It’s the start of the exam results period this week with the release of the Cambridge International results ahead of the A-Level exam results on Thursday and GCSE results the following week. The pressure on teenagers to perform well in exams such as GCSEs and A-Levels is immense. Schools, parents, and society place great emphasis on achieving high grades, often portraying these results as the ultimate determinant of a young person’s future success. However, while exam results are undeniably important, they are not the be-all and end-all of a teenager’s life. There are numerous other factors that contribute to personal development, mental well-being, and long-term success that deserve equal, if not more, attention.
The Limitations of Exam Results
Firstly, it’s crucial to recognize the limitations of exam results. Exams typically measure a specific type of intelligence which revolves around memorization, understanding of theoretical concepts, and the ability to perform under exam pressure within a limited time frame. However, intelligence is multifaceted. Skills such as creativity, emotional intelligence, problem-solving, leadership, and the ability to work well in teams are not measured by traditional exams but are equally vital in both personal and professional contexts. I also note that school and college exams, being sat in a hall with hundreds of other students, is far from ideal for many students, plus is not really representative of the kind of experiences students will encounter in life beyond formal education, and there is the research which points to the environmental conditions in exam halls in relation to heat, CO2, etc simply not be conducive of maximum performance.
Mental Health and Well-Being
This intense focus on exam results can have detrimental effects on a teenager’s mental health. The pressure to achieve high grades can lead to anxiety, depression, and burnout where mental well-being is a critical component of a teenager’s overall development. Teens need time to relax, explore their interests, and build relationships. These aspects of life help develop a balanced and healthy individual. I note that I put too much pressure on myself in relation to exams when I was younger, which led me to difficulties with mental health mainly related to results below that which I expected in my Higher grade exams in Scotland. These results were not the end of me, as I felt they were at the time, but actually spurred me on and taught me a valuable lesson regarding the unpredictable nature of the future, and how so-called life defining moments, such as exam results day, are simply just a stop on a much longer life journey.
The false narrative
The focus on exam results, as will be evident in the press over the coming week or so, perpetuates a false narrative of winners and losers, where students are unfairly categorized based on their results. This binary perspective suggests that those who achieve high grades are destined for success, and are “successful”, while those who do not make these grades are not. Such a narrative overlooks the diverse range of talents, skills, and potentials that exist beyond the confines of standardized testing. It also overlooks the multitude of factors which might impact a students exam performance. Success, or failure, in my view, is determined by the longer picture of your life, your contributions, your memories and efforts, and exam results are a small part of that in the longer term.
Conclusion
Life is a journey rich with diverse experiences, and exams are just one of many milestones along the way. Whether a pass or a fail, exams do not define a person’s entire future; they are simply a moment in time, a stepping stone on a much larger path. For those getting their results this week and next, know that they are a small part of your life. If you do well, celebrate, and then move onto the next stage in your life. If you don’t do well as defined by your own expectations rather than the press or others, learn from this. It may be that exams weren’t for you, that your performance was impacted by external issues, that the courses didn’t fit your interests, that you didn’t put in enough effort or many other factors; That’s fine, so pick your next steps and move forward. I know I did and with that I will leave but one last thought: I learned from my disappointing Scottish S5 Higher results and worked harder to get to University in S6 but it was many years later before I learned about the need for balance in relation to study or work, and our wider lives. How do you balance out work/study with the wider need for fun, enjoyment and need for experiences and human flourishing? As your exam results come and go, I would suggest this is something well worth considering.
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