Wales' New GCSEs Cause Burnout Among Teachers and Pupils, Say Survey and Staff

Teachers and pupils in Wales report burnout due to new GCSEs requiring extensive non-exam assessments, prompting calls for urgent review and support from education authorities.

New GCSE Requirements in Wales Prompt Concerns Over Burnout

Teachers in Wales have raised alarms about the new GCSE requirements, describing the situation as causing "intolerable strain". The introduction of more frequent assessments has reportedly led to burnout among both staff and pupils.

The new qualifications, which began implementation in Wales in September last year, allocate up to 40% of the final grade to non-examined assessments (NEAs) conducted under teacher supervision.

Consequently, in certain subjects, pupils undertake up to 26 hours of assessments during school hours over a two-year period.

This development has triggered calls for a review of the NEAs, following a survey involving over 400 teachers that revealed widespread concerns about the volume of marking, moderation, and administrative tasks required.

An NEA encompasses any assessment type that is not a formal exam, including oral assessments, fieldwork, portfolio work, and practical assessments.

Teachers of English, Welsh, and Religious Studies have reported the most significant issues, particularly noting an increase in classroom-based tests.

English Language and Literature, which counts as two GCSEs, now requires students to complete a total of 20 hours and 55 minutes in NEAs over two years, while Religious Studies requires 12 hours.

Welsh GCSEs taught in English-language schools have not added NEA requirements compared to the previous academic year. However, the Welsh qualification in Welsh-language schools, also counting as two GCSEs, mandates 26 hours of NEAs over two years.

While coursework was part of many previous GCSEs, teachers have indicated a significant increase in NEA requirements, which now consume much more of their time.

Head teachers in Cardiff jointly addressed a letter to the WJEC exam board and Qualifications Wales, the regulator, warning that the reforms are placing schools "under extreme pressure" and that "urgent action is needed to protect staff wellbeing and pupil learning".

Both Qualifications Wales and WJEC acknowledged the concerns and stated they are collaborating with each other and schools to provide support.

Student Experiences of Stress and Assessment Pressure

Nish, a Year 10 pupil at Blessed Carlo Acutis Catholic School in Merthyr Tydfil, described the situation:

"The stress gets to you."

He added,

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

Students who miss assessments must make them up, often during lunch breaks or after school.

"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,"

said Nish.

A teenage girl with shoulder-length dark hair and glasses. She is wearing a white shirt and black blazer and looking at the camera with a serious expression. — Jasmine, who attends Blessed Carlo Acutis Catholic School, says she feels like she's "revising contantly"

Another pupil, Jasmine, expressed difficulties in finding comprehensive information about the new qualifications online and shared her feelings:

"Honestly, I've just found it so stressful… it feels like we're revising constantly."

A boy with short brown hair. He is wearing a white shirt and black blazer and is looking at the camera with a serious expression. — Year 10 pupil Nate says his teachers often don't know what will be included in the assessments

Nate commented on the uncertainty surrounding assessments:

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

Carli offered her perspective on the NEAs:

"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."

A survey conducted by the teaching union NASUWT, with 423 respondents, revealed many teachers experiencing severe stress, exhaustion, and feelings of being overwhelmed.

One teacher wrote:

"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 stated:

"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 reported a serious health incident attributed to work stress:

"I have been in hospital with a suspected stroke which I put down to work stress. The new religious studies NEA is just not manageable."

Teacher Perspectives on Workload and Wellbeing

Sophie Smith, a Religious Studies teacher at Blessed Carlo Acutis School, agreed that the increased frequency of assessments is affecting both pupils and staff, who must develop materials from scratch.

"I've been completely burnt out and exhausted from it all. It feels like we've become an NEA factory and it's really sucked the joy out of being a teacher for me."

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She explained that the planning, teaching, marking, and moderation of NEAs have taken weeks, with guidance described as vague and the process unsustainable.

"I'm also worried about the learners burning out. Every single teacher [is] saying this counts. Imagine that constant pressure. 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."

