Exam results day is a nerve-wracking milestone for students across the UK, but for neurodivergent young people—those whose brains work differently due to conditions like autism, ADHD, or OCD—the stress can be especially acute. As GCSE and A-level results are released this week, stories from students who have navigated these pressures shine a light on the unique challenges and coping strategies that can make a difference.
For many, the lead-up to results day is a blur of anxiety and uncertainty. Some students, like the author reflecting on their own experience, didn’t even realize they were neurodivergent until adulthood. "I had a huge amount of panic and worry that I wouldn't get the grades I needed to get into university, which resulted in migraines, vomiting and insomnia," they recall, as reported by BBC News. The anticipation of results, mixed with the fear of disappointing outcomes, can take a heavy toll on both the mind and body.
To better understand how neurodivergent students experience results day, the BBC spoke with three young people—Paddy, Lotte, and Stefano—each of whom faced distinct hurdles during their exam years.
Paddy, a 20-year-old from Worcestershire, remembers his A-levels as a period when his obsessive-compulsive disorder (OCD) and anxiety reached a fever pitch. "All my focus turned to these exams, and I just couldn't enjoy anything else, if I wasn't studying," he explains. "And then any time anything went wrong, I would catastrophise and think, 'That's my whole life ruined because of the exams.' And this kind of built up and built up."
The pressure affected every aspect of his life. His parents were "incredibly worried" as they watched him break down "crying uncontrollably" before one exam. Sleep and eating patterns were disrupted, and his OCD symptoms intensified. Despite these struggles, Paddy ultimately achieved two A*s and an A. Looking back, he wishes he had allowed himself more rest and self-compassion. "I look back with so much pride, because whatever happened, whatever my grades were, I survived a really, really difficult period of my life," he says. His advice to others is clear: "You're so much more than some numbers on a piece of paper."
Lotte, 22, from Peterborough, faced her own set of challenges. Diagnosed as autistic, she struggled with her mental health around GCSEs, even spending time in hospital. That crisis, however, led to increased support at school, helping her stay in education and eventually complete a Level 3 creative media course. Now, she’s excited to pursue a career in marketing, whether through university, an apprenticeship, or direct entry into the workforce.
For Lotte and many autistic students, the unpredictability and sensory overload of results day can be daunting. "Results day can bring massive pressure, and the unpredictability of it can be really scary for autistic people," she notes. Jolanta Lasota, chief executive of Ambitious about Autism, agrees, telling the BBC that the uncertainty of results day is "particularly stressful" for young autistic people.
Lasota offers practical advice for parents and carers: plan for a range of scenarios, avoid vague reassurances like "don't worry," and consider alternative ways to receive results, such as online. Lotte herself chose to collect her results in person to see friends and teachers but acknowledges that the noisy, crowded environment can be overwhelming. Her message to others is heartfelt: "Doing these exams is already a massive achievement. 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 the crushing weight of exam stress firsthand. About a month before his A-levels, he collapsed at school due to burnout. Despite having a "super supportive" network, he found the system and pressure simply too much. Now at Warwick University, Stefano has found open book exams a welcome change, offering a less stressful assessment environment.
He managed his nerves before results day by preparing for various outcomes—organizing clearing options and keeping his school’s contact information handy. His advice to others is practical and empowering: "It's your moment, and if you do need to go into school or college, make sure you're ready to do that and have as much information beforehand as you can." Afterwards, he recommends surrounding yourself with supportive people, whether family, friends, or school staff. "Go to your community—whether it be your family, your friends or your school," he encourages.
These stories highlight the broader conversation about how exams and results days are structured. When asked about the challenges some young people face, a government spokesperson told the BBC that exams "play an important role in maintaining a fair and trusted qualifications system," and that ongoing curriculum and assessment reviews are designed to "ensure young people leave education ready for work, and ready for life."
For parents and carers, supporting neurodivergent students through results day requires sensitivity and a thoughtful approach. Stevie Goulding from Young Minds, a leading mental health charity, offers three top tips. First, reflection: "Start to speak about results day. What feelings are there?" Open conversations before, during, and after results day can help young people express their emotions. Second, validation: resist the urge to immediately solve problems, and instead allow young people to sit with their feelings. "Validate that, if they're feeling angry, frustrated, upset, disappointed, all of those things are absolutely okay and fine to feel." Third, reassurance: ask what support is needed and remind them that not everything needs to be resolved immediately—there are always other options to explore together.
Additional support is available through organizations such as Mind (phone 0300 123 3393) and YoungMinds (phone 0808 802 5544), as well as online resources like the BBC Action Line. These services offer guidance for students and families navigating the emotional ups and downs of results season.
Ultimately, as this year’s cohort collects their grades, the experiences of Paddy, Lotte, and Stefano serve as a reminder that academic results are just one part of a much bigger story. Surviving the stress and uncertainty is an achievement in itself, and for neurodivergent students, every step forward deserves recognition and support.
