Exploring how the way A-Level grades were calculated in 2020 impacted on university students in England and Wales

BACKGROUND: In March 2020 the United Kingdom (UK) government announced that schools would close with immediate effect due to the rapid spread of the COVID-19 virus, and that all public exams in 2020 would be cancelled. Grades would be based on an algorithm, which combined teacher's predicted grades with data relating to past exam performance, but in the week the exam results were to be published, the algorithm was found to be flawed, with 40% of algorithm grades lower than predicted grades. The aim of this study was to explore the impact the A-Level award system in 2020 had on the mental wellbeing of those entering university in the same year.METHODS: Using autobiographical recall and structured tabular thematic analysis, a total of 30 participants detailed their wellbeing during the A-Level award period in 2020.RESULTS: The uncertainty during the A-Level award period resulted in significant and chronic distress for students going on to further study. Three super-ordinate themes were identified:1) thoughts and feelings linked to the anticipation of an uncertain outcome (both positives and negative); 2) behaviors that enabled the individual to cope with the current situation (both maladaptive and positive); and 3) individuals' belief in themselves and their own abilities (both low and high self-worth).CONCLUSIONS: The way the 2020 cohort were awarded their A-Level grades has had far reaching consequences for the wellbeing of current students. Further research is needed to determine any long-term effects on this cohort, both personally and professionally.