that to put in place support and interventions during a school career. However, exams under timed, high-pressure conditions, requiring all students to follow the same track and timescale, clearly present an issue. It is complex – ensuring the validity of results and comparability is essential, but arguably not at the expense of labelling many learners, often vulnerable, as having failed. Creativity and innovation in the exam space are key.
We see this in the advent of remote proctoring and digital exams, now being offered through some exam boards. This is an excellent example of innovation to make examinations more accessible and to remove some of the barriers that hamper true performance. There are already many examples of students able to really demonstrate their ability when given the opportunity to do so; it is time to accelerate this to benefit students across the country.
Increased pressure
GCSEs involve sitting multiple exams totalling over 30 hours across various subjects. This intense pressure can lead to stress, sleepless nights, and severe mental health challenges such as panic attacks or depression.
According to a survey by ASCL, 77% of teachers reported seeing mental health issues related to exam anxiety in their Year 11 students during the past academic year. Additionally, 28% of students were withdrawn from GCSE exams due to exam anxiety, and 65% did not attend school because of it.
The survey also found that 46% of students experienced physical reactions to the stress of exams during the exam period.
There is already recognition in the Curriculum and Assessment Review: interim report that change is needed on this front to review the sheer amount of content and scale of our assessment system to enable all learners to learn better. This is doubtless a positive step.
The Importance of alternative success measures
As a leading online alternative provision serving thousands of students who may face a variety of vulnerabilities at Academy21, we take a broader view of student success.
For the pupils we support, often referred to by schools or local authorities due to challenging circumstances, success may look very different from a string of top grades on a results sheet. It may be about re-engaging with learning after a period of absence, developing the confidence to attend live lessons, or building resilience in the face of academic or personal difficulty.
These achievements are not minor. For a young person who has been unable to participate in education for weeks or months, the ability to sit a full exam paper, or even enter the exam hall, is an extraordinary step forward. For others, completing a term of structured online learning without disruption represents meaningful progress.
We believe these moments deserve just as much recognition as exam results. They demonstrate perseverance, courage, and growth – qualities that will serve students well far beyond GCSEs.
The role of alternative provision in supporting progress
Alternative provision plays a vital role for students who face barriers that prevent them from fully accessing mainstream education and reaching their potential in high-stakes exams like the GCSEs. By offering flexible, personalised learning environments, alternative provision providers help students engage with GCSE content at their own pace and feel supported.
As the leading online AP specialist, Academy21 provides live, structured online lessons taught by qualified teachers, from Key Stage 2 to Key Stage 5. Aside from the inherent flexibility of online learning, which gives students the option to attend their class in an inclusion room or at home, we also have a dedicated SEN team on hand and various pastoral care courses to support students emotionally.
Working closely with schools, local authorities, and families, Academy21 ensures progress is monitored and supported holistically. While exam results remain important, we recognise that success also includes personal growth and resilience.
In short, we deliver:
- Live online lessons taught by experienced, qualified UK teachers
- Flexible timetables and pathways, including short-term, part-time, or GCSE resits support
- A safe and focused environment where pupils can rebuild confidence
- Wellbeing mentoring and SEN-friendly learning tools
What happens when results don’t reflect ability?
For students who don’t achieve the grades they hoped for, the impact can be demoralising. But lower-than-hoped-for results don’t mean the end of the road. Many young people go on to succeed via alternative routes, whether that’s through GCSE resits, vocational training, or apprenticeships.
What matters most at this point is access to guidance and the space to reassess. We encourage schools, parents, and professionals to remind students that this is just one step in a much longer journey. A disappointing result today does not define a child’s worth or future.
This is particularly important for students in alternative provision, who may already feel disconnected from mainstream narratives of success. These young people must understand that they still have a future – and that support is available to help them reach it.
Reframing the narrative around Results Day
Each year, we tend to celebrate high achievers – and rightly so. But alongside these stories, there must also be space for a different kind of recognition: for those who made it to Results Day against the odds, who re-engaged with education after long-term absence, or who completed their exams despite anxiety and uncertainty.
This broader recognition raises our understanding of what success can look like when circumstances are complex. The education system must evolve to reflect the diverse needs and achievements of all students, not just those who fit the traditional mould.
A call to educators, policymakers, and parents
As we approach another Results Day, we must ask: what do we value in our education system? Are we measuring what matters? Are we recognising the whole picture?
Alternative provision is not simply a safety net. It is a crucial component of a more inclusive, responsive education landscape; one that respects the individuality of learners and provides multiple pathways to success.
At Academy21, we will continue to celebrate every milestone, whether it comes in the form of a high grade or a hard-won step forward. Our students’ journeys are not always linear, and they are rarely easy; but they are always meaningful.
We remain committed to providing high-quality alternative provision that supports students to progress academically, personally, and emotionally. Contact our team to learn more about our provision or refer a student.
