England's Schools Are Outperforming the Global Trend — But Not Without Cost

When International Trends Point in the Wrong Direction

Teachers, headteachers, children, parents, and politicians should feel proud of England's schools. After all, they have outperformed a global downward trend, according to the latest Programme for International Student Assessment (Pisa) results. In reading, mathematics, and science, English 15-year-olds have maintained their performance levels—while students in most other countries are falling behind.

But as we dig deeper, it becomes clear that these numbers tell only part of the story. Behind the headline successes lies a complex web of policy decisions, resource limitations, and systemic challenges that could ultimately erode this progress if left unaddressed.

I've spent years uncovering how institutions like schools can become both beacons of hope and breeding grounds for neglect—especially when pressure mounts from external metrics without sufficient support at home.

The Hidden Costs of Focus on STEM

One key factor behind England's strong showing has been an increased emphasis on science, technology, engineering, and mathematics (STEM) subjects. This focus, implemented across both primary and secondary levels, has indeed yielded measurable results in core academic areas.

However, this shift came at a cost: the marginalization of arts subjects. The exclusion of music, drama, and creative subjects from the English Baccalaureate (Ebacc) suite—promoted by Conservative governments—has led to reduced opportunities for students who thrive through artistic expression.

Professor Becky Francis's recent review highlighted how these policies are creating an environment where students must retake mandatory maths and English GCSEs, placing enormous strain on both teachers and learners. It's a policy that undermines morale and creates unnecessary pressure without addressing root causes.

The Growing Burden of Special Educational Needs

Another troubling development is the surge in applications for Education, Health and Care (EHC) plans—legal documents that require local authorities to provide specified levels of support to students with special needs. These figures are rising sharply, signaling a crisis in our SEND infrastructure.

This influx is not just a matter of more children needing help—it reflects deeper issues within the system. Schools are overwhelmed by demands for additional resources and support, often without adequate funding or training. The result? A patchwork approach to inclusion that fails many students who need it most.

We're seeing schools struggle to maintain educational standards while also trying to meet growing administrative burdens. This is not just about numbers; it's about people—particularly vulnerable ones—who deserve better.

Technology and the Learning Divide

The debate over technology in classrooms has intensified, especially after revelations that heavy smartphone use may be undermining sustained academic attention. As noted by OECD director Andreas Schleicher, schools must grapple with adapting to technological change without losing focus on deep learning.

While some educators advocate for a cautious integration of digital tools, others warn against overreliance on screens. The challenge lies in balancing innovation with pedagogical integrity. For too many classrooms, the line between helpful tool and distraction remains blurred.

And yet, we're still failing to fully understand how screen time impacts children's cognitive development—particularly in younger learners. Until we do, any discussion about digital education must be grounded in rigorous research rather than assumptions.

Regional Disparities: A Systemic Problem

One of the most glaring weaknesses in our education system is the persistent regional inequality. Despite England's overall success in Pisa scores, there are still stark differences between regions—one school in London might perform well, while a similar institution in rural Wales or the North West struggles.

This geographic divide reflects broader socioeconomic inequalities and funding disparities. It shows that even when national averages look good, local realities tell a very different story. We must not be satisfied with surface-level improvements if they fail to address systemic inequities.

Why This Matters Now

We're at a critical juncture in education policy. With new leadership and changing priorities, there's a window of opportunity to reverse course from policies that prioritize testing over teaching, efficiency over equity, and short-term gains over long-term sustainability.

But this is not a moment for complacency or celebration alone. We have a responsibility to ask hard questions: What are we really measuring? Are we supporting students who need help, or just those who fit into our systems?

The truth is that while England's schools may be outperforming the global trend, their future depends on whether they can sustain this success amid mounting pressure. The stakes have never been higher.

• Our education system needs urgent investment in mental health support for teachers and students alike
• We must reform the way we assess student progress—not just in terms of test scores, but also in emotional well-being and resilience
• More accountability is needed in how funding is allocated across regions to ensure no child is left behind

It's time for bold reforms that don't merely react to headlines but actively build a more equitable, resilient, and inclusive future for every student.