Ahead of the GCSEs results being released on Thursday 21 August Aston University work psychologist, Dr Paul Jones, discusses whether the exams are fit for purpose. He believes that our exam system narrows thinking, and GCSEs emphasise “right answers” and rote recall, creating risk-averse learners who are afraid to fail or think differently.
Exams are harming wellbeing
GCSEs were designed in the 1980s, when many left education at 16. Today, almost all young people continue to 18, yet they still face a stressful halfway checkpoint that often does more harm than good.
Research shows GCSEs are linked to anxiety, sleeplessness and even self-harm. This isn’t about students being “less resilient”, t’s about a system that has prioritised bureaucracy, league tables, and exam statistics over wellbeing.
GCSEs don’t prepare students for life
Exams reward the ability to memorise and recall under pressure, but the world beyond school demands much more. Employers and universities want young people who can think critically, manage their own learning, collaborate, and adapt.
By the time many reach university, students are burnt out from years of high-stakes testing. They often struggle with independence, risk-taking, and curiosity, the very qualities they need to succeed.
Over-assessment stifles innovation
Our exam system narrows thinking. GCSEs emphasise “right answers” and rote recall, creating risk-averse learners who are afraid to fail or think differently.
Innovation, however, requires psychological safety: the freedom to explore, experiment, and make mistakes. In a world where AI can already handle routine tasks like recall and pattern analysis, the human edge lies in breaking moulds, challenging assumptions, and combining knowledge in new ways. Our current system suppresses exactly those skills.
Moving GCSEs into the future
We need fewer, smarter assessments and a curriculum that builds creativity, resilience, and innovation. Other countries use project-based learning, portfolios, and sampling tests to capture what young people can really do.
Wales is already embedding wellbeing and digital skills into its new curriculum. England risks being left behind if it continues to cling to an exam-heavy model designed for a different era.
The bottom line
Our young people deserve an education that prepares them for life, not just for exams. We should be measuring what really matters: wellbeing, creativity, and the ability to thrive in a fast-changing, AI-driven world.
To speak to Dr Jones or for any media inquiries in relation to this please contact Nicola Jones, Press and Communications Manager, Aston University on (+44) 7825 342091 or email: n.jones6@aston.ac.uk