England’s education system has demonstrated resilience amid a global decline in student performance, according to the latest results from the Programme for International Student Assessment (PISA). The international comparison assessed the skills of 15-year-olds in reading, mathematics, and science across 90 countries, with England maintaining stable scores since the previous 2022 assessment. This contrasts with declining or stagnant results seen in many other nations.

While England’s performance held steady, the other three UK nations—Scotland, Wales, and Northern Ireland—did not show similar strength, particularly in reading and mathematics. Nevertheless, all four UK countries performed relatively well in science.

The persistence of England’s scores has helped to alleviate some concerns about students reading fewer books and losing academic proficiency. Experts attribute part of this success to increased emphasis on science, technology, engineering, and mathematics (STEM) subjects across both primary and secondary education levels. However, the focus on STEM has coincided with diminished prominence for arts subjects, which were excluded from the English Baccalaureate (Ebacc) suite of preferred General Certificate of Secondary Education (GCSE) subjects under the previous Conservative government. Labour has indicated plans to repeal this exclusion following recommendations from Professor Becky Francis’s review.

Professor Francis also highlighted the negative impact of mandatory GCSE retakes in maths and English, describing them as demoralising for students. The current education secretary, Lucy Powell, has prioritised the introduction of modular alternatives to these retakes and the development of improved technical qualifications, which could include new GCSE options.

Beyond curriculum content, reforming the provision of special educational needs (SEN) support is expected to become a major focus for policymakers. Recent reports have documented a sharp increase in applications for education, health, and care plans, which legally require local authorities to provide specified support levels for eligible pupils. Addressing regional disparities in educational attainment and closing achievement gaps also remain significant challenges.

Although England’s schools have achieved notable successes, observers caution against viewing other countries’ stagnation or decline merely as a contrast to England’s relative stability. Andreas Schleicher, OECD director for education, stressed that schools worldwide face difficulties adapting to technological changes, noting concerns about the impact of heavy smartphone use on sustained academic attention. Similar apprehensions have been expressed by some academics, who argue that excessive screen time may hinder learning, though evidence remains nuanced and suggests a need for careful assessment.

While smartphones and technology use alone cannot explain international performance trends—especially as English students also use mobile devices extensively—the stable PISA results indicate that England’s education system is addressing important challenges effectively. Professor Francis advised against rapid or disruptive reforms, warning that changes could exacerbate teacher workload and morale issues. Instead, she endorsed measured adjustments that build on existing strengths.

Overall, England’s schools have delivered a commendable performance amid complex challenges, warranting recognition from educators, policymakers, and the broader public alike.