A paper sign pinned to a red door. The door has a sign saying Science and a small window which shows pupils at desks inside the room. The sign reads: — Pupils are regularly taking assessments in their classrooms - though one head teacher says her school has had to hire out community spaces too

Parental Views on the New GCSEs

At an Urdd rugby event in Cardiff, parents of Year 10 pupils from across Wales expressed mixed views regarding the new GCSEs.

Gareth Hopkins told BBC Wales he would have preferred a "trial period" before the new GCSEs were introduced.

He has a son in Year 10 and twin daughters in Year 9 and commented on the workload:

"The amount of work given, without the syllabus to back it up, has been difficult."

He praised teachers for their efforts despite the challenges:

"The teachers have done really well with the information they've got."

He added:

"The pressure feels unfair when schools haven't had the resources."

Nia Wyn, a PE teacher and mother of a Year 10 pupil, shared her perspective:

"Even as teachers we need to get our heads round it… it's getting [the pupils] to realise how important it is to do well in Year 10, to release the pressure in Year 11.

I'm quite lucky with my son, I don't think he's found it too much pressure, however we as a family concentrate quite a bit on sport and other elements in life - we want a rounded person rather than a child who just does academic things only."

A woman with short blonde haair wearing a black jacket and sunglasses on top of her head. She is stood in a rugby field with a match going on on the green grass behind her. It is a sunny day with blue sky. She is smiling and looking at the camera. — PE teacher Nia Wyn says her own son is coping well with the new GCSEs, but adds even teachers are still getting their heads round it

Union Responses and Calls for Change

Unions have warned that the situation is critical and that more teachers may leave the profession unless changes are made.

Claire Armitstead, director of the union ASCL Cymru, stated that schools have not been "adequately equipped" and are under significant stress and pressure.

Neil Butler of NASUWT advocated for the complete removal of NEAs, describing schools as "a pressure cooker" and noting that the union's survey depicts a system under severe strain.

"Teachers feel ignored, overloaded, and deeply worried about the sustainability of the new GCSE model. There needs to be an urgent review."

The letter from Cardiff head teachers, seen by the BBC, urged Qualifications Wales and WJEC to take immediate action to alleviate pressure on schools, warning that without intervention, "the system risks becoming unmanageable".

Sarah Hopkins, head teacher of Blessed Carlo Acutis Catholic School, described the current atmosphere:

"Morale is low, engagement hard to keep and the admin is a huge burden."

She noted additional financial impacts on her school due to NEAs, including hiring local community venues to accommodate pupils during testing and employing extra staff to cover classes while marking and evaluating assessments occur.

"Teachers need to be listened to."

A woman with white grey shoulder-length hair. She is wearing a white blazer. She is stood side-on and looking at the camera with a small smile. — Head teacher Sarah Hopkins says "morale is low" among both staff and students

Official Responses and Political Perspectives

The WJEC stated it takes the concerns seriously and will continue collaborating closely with stakeholders to ease pressures and support delivery.

It clarified that the "overall policy direction" is determined by the Welsh government, while Qualifications Wales established the approval criteria for the new qualifications.

Qualifications Wales explained that the new GCSEs were designed to meet curriculum requirements and to provide "greater resilience" within the qualifications system, a need identified during the Covid pandemic.

"As we approach introduction of the second wave of qualifications from September, we are continuing to engage widely with stakeholders - including teachers, learners and WJEC – to hear and understand their experiences."

The Labour Party acknowledged that student learning styles vary but cited research indicating that NEAs are a "more valid and authentic way of assessing" pupils in certain areas.

Conversely, the Conservative Party argued that the new curriculum and qualifications have "failed to drive up standards" and that "high-stakes examinations remain the fairest and most objective way to measure achievement."

Reform UK described the concerns as "warranted" and the workload as "unsustainable for teachers," while Plaid Cymru identified reviewing the "suitability" of qualifications as a key priority.

The Liberal Democrats attributed the issues to "a failure to properly fund schools," and the Green Party was approached for comment.