Making the grade too ‘stressful’ for students

UNIVERSITIES should consider changing the system of traditional degree classifications in order to ease mental pressure on students, psychologists have suggested.

The expectation to achieve at least a 2:1 is driving up anxiety levels and deprives most students of the opportunity to differentiate their achievement from those of their peers, according to preliminary research.

Psychologists at King’s College London said the American system of degree transcripts may be less stressful for undergraduates because it provides a more personal and nuanced account of how a student performed.

Dr Nicola Byrom, who has conducted consultations with students, said there was a “particular issue” with the ubiquity of 2:1s.

“The way our UK grading system at universities is structured does potentially create stress,” she said “Most people get a 2:1, therefore getting a 2:2 is seen by students as terrible and yet that’s a fantastic achievement for many students. And there’s a huge pressure on students to feel they have to get a First otherwise they’ve just got a 2:1.

“In the US the transcript matters more, where the actual grade that they get, the number, is more meaningful. That could be less stressful for students because you remove that pressure to feel like you have to differentiate yourself from the pack.”

Sir Anthony Seldon, Vice Chancellor of the University of Buckingham, agreed there is “big merit” in the US system because it afforded employers a more detailed academic record. But, he added: “Life is stressful. Young people will face difficulties and disappointments. So there comes a point where we have to say we should be helping young people cope with stress rather than trying to inoculate them.”

As well as the pressure to succeed academically, an increase in cyber bullying and alcohol and drug misuse are thought to be playing a role. Rates of anxiety and depression among the student population are also on the rise.

A report published last autumn showed that the numbers of students disclosing mental health problems had increased fivefold in a decade.