Parent’s Guide to Supporting GCSE Pupils

December 11, 2023

Introduction

GCSEs have been a national qualification since 1984. While they have drastically evolved over the decades, they have been a mainstay of the education system (Department for Education). The reason is that they provide a stepping stone to the next stage of a young person’s life.

The later stages of secondary education can be busy and stressful for pupils and their parents, and GCSE time is no exception. It is a critical stage which can significantly impact a young person’s future. According to the Department for Education, pupils who attained one GCSE grade better than their counterparts across nine subjects can earn, on average, over £200,000 more throughout their lives.

Parents play an essential role in their children’s education, and their involvement is positively associated with educational success (Garrels & Schmid, 2021). Therefore, they need to understand what GCSEs are about, why they are important and their role in helping and supporting their children to attain and succeed

This blog post aims to offer valuable insights, strategies, and tips for parents to navigate the challenges of GCSE education, create a conducive learning environment, and provide emotional support.

Understanding the GCSE Curriculum

Knowing a bit about key stages will help parents to understand the GCSE Curriculum. Key stages are where a child’s education is divided into blocks of years, for example:

Key Stage 1 – 5 – 7 years old (years 1 & 2).
Key Stage 2 – 7 – 11 years (years 3 – 6).
Key Stage 3 – 11 – 14 years (years 7 – 9).
Key Stage 4 – 14 – 16 years (years 10 & 11).

GCSE, which is short for General Certificate of Secondary Education, is a national qualification that most secondary school pupils undertake at Key Stage 4 and between the ages of 15 and 16 (Year 11). However, some pupils may do them a bit earlier, between the ages of 14-15 (Year 10).

The GCSE qualification applies in England, Wales and Northern Ireland. Scotland has a different education system and qualifications. These are equivalent to GCSEs and are known as the Scottish equivalent, National 5s.

Most primary and secondary schools follow the National Curriculum, which is “a set of subjects and standards, . . . so children learn the same things” (GOV.UK). In Key Stage 4, pupils must undertake compulsory ‘core’ and ‘foundation’ subjects and be offered at least one other subject.

Core (compulsory) subjects

English and English literature.
Welsh (in Wales).
Science – Biology, Chemistry and Physics or Combined Science.
Some schools may have additional compulsory subjects.

Foundation subjects

Computing
Physical Education (PE).
Citizenship

Additional subjects that must be offered (pupils usually take at least one of these from each category)

Arts – Music, Drama, Art and Design, Media Studies, etc.
Design and Technology – Engineering, Graphic Design, Product Design, Textiles, etc.
Humanities – History, Geography, Religious Studies, etc.
Modern Foreign Languages – French, German, Spanish, etc

Pupils will typically undertake nine subjects at GCSE level. In year 9, they will choose the subjects they want to study alongside the core and foundation subjects, but they may want to start thinking about this in year 8 and even earlier if possible. There are more than 60 different subjects to choose from. BBC Bitesize has further information on choosing GCSE subjects.

The Department for Education has a list of preferred subjects, known as the English Baccalaureate (EBacc). The list includes English, English Literature, mathematics, the sciences, geography or history and a language. The UK Government uses the EBacc to measure pupil’s performance in these subjects.

The GCSE grading system changed a few years ago from letters, e.g. A*, A, B, C, D, E, F, G, to numbers, i.e. 9 (highest) to 1 (lowest). The Department for Education has a factsheet for parents that explains the changes.

Why are GCSEs important?

GCSEs are important in education for the following reasons:

They give young people an insight into various subjects and help them to find which ones they are interested in.
They provide consistency to learning and examinations and give all pupils a level playing field.
They help pupils to develop life skills, such as communication, time management, organisational, problem-solving, etc.
They provide young people with an essential foundation for further education, work and adulthood.
They increase the chances of getting good jobs with decent earnings, as employers view them favourably, especially English and maths.
They give pupils a good indication of how well they would do if they decide to do further qualifications, such as A Levels.

Effective Communication and Open Dialogue

Open and honest communication is fundamental for parents and their children to establish strong, healthy and trusting relationships, fostering mutual respect and understanding.

