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

So stressful – Recent concerns have emerged in Wales regarding the impact of the updated GCSE curriculum on both educators and students. With the implementation of new requirements last September, the system is reported to be causing unsustainable levels of stress, prompting calls for a reassessment of its design. The increased focus on non-exam assessments (NEAs) has significantly altered the workload for teachers and pupils, creating a challenging environment for learning and well-being.

Shift in Assessment Focus

The new GCSEs in Wales now allocate up to 40% of the final grade to NEAs, which are assessments conducted under teacher supervision rather than traditional exams. This change has led to a dramatic increase in the time students spend on non-exam tasks, with some subjects requiring up to 26 hours of such assessments over two academic years. These tasks are typically carried out during school hours, leaving little room for rest or unstructured learning. As a result, both staff and students are experiencing heightened pressure, with many expressing frustration over the volume of work and the constant need to meet deadlines.

Teacher and Student Experiences

Feedback from educators highlights the strain of the new system, particularly in subjects like English, Welsh, and Religious Studies. Teachers report that the introduction of more frequent assessments has created a chaotic schedule, often blurring the lines between teaching and evaluation. One Year 10 student, Nish, described the overwhelming nature of the workload, saying,

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

Nish added that the pressure of making up missed assessments, often during lunch breaks or after school hours, has made it difficult to balance school and personal life. “I think I’ve only had a few sick days off, but just from those days, there’s hours of work to catch up on,” Nish explained.

Other students echoed similar sentiments. Jasmine mentioned that finding detailed information about the new GCSEs online was a struggle, stating,

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

Nate, another student, noted the confusion surrounding the upcoming tests, saying,

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

Carli emphasized the disconnect between the effort students put in and the grades they receive, expressing concern:

“I think the NEAs are OK but I don’t like how low the grade is, we are putting in too much work for too little [percentage of grade], it’s stressful.”

Survey Highlights Concerns

A survey conducted by the teaching union NASUWT revealed that many of its 423 respondents were struggling with the new requirements. The findings underscored widespread feelings of severe stress, exhaustion, and being overwhelmed. One teacher shared,

“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.”

Another educator described the workload as “totally unsustainable,” noting that a colleague in English is set to leave the profession at the end of the academic year due to the strain. A third teacher recounted experiencing a suspected stroke, attributing it to the relentless pressure of the new system:

“The new religious studies NEA is just not manageable.”

These accounts highlight the growing anxiety within the education sector. Sophie Smith, who teaches Religious Studies at Blessed Carlo Acutis School, described the situation as “burning out” for both students and staff. She explained that the planning, teaching, and moderation of NEAs have consumed weeks of her time, with the provided guidance being “quite vague.” “It doesn’t seem sustainable,” Smith said, adding that she worries about the long-term impact on student wellbeing. “They need to come out of school with positive experiences… it is taking the heart out of education.”

Welsh-Specific Challenges

While the Welsh GCSE is implemented in English-language schools without additional NEA requirements compared to previous years, the Welsh-language GCSEs have seen a different approach. These qualifications, which count as two separate GCSEs, now require students to complete 26 hours of NEAs over two years. This variation has sparked debate, with some educators and students suggesting that the Welsh-language curriculum may be placing extra burdens on learners who already face challenges in mastering the language.

Cardiff-based head teachers have also voiced their concerns, sending a joint letter to the WJEC exam board and Qualifications Wales. They warned that the reforms are placing schools “under extreme pressure” and stressed the need for “urgent action” to safeguard staff health and student progress. Both organizations have responded by acknowledging the issues and pledging to collaborate with schools to provide support. However, the challenges remain significant, particularly as the transition to the new system continues.

Parental Reactions and Broader Implications

At an Urdd rugby event in Cardiff, parents of Year 10 students shared their mixed experiences with the new GCSEs. While some expressed confidence that their children were adapting well, others highlighted the difficulties. One parent noted,

“I’ve noticed my child is constantly stressed and has less time for hobbies or socializing.”

These concerns reflect a growing worry among families about the potential toll on student development beyond academic performance.

The debate over the new GCSEs has sparked a broader discussion about the balance between assessment and learning. Critics argue that the emphasis on NEAs has transformed the classroom into a high-pressure environment, where the primary focus is on evaluating students rather than fostering their growth. With the system requiring such extensive preparation and execution, the question remains whether it is truly preparing students for the future or simply exhausting them before they even graduate.

As the academic year progresses, the effects of the new GCSE structure are becoming more pronounced. Teachers report that their time is increasingly consumed by marking, moderation, and administrative tasks, leaving less room for creativity or personalized instruction. Students, meanwhile, are struggling to keep up with the constant flow of assessments, often sacrificing downtime for study. The situation has raised alarms about the sustainability of the current model and its potential to harm both educator morale and student satisfaction.

Qualifications Wales and the WJEC have acknowledged the challenges, but the need for concrete solutions is urgent. With more than 400 teachers expressing concerns and students like Nish and Jasmine highlighting the stress, the system is at a crossroads. The next steps will determine whether these reforms are a positive shift or a source of long-term burnout for those in the education sector.