Our exam system puts too much unnecessary pressure on young people, and it must change.
Since the mid-2010s, secondary school qualifications have almost entirely been assessed by end of two-year course examinations. GCSE students sit an average of 31.5 hours of exams in a single month - that’s more than most students in comparable education systems around the world.
At YoungMinds we know that when a young person’s grades depend on such a condensed period of high-stakes exams, the pressure can become overwhelming. For many young people, navigating the current assessment system takes a significant toll on their mental health and wellbeing. Our 2025 survey of GCSE and A Level students found that 63% struggled to cope in the lead up to, and during, exams. Of these 1 in 4 (26%) experienced panic attacks and 1 in 8 (13%) had suicidal thoughts.
Our current assessment system directly affects young people’s capacity to engage with the education system, driving school absences and disengagement. In the same 2025 survey, 1 in 7 young people stopped going to school because of exam stress and over 30% were absent for more than 15 days.
As one young person, Katie, told us:
‘One mistake, one panic attack that could cost you your future. This is far too much pressure for someone as young as 15.’
The current system not only causes harm to many young people’s mental health and wellbeing. A hyperfocus on high-stakes exams leaves little room for young people to demonstrate the breadth of their skills, knowledge and abilities.
Alan Milburn’s interim report on Young people and Work reinforces this concern, finding that over 70% of surveyed teachers agree that the curriculum places too much emphasis on passing exams and not enough focus on building young people’s soft skills and preparing them for future employment.
While the 2025 Curriculum Assessment Review recommended some changes at the margin, the emphasis on final exams largely remained intact. With the new education secretary indicating a willingness to revisit the topic, there is still an opportunity for the government to better align assessment with the rapidly evolving real world of training and employment.
Examinations will remain an important feature of assessment. However, they can’t be the one-size-fits-all solution. Incorporating a broader mix of approaches such as open-book exams, collaborative projects, and scenario-based tasks would better develop problem-solving and teamwork skills for post-school life and allow all students to demonstrate their talents and knowledge.
Reforming the assessment system is, however, only one part of making schools places that are consistently positive for all young people’s mental wellbeing. In 2025, almost a third of calls to our Parent Hotline related to school-related problems, underlining the need for a holistic whole-school approach to mental health.
As part of a whole-school approach we also need to tackle the structural inequalities which disadvantage some young people before they even get to an exam hall, whether that is ableism or racism which currently sees a disproportionate use of suspension and exclusion against young people from Black Caribbean and Gypsy, Roma and Traveller students.
Over the past 7 days, thousands of young people across England will have received their exam results. For some, their results will be a cause of celebration and relief. For others, it will bring disappointment and uncertainty about what comes next.
These diverging emotions and future paths highlight why no young person's potential should be defined by a single score.
Paul Noblet is Head of External Affairs and Research at YoungMinds. He has 25 years’ experience across policy, public affairs, and communications.
Paul studied history at Kings College London and has previously held senior roles at an NHS Trust and a leading youth homelessness charity.
Paul began his career working in political communication, parliament, and local government, including time as a cabinet member and deputy council group leader in south London.
He has been central to creating and delivering communication and influencing strategies to raise the profile of policy issues, engage a range of stakeholders, provide thought leadership, and secure policy change.
He has worked on issues ranging from affordable housing and welfare reform, to the delivery of a new hospital and the shift of care into the community, and on some of the UK’s largest regeneration projects.
He has also chaired two national policy working groups for a major political party on universal basic income and welfare reform, incomes, and affordable housing.