If communication between parents and their children is open and honest, it:

Allows parents to understand their children’s needs, feelings, thoughts, perspectives and behaviours.
Helps young people feel that their parents listen to them, are interested in their lives and understand their needs, which makes them feel validated, not judged and can boost their self-esteem and well-being.
Encourages young people to be open and honest with their parents.
Enables them to identify ways to solve problems together, which makes parents feel included and young people feel less stressed, supported and cared for.
Helps to avoid misunderstandings and conflicts and improves relationships between parents and children.

Why is this important for GCSE time? Parents will want to know their children’s academic goals, how their studying and exam preparation are going and how they can support them. Young people may want to talk to their parents about what is going well, what they have achieved and any challenges. If they are struggling with any aspect of their GCSEs, they will want to be able to communicate this to their parents without judgement or pressure.

Although it can be difficult for parents to get their teens to open up, it is vital to have an open dialogue to foster a supportive and non-judgmental environment for discussing academic challenges and goals. Here are some examples of strategies that can help parents achieve this:

Set aside time to chat in a safe and comfortable place with no distractions, but try not to make it look like a formal discussion or they are in trouble.
Use open questions that can initiate discussions instead of closed questions with yes/no answers, e.g. an open question would be ‘How is your studying going?’ and a closed question would be ‘Have you done your homework?’.
Be gentle when asking questions and let them know they have support to help them through their difficulties, and not make it feel like an interrogation.
Actively listen, which means:
Listening to what they say without interrupting.
Reflecting on what they say.
Repeating what they have said to check accuracy.
Asking questions to check understanding.
Avoiding distractions when talking to them to show interest.
Using posture, body language, eye contact, facial expressions and tone of voice to indicate a willingness to listen.
Summarising what they have said to demonstrate that they were heard and understood.
Be empathetic and try to understand things from their perspective and how they feel, which may help them to open up more.
Be honest when expressing opinions and thoughts without being too forceful, and use words and gestures they will understand.
Share experiences and challenges to find common ground, which may help alleviate their worry and concerns if they know someone else has had struggles.
Avoid criticising, lecturing, nagging, bickering or reacting, as it can shut down discussions and result in conflict.

Unicef has further tips on how parents can communicate with their teens.

Encouraging Independence and Responsibility

Independent learning is a method where pupils take control, have ownership and are responsible for their own learning. Parents should promote independent learning in their children for the following reasons:

It gives them a sense of autonomy and allows them to set their own learning goals and meet their academic needs.
It enables them to learn at their own pace.
It allows young people to explore their own interests, likes and dislikes.
It helps develop crucial skills, such as problem-solving, critical thinking, resilience and self-discipline.
It increases motivation and engagement and builds self-esteem and self-confidence.
It enables them to identify their strengths, weaknesses and limitations and how to manage them.
It helps them to learn to ask for help and support when they really need it.

Some ways parents can allow their children to take ownership of their studies and decisions are as follows:

Talk to them about independent learning, its importance and how to get started.
Provide them with an environment, resources, structure and routine optimal for learning and where they can be autonomous.
Do not micromanage or help them with all their homework and studying, as they will need to figure out things for themselves to get the most out of their learning.
Ask them about their study plans and goals and let them work out how to achieve them themselves.
Set time limits for tasks to help them stay engaged and motivated, but be flexible if they are floundering.
Wait for them to ask for help, but still provide support if needed.
Encourage them to go to their teacher if they really need help, which will improve their communication skills.
Give them the freedom to do their homework and study in a way they see fit.
Use positive reinforcement, i.e. use rewards if they are working hard and doing well to encourage positive behaviours and motivate them.
Do not be afraid to let them make mistakes, risks and even fail, as it is part of learning and encourages them to be resilient and persevere.

Creating a Positive Study Environment

Study environments are critical for academic success and can dramatically affect pupil’s learning outcomes (Gilavand, 2016). The study environment at home will include decor, layout, space, lighting, noise, seating, desks, temperature and overall comfort.

