By Soraya Saber

With this year's GCSE and A-Level results day quickly approaching, here at Equal Education we are thinking about the impact of numbers and grading and how each of us can support young people this season. 

Within Education numbers undoubtedly play a huge role, especially when it comes to grading and assessment. Grades are often seen as objective and neutral measures of performance, however this is not the case.

Whilst grading can be a useful tool to measure academic progress, it can reinforce harmful stereotypes, such as the belief that certain groups of students are inherently less intelligent or capable than others, and cause children to internalise them as a measure of their ability or self-worth. This can have devastating impacts on a young person's mental health and severely hinder their progress both academically and emotionally. 

Research studies have shown that numbers evoke emotions and qualities; this makes them not neutral. For instance, if a student receives a high grade, they may feel a sense of accomplishment and validation, while a low grade can lead to feelings of failure and inadequacy. This internalisation of grades can be detrimental to a student's mental health, as it places an undue emphasis on external validation and can lead to a negative self-image. Furthermore, when students internalise grades, they may be less willing to take risks and try new things for fear of failure.

For children with special educational needs and disabilities (SEND), the pressure to perform academically can have a significant impact on their mental health. They may require additional support or accommodations in order to succeed in school, which can lead to feelings of inadequacy or frustration if they are not met. The emphasis on grades can exacerbate these negative feelings and increase stress and anxiety. It is crucial for caregivers and educators to recognize the unique needs of children with SEND and provide them with the necessary support this results day. 

As parents or guardians, your role is crucial in creating a calm environment, managing expectations, and fostering resilience. Remember, your love and understanding will help them embrace future opportunities, regardless of the outcomes. 

Here are some things to consider:

• Instead of internalising grades as a measure of their self-worth or abilities, we should encourage young people to view them as feedback on their performance and progress. Grades can provide valuable information on areas where students excel and where they may need to improve, allowing them to set goals and take action to further their learning. It is important for students to understand that grades are not a reflection of their inherent worth or intelligence, but rather a reflection of their efforts and achievements at a particular moment in time. By reframing how they view grades, students can cultivate a growth mindset that emphasises learning and development, rather than external validation.

• It is also important to communicate to young people that grades are not the only measure of success or worth. Encouraging them to pursue interests outside of school, such as hobbies or volunteering, can help build confidence and a sense of purpose. Providing emotional support and being available to listen without judgement can also make a big difference. By doing so, we can work towards creating a more just and inclusive educational system that recognizes the diverse strengths and abilities of all students.

In conclusion, while grades are an important part of the education system, they should not be the sole measure of a young person's worth. Supporting young people in managing the stress and anxiety related to grades can help them develop a healthy relationship with academic performance, minimise exam and anxiety and prioritise their mental health.