After the furnace of the classroom, in which we heated the magic blend of teacher experience, subject knowledge and hard work with the pressure of target grades and performance-related pay, GCSEs are the crucible in which pupils’ futures are forged. By results day, all the elements are fixed. The papers are marked. The grades are in.
Unfortunately, sometimes they are not what students, or their teachers, want to see. But this need not be the end of the story.
For some students falling short of the mark, you will have seen it coming a mile off: the one with 38 per cent attendance; the one who never did their homework; the one with the strangely high target grades from Sats; the one who ran out of time on the day and missed a 40-mark question; or the one who thought they could wing it at the last minute (resist the “I told you so” impulse with this one).
For others, though, it will be a huge shock, both for them and their teacher.
The right advice at this point could be crucial. So, how best to advise a student facing disappointing GCSE results that may mean they have to change their post-16 plans?
1. Deal with the emotional side first
Reassure the student, tell them not to panic, share anecdotes of success stories despite poor GCSE results and encourage resilience. As an adult, you have the benefit of experience and hindsight, which they still lack. And you know that most deathbed regrets do not mention GCSE results. Lend support and perspective first.
2. Assess the facts
Once the shaking and tears have stopped, offer practical advice and support. How short of the mark are they? If their grades are only slightly below those offered by their post-16 destination, they may still be able to negotiate entry based on a review of marking or a resit. Some exam boards offer the possibility of reviewing the exam scripts online; if this is the case, you can preview their exam before sending it back for a review of marking.
3. Be honest
Much like providing a professional reference, you must be as positive as you can truthfully be, based on your own experience of that student. If you recommend a student for sixth-form study who you know lacks commitment, work ethic or interest in the subject, you may just be delaying the pain for the sixth-form team and the student themselves when they crash out of Year 12. A-level study is not for everyone, and that’s OK.
4. Talk to the experts
If you are a subject teacher, you may not have the full range of advice at your disposal, so ask your sixth-form team or careers adviser for suggestions. A student previously on track for a more academic route may now need to consider alternatives, whether it’s a year out working or travelling, seeking an apprenticeship, or targeting sixth-form colleges with lower entry requirements.
5. Help them to hustle
Students who are used to constant head-down messaging or doing everything online may lack the interpersonal skills needed for that crucial phone call, interview or face-to-face meeting. They may now need to stand out from the crowd in ways other than their exam results. We all know those people who have found great success in life more because they could charm the birds out of the trees than because they got all 9s in their exams. Stress this to your students.
Poor GCSE results can be overcome, whether through a retake or a little redirection. For some pathways and careers, the right GCSEs at the right grades are non-negotiable; for others, there may be an alternative route. Just whatever you do, don’t let pupils give up.
Stephanie Keenan is curriculum leader for English and literacy at Ruislip High School in London. She blogs at mskeenanlearns.wordpress.com and tweets @stephanootis