A positive study environment is calm, organised, well-lit and away from distractions, and will help young people feel more motivated and engaged. A poor study environment is uncomfortable, cluttered, poorly lit and distracting, which may negatively impact concentration and learning.

A study environment in the home does not need to look like a classroom. However, it does need to be conducive to study. It can be a space in a young person’s bedroom, another area, or an entire room.

Here are some tips on how parents can create a positive study environment:

Have a dedicated study area – it will make it difficult for young people to concentrate and learn if they have to study where there are a lot of comings and goings and distractions or if they have limited space. Parents should provide an area in the house or a room dedicated to study. They should choose neutral decor where possible.
Provide suitable resources – young people will have difficulties studying if they do not have access to the necessary resources, such as computers, a good internet connection, books, stationery, snacks, etc. Also, try to provide fun and interactive resources to help them learn. BBC Bitesize has some great GCSE resources and revision guides.
Keep the study area clean and tidy – if a young person has clutter everywhere, it will be difficult for them to get organised and can make it hard to find things, which may cause stress and anxiety. Parents should encourage them to clean and tidy their study area before they start.
Make it comfortable – being uncomfortable while studying can affect concentration and the ability to absorb information. Having the correct type of seating can make a significant difference in comfort and improve posture. It does not mean buying expensive chairs but finding something young people find comfortable. Avoid seating without back support and discourage studying on beds.
Regulate the room temperature – studies have shown that temperature can affect learning. If a young person is too hot or cold, it can affect their concentration, cause physical discomfort and negatively impact their learning. They should be able to ask for the heating to be adjusted in the house if they are cold or open a window if they are too warm.
Ensure lighting is good – poor lighting can increase eye strain and fatigue and impair concentration and productivity. Natural lighting is better, so parents should utilise as much of this as possible by choosing well-lit study rooms and putting desks close to windows. If natural lighting is insufficient, they must ensure the area has other sources of lighting, e.g. desk lamps. They should avoid fluorescent lights as they can cause glare.
Minimise distractions – numerous distractions are at home, such as social media, gaming, streaming and television. Remove these distractions from the study area for young people to learn. Noise in the house can also be distracting when trying to concentrate. Therefore, they must study where they are unlikely to be disturbed.

Importance of balancing study and leisure

Studying for GCSEs can be demanding, especially leading up to exam time. Therefore, young people need to get the right balance between study and leisure time. While it is important to study to increase the chances of success, it is also crucial to have regular breaks and time off to do leisure activities, as it:

Improves mood.
Reduces stress.
Increases motivation, engagement and productivity.
Helps learn time management and self-discipline.

On the contrary, if young people do not make time for leisure, it can result in the following:

Tiredness and fatigue.
Reduced concentration and focus.
Stress
Mental exhaustion.
Burnout
Difficulty retaining information.

Young people need to take regular breaks and have sufficient leisure time to recharge and feel refreshed and energised when they return to their studies. Maintaining a healthy balance between study and leisure time will help promote overall well-being and academic success.

BBC Bitesize has some tips on maintaining a study-life balance.

Support with Time Management and Organisation

Two skills that will help young people study for their GCSEs and prepare for their exams are time management and organisation, i.e. using time, energy and resources effectively to achieve success. They are also crucial life skills to help them in their future careers.

To help pupils develop and improve effective time management and organisational skills, parents can provide them with the following strategies:

