“I’m scared I will fail and that I don’t have the right grades to get the job or course that I dream of.”
College student, Pearson School Report

62% of college students say resitting the same GCSE content makes them feel like they are going backwards, while only 31% of tutors believe current resits offer a genuine second chance to succeed. 

“It feels repetitive and boring and makes me less likely to want to learn because I already feel like I know it, even if I don’t.”
Post-16 student, Pearson School Report

65% of college students have missed lessons or exams due to stress, anxiety or low confidence. Many told us the emotional pressure of resits often overshadows their ability to demonstrate what they know and makes it harder to stay motivated.

“Anxiety makes me feel like I'm not good enough.”
Post-16 student, Pearson School Report

Students and tutors consistently told us that English and maths need to feel more connected to real life, particularly for vocational students. They said they wanted assessments that genuinely help prepare them for their future lives, work or further study.

“Making content relevant to daily life boosts motivation and understanding.”
College tutor, Pearson School Report

Students and tutors told us that the existing GCSE resit route can feel limiting and rigid, particularly for those aiming for vocational pathways. Around three-quarters of college tutors say they would prioritise GCSE content that links to college students’ vocational or academic courses in both English and maths.

“I’d like there to be more practical, real-world applications and project-based assessments in GCSE English and maths. This would help students develop problem-solving skills, critical thinking, and creativity, making the subjects more engaging and relevant to our future careers.”
Post-16 student, Pearson School Report

60% of college students say they are confident talking to staff members when they need help, and tutors emphasised that celebrating progress and supporting students through setbacks is key to sustaining motivation.

48% of college students enjoy learning, and over half (54%) say their peers are interested in learning. They also highlighted the value of learning for everyday life skills, future employment and building their knowledge, with over a third choosing each of these as their main reason for study.

“When I started my apprenticeship at 16, I knew very
little about engineering. Studying for a BTEC alongside my day-to-day role gave me a strong foundation, and that learning quickly translated into confidence. I felt more capable when tackling projects and more comfortable stepping into new situations.”
Santina, former BTEC student

There has been real progress made in recent years, with many colleges and tutors working hard to re-engage students and improve outcomes for those taking resits. Inspiring practice is already taking place in colleges and post-16 settings across the country, helping students rebuild confidence and achieve success.

“There is a lot of really positive work happening across the country in post-16 and pre-16 education.”
Ffion Robinson, Education Officer, nasen

HRUC (Harrow, Richmond and Uxbridge Colleges), a major further education provider, has announced a collaboration with Pearson to trial a standardised three-stage model for post-16 GCSE maths resits. This approach seeks to reduce the emotional and logistical pressures associated with traditional resits, and ultimately shorten the time students spend in these cycles.

“By giving students more achievable milestones, we believe it will encourage them to work harder, deepen their understanding, and reach the same level of competence as they would through the current linear system."
Alastair Mullins, Assistant Principal at HRUC
 

Across our roundtables and forums, sector leaders consistently told us there is growing alignment around the need for meaningful reform in post-16 English and maths, and real optimism about what could be achieved together. The government’s Post-16 Education and Skills White Paper (October 2025) has begun this process, introducing new stepping-stone qualifications designed to better support students below grade 4.

With the Department for Education reinforcing its commitment to achieving a grade 4 in GCSE English and maths, getting the these right for FE learners and college remains a key driver.

“There has been so much common agreement… it’s hopefully something we can build on.”
Tony Staneff, founder of Rethink Maths