GCSE Results 2026: Is the Traditional Education Route Working for Every Young Person?
What this year's results tell us about different pathways for young people, including those with SEND.
GCSE results day is often presented as a straightforward measure of success.
For some young people, results day brings excitement and opens the door to their next step.
For others, it can bring disappointment, uncertainty or the feeling that they haven't succeeded.
This year's GCSE results have once again sparked a wider conversation about whether the education system is providing enough different routes for young people to succeed.
What happened this year?
In England, 70.7% of 16-year-olds achieved a grade 4 or above in GCSEs, while 23.1% achieved grades 7–9. Overall results have returned broadly to pre-pandemic patterns.
However, the headline figures don't tell the whole story.
There continue to be significant differences between regions. London had the highest proportion of students achieving top grades, while other regions recorded considerably lower results.
And thousands of young people are leaving Year 11 without the grades they need in English and maths.
The problem with the GCSE resit system
One of the biggest education stories this week has been criticism of the requirement for students who don't achieve a grade 4 in English and maths to continue studying and resit these subjects.
For students aged 17 and over taking resits, only around 13.6% achieved a grade 4 or above in maths and 18.8% in English.
Education Secretary Lucy Powell has described the current system as a "resit treadmill" and has proposed introducing a lower-level "stepping stone" qualification for students who are not yet ready to achieve a GCSE grade 4.
The proposed changes are intended to give young people a more meaningful route to developing literacy and numeracy skills rather than repeatedly sitting the same GCSE examinations.
But what does this mean for young people with SEND?
This is where the conversation becomes particularly important.
For some young people with SEND, traditional examinations may not always provide a complete picture of their abilities, progress, strengths or potential.
A young person might have significant strengths in:
Practical activities
Creativity
Technology
Communication
Problem-solving
Working with others
Vocational skills
Yet struggle considerably in a high-pressure examination environment.
That doesn't mean they aren't capable of learning or succeeding.
It may mean they need a different route to demonstrate what they can do.
Education shouldn't be one-size-fits-all
The Government has also been talking more broadly about expanding technical and vocational routes for young people.
This year's results showed growing participation in vocational and technical qualifications, including T Levels, with almost 20,000 students receiving T Level results, a significant increase from last year.
That matters because academic qualifications aren't the only route into further education, training or employment.
For some young people, a more practical pathway may be a better match for their interests and strengths.
For parents of children with SEND, this can be an important conversation to start having early.
What should parents be thinking about?
If your child has an EHCP, don't let the conversation about their future become solely about grades.
Ask:
What are my child's strengths?
What do they naturally enjoy?
What are they good at?
What motivates them?
What support do they need?
What reasonable adjustments or additional support help them learn?
What are their aspirations?
What would they like to do when they leave school?
What pathway could suit them?
Could this be:
Sixth form
Further education
T Levels
Apprenticeships
Supported internships
Vocational training
Employment with support
Another pathway appropriate to their needs
This is where Preparation for Adulthood matters
For children with EHCPs, planning for adulthood shouldn't suddenly begin when they leave school.
As children get older, conversations should increasingly consider areas such as:
Education & employment
What could they do after school?
Independent living
What skills might they need?
Health
How can they become more involved in managing their health?
Community & relationships
How can they participate in their community and develop meaningful relationships?
These conversations can help ensure that education is working towards something meaningful for the young person—not simply achieving a set of grades.
What can parents do now?
If your child is approaching GCSEs or post-16 education, consider using their next review or meeting to ask:
What are my child's strengths?
What are their aspirations?
What qualifications or pathways could suit them?
What support will they need after Year 11?
Are there vocational or technical options we should explore?
Could a supported internship eventually be appropriate?
What skills should we be developing now?
Does their EHCP accurately reflect their future aspirations?
SEND Sights takeaway
Success doesn't look the same for every young person.
This year's GCSE results have reignited an important conversation about examinations, resits and alternative educational pathways.
For young people with SEND, the question shouldn't simply be:
"What grades did they get?"
It should also be:
"What does this young person need to thrive, and what pathway will help them reach their potential?"
An education system that offers different routes to success can give more young people the opportunity to build on their strengths rather than being defined by the areas they find difficult.
For parents, it's never too early to start thinking beyond the next exam and towards the young person's future.
This article discusses current education policy and is for general information only. Education policy and proposed reforms may change.