Become more organised – people waste time looking for missing things in the house or on a computer. Parents could teach their children to become more organised by having a designated place for anything study-related so they know exactly where to find them when needed
Set goals – helping young people set goals is essential in time management and organisation. Parents could encourage their children to set SMART goals that align with their needs. They should teach them to start with smaller ones to make tasks more manageable and prioritise them in order of importance.
Establish a revision plan – will help young people manage their time effectively, increasing their chances of achieving their goals. It will also help them identify the GCSE subjects they need to prioritise. A revision timetable can help pupils break down subjects and focus on a different topic daily to remain focused and motivated. The BBC has a free revision template.
Create daily routines – these are important for young people’s well-being, as they reduce stress. They are also a fantastic way to manage time and organise effectively, as they improve focus and productivity. Parents should encourage their children to establish and stick to a daily routine incorporating study and leisure time.
Encourage regular breaks – parents should encourage their children to take breaks and time off from studying. Shorter breaks may include making drinks, walking around, stretching and getting fresh air. Time off may involve hobbies, social activities or entertainment. Breaks are essential in effective time management and to stay focused and refreshed.
Use positive reinforcement – if a young person completes their tasks on time and achieves specific goals, parents should give rewards, e.g. praise, positive feedback, encouragement and/or treats. Rewards reinforce good time management and organisation, so young people continue developing these skills.
Use time management tools – parents should consider using these to help their children manage their time effectively, stay organised and meet deadlines. Some examples of tools include:
- Planners
- Calendars
- To-do-lists.
- Apps, e.g. study planners and time trackers.
- The Pomodoro Technique.
- Action Priority Matrices.
- Task breakdown.

Time management tools have many benefits. They can:

Save time on planning, as young people will know which tasks they must do daily.
Make tasks seem more manageable if broken down.
Help young people prioritise tasks, increase their focus and productivity and minimise stress.
Prevent procrastination and time being wasted.
Help young people keep on top of their work and meet deadlines.

Parents should guide their children on effectively using time management tools in their routines.

Recognising and Managing Stress

Stress is the body’s reaction to feeling threatened or under pressure (NHS). Studying for GCSEs and preparing for exams can put a lot of pressure on young people and make them feel stressed. Stress can be positive, as it builds resilience and helps young people to stay motivated and learn. However, prolonged stress can lead to poor performance and grades and can have an impact on young people’s mental health and overall well-being.

Common sources of stress for GCSE pupils are:

Feeling unprepared or ready for their exams, especially if they have left their revision too late or not done as well as they thought in their mock exams.
Concerned about what will happen during exams and how they feel and perform.
Pressure from parents, guardians, teachers, peers, social media and even themselves to get particular grades.
Worried about not getting good results and how it can affect their future.

Stress can occur while studying for GCSEs, leading up to exams and on exam day. Waiting for exam results can also be stressful for some young people.

Parents need to identify if their children are stressed by looking out for the following signs (this list is not exhaustive):

Taking insufficient breaks.
Avoiding homework and revision.
Complaining about school more than usual.
A lack of motivation.
A lack of concentration.
Self-neglect.
Personality changes.
Poor sleep, tiredness, exhaustion, and not wanting to get out of bed.
Not enjoying the activities they used to enjoy.
Crying.
Loss of appetite or overeating.
Confused, forgetful and struggling to make decisions.
Low mood and negative.
Feeling tense.
Doubting themselves and talking about giving up.
Irritable, tearful, frustrated, restless, agitated or angry.
Worried, anxious, overwhelmed, fearful or hopeless.
Complaining of nausea, dizziness and headaches.

Chronic stress can lead to mental health issues, such as anxiety and depression, and can have physical effects, e.g. high blood pressure, weakened immunity and obesity.

Parents can help their children manage stress effectively by encouraging them to:

Set realistic goals, take regular breaks and make time for leisure.
Create a study timetable, schedule or to-do list to help prioritise studying and leisure activities.
Talk about their worries and fears. Parents must actively listen to their concerns.
Appreciate that it is perfectly normal to feel worried about their GCSEs.
Ask for further help and support with their studying or exam worries, including from a teacher or school counsellor, where necessary.
Start small if they have difficulty getting motivated, as something is better than nothing.
Eat a healthy and balanced diet, and drink plenty of fluids.
Get plenty of exercise, e.g. jogging, cycling, walking and sports.
Relax before bedtime by not studying, watching television or looking at mobile phones for at least 30 minutes.
Get plenty of sleep, i.e. between 8-10 hours a night.

It is also important for parents not to put added stress on their children, especially leading up to GCSE exam time. They should be flexible around chores and try not to say the wrong thing, i.e. ‘you won’t get on that college course if you do not do well’. Parents should also set a good example and stay calm.

