Students’ experiences and perceptions of studying for A-Levels: implications for enhancing student resilience

Abstract

There is growing concern across Advanced-Level (A-Level) providers and universities that many students are experiencing high levels of stress and physical illness, related to academic and/or social aspects of student life. The impact of academic pressure to 'succeed' is increasingly evident. There is an urgent need to provide appropriate student support. Two studies are reported which investigate students' experiences and perceptions of studying Advanced-Levels in England. By gaining insight into this period of study and the challenges encountered by students, the implications for enhancing student resilience can be better understood. Study One involved participants at four sixth forms in secondary schools in England (n = 805). Study Two comprised a larger-scale study of nine institutions offering A-Level education (secondary school, Sixth Form College and College of Further Education), with 2,040 Year 12 and Year 13 students participating in the study. In both studies, students completed a bespoke questionnaire which focused on transition to/from A-Level education and student perceptions of resilience. The findings suggest that much more needs to be done in supporting the mental well-being and resilience of students whilst studying for A-Levels. Indeed, the experience of studying for A-Levels was evidently stressful and anxiety-inducing for many of the student participants. This stage of postsecondary education could be seen as the culmination of all the pressures inherent in the present performativity culture of schools. The transition from A-Level study to university can be a very challenging one for a substantial minority of students.

Can the Use of Four Suppositions and Two Techniques of Change Associated With Neuro-Linguistic Programming (Nlp) Enhance the Experience and Perceptions About Learning for Boys in Post-16 Education?

“…This focus group case study provided an opportunity to explore and observe phenomena closely and "to render it in some way intelligible" Golby (1994). The unique nature of this study may also, indirectly, contribute to a better understanding of how NLP strategies could benefit the resilience of the boys in post-16 education Nash et al (2021). These findings, whilst limited, offer critical insight into suppositions and Techniques of Change associated with NLP and learning and thus contribute to living educational theory (LET) (Barry, 2012).…”

“…There is growing evidence of greater pressure to succeed in A Level education and examinations in England and Wales. It is important to ensure that students have access to appropriate support to nurture mental well-being and resilience Nash et al (2021). The ability to demonstrate academic progress and academic success via results-driven English examinations such Advanced level (A-Level) is pervasive, possibly to the detriment of other, equally important, broader creative aspects of learning Lorenzi and White (2019).…”