Hundreds of thousands of students across England, Wales, and Northern Ireland woke up this week with their stomachs in knots, anxiously awaiting their GCSE and A-level results. For many, the anticipation wasn’t just about academic achievement—there were promises of shiny rewards or special treats hanging in the balance. But for others, especially those who are neurodivergent or come from less privileged backgrounds, the day carried a different kind of weight, one not easily measured by grades or gifts.
According to BBC News, Imogen Farmer from Essex remembers her results day last year as a blend of nerves and excitement. Her parents celebrated her A-level achievements by taking her and her twin sister on a shopping trip to London, where Imogen picked out Vivienne Westwood jewellery and the family dined at a fancy restaurant. But Imogen, always ambitious, insists the reward didn’t change how hard she worked. "I think I knew in the back of my head if I did well or even if I didn't do well, I'm sure our parents would have taken us out anyway for working hard," she told the BBC.
Jess Cooper from Birmingham had a different experience. Jokingly, she said her reward was "not getting kicked out of the house." For Jess, good grades were simply “a reflection of how hard you tried at school.” Her parents, proud and supportive, emphasized effort over outcomes. Jess noted that some classmates were promised cash for each top grade or even a "first car" if they hit certain targets, highlighting the range of incentives that families use to motivate their children.
For some parents, financial rewards are a conscious strategy. Leon Smith, a father of six from Surrey, explained to the BBC that he offers £50 to his children for passing their exams, believing it gives them a concrete incentive to revise. "It means that, when they revise, they have the motivation and they will spend an extra hour looking at their books rather than playing video games," Leon said. He’s seen firsthand how this approach motivated his son Isiah after witnessing his older sister Reah receive the same reward. Leon plans to continue the tradition for future GCSE and A-level milestones.
But not all parents find the process straightforward—or cheap. Elaine Dean from Manchester, a former primary school teacher, promised her son Zach between £5 and £15 for each GCSE grade two years ago. The final bill was more than she’d anticipated, but for Elaine, the gesture was about recognizing effort as much as results. "You don't want to build up too much pressure on them, praise and parental involvement throughout their school years is far more important," she reflected. Zach, who just received his A-level results, is now eyeing a city break with his brother as his next reward.
Yet, as experts told the BBC, the effectiveness of such rewards is far from clear-cut. Psychologist Natasha Tiwari warned that “cash or big-ticket treats can work in the short term,” but they risk making achievements feel transactional. She advocates for more meaningful rewards, such as a special day out or even redecorating a bedroom, which can leave a longer-lasting positive impact. Manny Botwe, president of the Association of School and College Leaders and a secondary school head, is even more cautious. He worries about children who don’t get good results, describing the reward system as a "deal or no deal" scenario. His advice: "Not to make their children feel their value is directly related to the grades they get. From very early on, I like to emphasize the intrinsic value of education. That will yield the best outcomes."
For neurodivergent students, results day brings its own set of challenges. In a separate report, the BBC highlighted the experiences of young people whose brains work differently, including those with autism or ADHD. Paddy, a 20-year-old from Worcestershire, described how his obsessive-compulsive disorder (OCD) made the exam period nearly unbearable. "All my focus turned to these exams, and I just couldn't enjoy anything else, if I wasn't studying," he recalled. The pressure led to migraines, vomiting, and insomnia, and before one exam, he broke down in tears. Looking back, Paddy is proud of his two A*s and an A, but he wonders at what personal cost. His advice to others: "You're so much more than some numbers on a piece of paper."
Lotte, 22, from Peterborough, who is autistic, faced her own hurdles. Around the time of her GCSEs, she struggled with her mental health and even spent time in hospital. With the right support, she stayed in education and recently completed a Level 3 course in creative media. Lotte told the BBC that results day can bring “massive pressure,” especially because of the unpredictability and the sensory overload of crowded, emotional environments. She encourages fellow students to “find time to look after yourself and remember the results are personal to you. Try not to compare yourself with other people, because other people don't know the struggles you've had.”
Stefano, 19, from London, experienced burnout so severe that he collapsed at school a month before his A-levels. Now at university, he prefers the open book format of some of his exams and has become more proactive about managing stress. Ahead of results day, Stefano made sure he had clearing options and support systems in place. He advises others to "go to your community—whether it be your family, your friends or your school."
Parents and carers play a critical role in supporting young people through the emotional rollercoaster of results day. Jolanta Lasota, chief executive of Ambitious about Autism, recommends planning for a range of scenarios, avoiding vague reassurances, and considering alternative ways to receive results, such as online. Stevie Goulding of Young Minds offers three key strategies: reflection (openly discussing feelings about results day), validation (acknowledging all emotions as valid), and reassurance (asking what support is needed and reminding young people that there are always other options if things don’t go as hoped).
Government officials maintain that exams are essential for a fair and trusted qualifications system and promise that ongoing curriculum reviews will prepare young people for both work and life. Meanwhile, organizations like Mind and YoungMinds offer helplines and resources for those struggling with the stress of results day.
As students, parents, and educators navigate the highs and lows of results season, one message rings clear: whether the envelope brings joy or disappointment, it’s the journey, the effort, and the support networks that truly shape young lives.