Parents can also help to manage children’s stress by using positive reinforcement and giving them something to look forward to after exams, whether they do as well as expected or not. They can also recommend some stress-reduction techniques, such as:

Relaxation, e.g. mindfulness, meditation, muscle relaxation, and breathing exercises.
Spending time outside in nature.
Yoga.
Being around animals.
Starting a new creative hobby, e.g. drawing, painting, sculpting, poetry, etc.
Journaling, i.e. writing down feelings and thoughts.
Self-care, i.e. encouraging young people to look after their own bodies and minds. Tips are on Childline Calm Zone and NHS Every Mind Matters.
Playing video games, online games or board games.

Further information on stress and some helpful tips and resources are on:

Seeking Additional Resources and Support

Some children may need extra help and support when studying for their GCSEs and revising for exams. There are many additional resources parents could consider. Here are some examples.

Tutors

Tutors supplement a young person’s education, help GCSE pupils succeed academically and provide additional support where needed.

There are many types of tutors, such as academic subject, test prep, homework help, special education, etc. The method of tuition delivery can also vary, e.g. one-to-one, group, in-person, online or at a learning centre.

Tutor qualifications, experience and fees vary widely, so parents need to choose the right tutor to meet the needs of their children.

GCSE study and revision groups

There are in-person and online study and revision groups where pupils can meet others to discuss their GCSEs and get support. One example is The Student Room.

Pupils can join a one-to-one study group where they work with another pupil or a large study group with many young people. They can also form their own if they cannot find a suitable one to join and use apps, such as WhatsApp or social media groups.

Online learning platforms and apps

Online learning platforms and apps can help young people study for their GCSEs and prepare for their exams. There are many examples out there, but here are a few:

There are many GCSE help and support groups for pupils and parents on social media platforms and forums, such as X (formerly Twitter), Facebook, Instagram, TikTok, Mumsnet, and the Student Room.

Teachers and school counsellors

Teachers and school counsellors have important roles in providing academic support to pupils

Teachers

Teachers are educators and are crucial in young people’s learning and development.
They will plan lessons and prepare teaching materials in line with the curriculum.
They will help pupils prepare for their GCSEs and examinations, e.g. revision techniques and exam practice.
They can take on pastoral duties and support pupils individually with academic difficulties.

School counsellors

School counsellors promote and improve children and young people’s mental health, emotional resilience and well-being.
They support their academic and emotional development within a school environment.
They address any barriers or issues affecting academic performance, including home and social life, and help young people identify their own solutions to overcome them.

Parents should encourage their children to ask teachers or school counsellors (where available) for additional help and support where needed.

Setting Realistic Expectations

When parents have high expectations of their children, it helps them believe in themselves and reach their full potential. Research has shown positive expectations can influence pupil performance, leading to better academic outcomes. It is known as the Pygmalion effect or Rosenthal effect.

While it may be beneficial for parents to have high expectations of their children, it is also vital for them to be realistic for the following reasons:

It minimises stress in young people and boosts their mental health and well-being.
It helps young people to develop self-confidence, self-esteem and a sense of self-worth.
It allows young people to focus on what they have achieved rather than what they have not, giving them a sense of accomplishment.
It considers where young people are now and not where they should be. Learning is a journey, and GCSEs are only a part of it.

Unrealistic expectations can lead to young people feeling stressed, frustrated, disappointed and a failure. Over time, it can result in low self-esteem and a lack of confidence. All young people are individuals with different needs and abilities. Some may learn very quickly, and others may take a little longer. Therefore, it is essential for parents to set achievable goals and have realistic expectations.

Achieving high grades is something to aspire to. However, it is not the be-all and end-all. Parents should focus on their children’s efforts and progress rather than solely on grades. They should encourage their child to look forward and that there are many options if they do not get the grades they want.

While some further education providers and employers will want individuals with specific grades, others will look for certain skills and qualities, which often come with experience. There are many examples of pupils who did not achieve high grades at GCSE level due to other factors outside their control but eventually got a good undergraduate and even a postgraduate degree.

