the pressure nobody talks about in Northern Ireland grammar schools

A grammar school past pupil's anonymous submission on the potential mental impact of grammar school education

In Northern Ireland, grammar schools are often associated with opportunity, achievement and ambition. Many students have positive experiences there, build strong friendships and go on to thrive academically. But alongside those positives, there can also be pressure that people do not always talk openly about.

From primary school onwards, many children grow up hearing that the transfer test could shape their future. Research in Northern Ireland has highlighted concerns around stress and anxiety linked to academic selection and school pressure, with the Transfer Talks report finding that many children and parents experienced high levels of emotional pressure connected to the transfer process (Purdy et al., 2024).

For some young people, that pressure does not disappear once they get into a grammar school. In environments where academic achievement is highly valued, it can sometimes feel like success becomes the expectation rather than something to celebrate. Being surrounded by high performing students constantly can lead to comparison, fear of failure and low self esteem, particularly when self worth becomes tied to grades.

Research carried out in Northern Ireland grammar schools identified school related stress connected to workload, academic expectations and school culture (Finch, McCreight and McAleavy, 2010). That does not mean grammar schools are inherently harmful, but it does show that high pressure environments can impact mental wellbeing if support is not in place.

There can also be social and economic pressures that are harder to explain unless you have experienced them yourself.

Grammar schools in Northern Ireland tend to have lower numbers of pupils from disadvantaged backgrounds compared with non grammar schools (Purdy et al., 2024). For students from lower income families, this can sometimes create feelings of difference or isolation.

You notice things other people might not even think about, such as expensive school trips, private tutoring, branded sports gear, conversations about holidays or university expectations that seem completely normal to everyone else. Even when nobody intentionally excludes you, it can still feel like everybody else understands a world that you are trying to navigate quietly on your own.

That kind of environment can contribute to imposter syndrome and anxiety, especially for young people already struggling with confidence.

Northern Ireland already experiences particularly high levels of mental ill health compared with other UK regions (Bunting et al., 2020). The Mental Health Champion for Northern Ireland has also raised concerns about the emotional impact aspects of the education system can have on young people’s wellbeing, including academic pressure and selection (Mental Health Champion Northern Ireland, 2022).

Exam pressure itself is becoming a growing issue for many young people regardless of school type. Research involving young people found that exam stress was one of the most commonly reported barriers affecting learning and wellbeing (Bytes Project, 2023).

At the same time, it is important not to reduce grammar school experiences to only pressure or stress. Many students enjoy grammar school, feel supported by teachers and benefit from the opportunities available to them. Academic ambition is not a bad thing. Wanting students to succeed is not the problem.

The issue is making sure young people know their value is not based entirely on grades, rankings or university offers.

Mental health support, emotional safety and a sense of belonging matter just as much as academic achievement.

And regardless of what school somebody attends, no young person should feel like they have to sacrifice their wellbeing in order to succeed.

References

Bytes Project (2023) Exam Pressure and Young People’s Mental Health.

Bunting, L. et al. (2020) The Mental Health of Children and Young People in Northern Ireland. Belfast: Queen’s University Belfast.

Finch, L., McCreight, B. and McAleavy, G. (2010) ‘The existence of school-related stress in two grammar schools in Northern Ireland: contributing factors and moderation’, Pastoral Care in Education, 28(4), pp. 311–329.

Mental Health Champion Northern Ireland (2022) Response to the Independent Review of Education.

Purdy, N. et al. (2024) Transfer Talks: A Mixed Methods Exploration of the Impact of Academic Selection in Northern Ireland. Belfast: Stranmillis University College.