A parent from Bradford is highlighting concerns that uniform teaching methods may be failing certain students as assessment season approaches.

Danielle Broadbent, whose child has autism and ADHD, has launched a campaign and online petition demanding greater acknowledgment of alternative qualification routes — such as Functional Skills — after discovering her family were not told about these options until much later in her child’s education, and only through a personal tutor rather than from schools themselves.

At this time, thousands of young people are getting ready to sit examinations while experiencing considerable strain, anxiety, and in some instances already feeling inadequate, according to Danielle. This situation exists not because they lack ability, but because standardised teaching does not work for every learner.

Functional Skills Level 2 qualifications carry the same academic value as a GCSE Grade 4.

However, Danielle argues that many families remain uninformed about these alternatives until after a young person has already started struggling, reached a breaking point, or experienced failure.

An alternative pathway existed, yet we received no information about it, Danielle noted.

This has led me to wonder how many other families might be missing this information.

The campaign emerges at a time of intense pressure on students, with examination season bringing attention to attainment, results and outcomes.

Danielle stresses this issue involves preserving academic standards rather than lowering GCSE expectations, but ensuring all young people can succeed through approaches suited to their individual needs.

Some students will thrive within the GCSE structure while others will not — however no young person should face disadvantage. We must offer support to all.

We place huge importance on grades, yet what about self-belief? What about emotional health?

For many young people, alternatives only become available after they have already endured stress, worry and damage to their confidence — following failure.

She also highlights wider systemic pressures, including school accountability measures such as Progress 8 scores, which she points out rely heavily on strong GCSE results.

She clarifies that while alternative qualifications do feature in calculations, they carry less weight — something Danielle suggests may limit when such choices are presented to families, as these credentials receive reduced consideration in school ranking systems and performance data.

I have spoken with many teachers who recognise the genuine pressures within the system, and I have also conducted research with parents.

It has become clear that school accountability measures can sometimes prioritise GCSE results, even when that route may not suit the individual learner.

In certain cases, a young person may be encouraged to continue with GCSE studies despite difficulties, because results affect school performance metrics — whereas alternatives such as BTECs or Functional Skills, potentially more suitable for that pupil, do not hold equivalent importance.

This proves particularly exasperating, because a young person’s confidence, wellbeing and future success should always come before rankings.

This is not about blaming educational establishments — it is about recognising the pressures they face and how these can result in a narrower curriculum than some students require.

Danielle is now pushing for greater awareness and earlier conversations about all educational routes.

We must ask whether the system serves every young person, and being honest, it does not.

I am determined to drive positive change here and raise awareness.

She indicates the campaign is gaining momentum, with growing support from parents, media coverage, and engagement from policy makers.

Danielle has arranged a meeting with a Member of Parliament, corresponded with the Department for Education, and continues working toward change.

As well as her campaign activities, she recently organised a charity walk that raised £1,200 for Ambition about Autism.

This matters not only for neurodivergent young people — it relates to every child who does not fit a standardised educational approach, she stated.

Why do we wait to offer alternatives until young people have already failed?

Danielle’s petition, titled ‘Ensure schools inform families about all recognised Level 2 options beyond GCSEs’, has collected almost 3,000 signatures.