Navigating Post-GCSE Options

Once young people have completed their GCSEs, they must decide what they want to do next. There are many post-GCSE pathways, and here are some examples:

AS and A Levels – are two-year full-time courses, with AS Level being the first year and A Level being the second. Pupils can choose to stay at their own school into sixth form if they have one or apply to another school, college or training provider. Most take this approach if they plan to go to university. To find out more about A Levels, visit our knowledge hub.
T Levels – are relatively new technical courses that take two years to complete and are equivalent in size to three A Levels. T Levels are available at selected colleges, schools and other providers in England. The HM Government has a list of T Level subjects.
Vocational courses – are practical qualifications, such as NVQs, BTECs, T Levels, Cambridge Nationals and Cambridge Technicals. They are at different levels and focus on specific jobs, such as childcare and engineering. Some schools and colleges offer these as course options.
Apprenticeships – these are paid opportunities where young people can learn job-specific skills and work alongside experienced staff. There are many apprenticeships, and a search facility is available on UK to find opportunities. The Armed Forces, e.g. the Royal Air Force, the Royal Navy and the British Army, also have apprenticeship opportunities.
Internships and traineeships – some employers may take on young people as interns after their GCSEs and train them on the job. Look on job or company websites for opportunities. There are also traineeships, i.e. courses with work experience that will help young people prepare for work or an apprenticeship. Further information is on UK.

There are also options to re-sit GCSEs or do additional ones, apply for jobs, volunteer, or undertake further training while working part-time.

Young people must be able to make their own choices when deciding what to do after their GCSEs. Parents can help support them in making these decisions, but they should not impose their own decisions on their children.

If a young person knows what type of career they want, e.g. a doctor, dentist or vet, then it will be more straightforward, as these careers will require specific qualifications and experience. If a young person is unsure as to what they want to do after their GCSEs, here are some tips on how parents could help them:

See if they want to go into further education or start work. There are also options to do both, i.e. study and work part-time.
Get them to think about their interests and if they relate to specific careers.
Ask them what subjects they enjoyed studying the most and see if any further education courses are available in these areas.
Look at how they coped with exams and assessments. A coursework-based qualification may be better if they do not like exams.
Arrange for them to see a career advisor or expert. The National Careers Service also has a careers helpline for teenagers.

There is further guidance on BBC Bitesize on how parents can support and advise their teens on future careers.

Celebrating Achievements and Encouraging Resilience

Parents should acknowledge and celebrate their children’s achievements and successes with enthusiasm, no matter how small they are, because it:

Demonstrates that their parents are interested in their lives and recognise their achievements.
Positively reinforces desired behaviours with praise and encouragement, motivating them to work towards their next success.
Encourages them to do well and believe that they can, which can increase their feelings of self-worth.
Improves their self-confidence and self-esteem and makes them feel valued.

Achievements are not just good test results, high grades and prizes; they are also the effort a young person puts into learning and their hard work and perseverance. It is also where they manage to complete a task they found difficult.

Parents should encourage their children not to look at their GCSEs as successes and failures but as part of their learning journey. Young people are more likely to become demoralised and give up if their achievements are black and white and they do not do as well as anticipated in their exams.

Setbacks, disappointments and challenges are a part of life; everyone experiences them to varying degrees. Parents need to teach their children to be resilient, as this will help them not to give up when the going gets tough but to carry on and persevere.

Conclusion

While studying for GCSEs and preparing for exams is a challenging and stressful time for young people, parents can help by understanding more about these qualifications and being active participants in their children’s GCSE journey. It will also help them to build relationships with their children based on trust and mutual respect.

While parents want the best for their children and want them to excel in life, they must allow them to take control of their own learning and steer their own course. However, they must provide the necessary environment and resources at home and offer unwavering support, guidance, and understanding to help them succeed.

Parents can significantly influence their children’s education and have positive or negative impacts. Their involvement is vital in their child’s academic success, learning, development and overall well-being. Therefore, parents should be involved in their children’s education and guide and support them to make decisions that will lay the foundation for further education and their future careers.

Please use the comments section to share experiences, questions, or additional tips for supporting GCSE students. Use this space to foster a supportive and informative community of parents and caregivers.