‘So stressful’ – teachers and pupils say new GCSEs are leading to burnout

So stressful – Concerns are mounting among educators and students in Wales over the recent overhaul of GCSE standards, with many describing the increased workload as a source of significant distress. The new assessment framework, introduced last September, has led to a surge in non-exam assessments (NEAs) that are conducted under teacher supervision, contributing to a sense of overwhelming pressure for both staff and learners. These NEAs, which make up up to 40% of the final grade, have disrupted the traditional balance of school life, leaving some students to dedicate up to 26 hours of assessment time over two years during regular class hours.

Mounting Pressure on Schools

Feedback from over 400 teachers has highlighted widespread anxiety regarding the administrative and grading demands of the NEAs. With more frequent evaluations required, educators report that their time is increasingly consumed by marking, moderation, and the logistics of managing these assessments. This has prompted calls for a thorough examination of the system, as concerns grow about its sustainability and impact on staff well-being.

NEAs encompass a range of evaluation methods, including oral presentations, fieldwork, portfolio submissions, and practical tasks. While these assessments were previously a smaller component of GCSEs, the current reforms have amplified their role, creating a more rigid structure that prioritizes continuous evaluation. In particular, subjects such as English Language and Literature, which count as two separate GCSEs, now demand a total of 20 hours and 55 minutes of NEA work over the course of two years. Religious Studies, another subject, requires 12 hours of such assessments.

For Welsh-language schools, the situation is slightly different. While the GCSE in Welsh, taught in English-language institutions, maintains the same requirements as before, the Welsh qualification in Welsh-language schools now mandates 26 hours of NEA work. This discrepancy has sparked discussions about the fairness and uniformity of the system, as some educators argue that the increased burden is not evenly distributed.

Student Voices: The Weight of Expectations

“School is meant to be about learning, but every week feels like assessments.”

Nish, a Year 10 student at Blessed Carlo Acutis Catholic School in Merthyr Tydfil, captures the sentiment of many young learners. The constant cycle of evaluations has left students feeling as though they are perpetually in revision mode. “I think I’ve only had a few sick days off, but just from those sick days, there’s hours of work to catch up on,” Nish added, illustrating the strain of having to make up missed assessments, often during lunch breaks or after school hours.

“Honestly, I’ve just found it so stressful… it feels like we’re revising constantly.”

Jasmine, another Year 10 pupil, echoed these frustrations. She noted the difficulty of navigating the new requirements, stating that even basic information about the qualifications was hard to find online. “It’s like we’re in a never-ending exam cycle,” she said, highlighting the mental toll on students who are expected to juggle multiple assessments with their regular studies.

“A lot of teachers don’t even know what will be in our tests. It’s a bit confusing.”

Nate, a student from a different school, pointed out the lack of clarity surrounding the new GCSE structure. “It feels like we’re being tested on things we haven’t fully prepared for,” he said. Similarly, Carli mentioned the disparity between the effort students put in and the proportion of the grade these assessments contribute. “We are putting in too much work for too little percentage of grade,” she argued, emphasizing the perception of unfairness.

Teacher Experiences: A Crisis of Burnout

Teachers are also struggling with the new system. A survey conducted by the NASUWT teaching union revealed that many of the 423 respondents were experiencing severe stress, exhaustion, and a feeling of being overwhelmed. One teacher described the NEA process as having a serious negative effect on their mental health, to the point where they are considering leaving the profession despite their passion for teaching. “The NEA is having a serious negative effect on my mental health. I have now started looking for work outside of education despite loving what I do,” the teacher wrote.

Another educator shared their experience of being pushed to the limit, stating: “This workload is totally unsustainable; I know of one English teacher in my school who is leaving at the end of this academic year because of this.” A third teacher recounted a severe health incident, attributing it to the stress of managing the NEAs. “The new religious studies NEA is just not manageable,” they said, adding that the workload has become a cause for concern.

Sophie Smith, an English teacher at Blessed Carlo Acutis School, described the situation as “burning out” for both students and staff. “I’ve been completely burnt out and exhausted from it all,” she admitted. She noted that the process of planning, delivering, and evaluating NEAs has taken weeks, with guidance often appearing vague. “It doesn’t seem sustainable,” she said, expressing worries about the long-term consequences for learners. “Imagine that constant pressure,” she added. “I worry about the impact on their wellbeing. They need to come out of school with positive experiences… it is taking the heart out of education.”

Reforms have been criticized as placing schools under extreme pressure, with head teachers in Cardiff sending a joint letter to the WJEC exam board and Qualifications Wales, urging immediate action. The letter emphasized the need for support to address the burnout affecting both staff and students, as the new system has led to a more rigid and assessment-driven approach to learning. Both organizations have acknowledged the concerns, pledging to collaborate with schools to mitigate the challenges. However, the ongoing dialogue suggests that the impact of these changes is still being felt across the educational landscape in Wales.