Tutors International founder, Adam Caller, responds to Bridget Phillipson’s call to prioritise student wellbeing over exam results in a bid to improve attendance rates, arguing that without addressing the crisis among teachers, meaningful change is unlikely.
Earlier this month, the UK’s Education Secretary Bridget Phillipson delivered a speech to more than 1,500 school and academy trust leaders. During the speech she tackled the growing concerns over poor attendance, stating that belonging and wellbeing were key to improving this and describing the previous government’s aims to improve exam results as ‘tunnel-vision’.
The Education Secretary said,
“If we want to tackle the epidemic of school absence, children need to feel like they belong in school. If we want to transform the outcomes of all young people with special educational needs and disabilities [SEND], children need to feel like they belong in school. And if we want young people to leave our school system, not just with A*s in their pocket but with a sense of power and purpose, children need to feel like they belong.”
Real change or gesture politics?
Tutors International, a leader in bespoke private education, applauds the sentiment of prioritising wellbeing. But Adam Caller, founder and educational expert, believes that Phillipson’s message misses the point by ignoring the dire challenges faced by teachers.
“The Education Secretary has missed the point. She’s put the burden on children and parents to do everything: go to school, do this, do that. But she hasn’t said what she’s going to do to help teachers. Kids need to want to go to school, but how can they in overcrowded classrooms with substitute teachers issuing the same worksheets week after week? There aren’t enough teachers. Of course kids don’t want to be at school if even their teachers don’t want to be there.”
Reducing examination pressures
Shifting away from exam-focused education to prioritise wellbeing has clear benefits: improving school attendance, promoting genuine academic progression, and supporting personal development. But this vision cannot succeed without systemic reform.
“The idea of moving away from churning out box-ticking students and instead fostering freethinking individuals is excellent,” Caller adds. “But without addressing the teaching-to-the-test culture, schools will still pressure teachers to prioritise exam results. Teachers cannot be effective champions of wellbeing if they are overworked, underpaid, and under-supported.”
Improving school attendance
Phillipson’s proposal to reduce exam pressure in hopes of improving attendance faces significant hurdles. Absenteeism and school refusal are at record highs: the Department for Education reported that in 2022-23, the number of students classed as ‘severely absent’ was 150% higher than pre-pandemic levels.
While wellbeing initiatives may help, Caller argues the root causes of absenteeism require deeper attention:
“To improve attendance, schools need to make students want to be there. That means smaller class sizes, better resources, and motivated teachers who feel valued and supported. Wellbeing initiatives will struggle to succeed if the classroom environment is broken.”
Addressing the teacher crisis
For Phillipson’s vision to become a reality, the teacher crisis must be a priority.
“What I wanted to hear from the Education Secretary was a plan for teachers,” Caller stresses. “Retention is terrible, morale is at an all-time low, and every unfilled vacancy adds stress to the system. Teachers are the backbone of education; if they aren’t supported, the entire system collapses.”
The role of private tuition in student wellbeing
Tutors International has long advocated for personalised learning, where each student’s needs are addressed on an individual basis so they can thrive both academically and personally.
One-on-one tuition can offer students the tailored support they need to not only improve their academic performance but also build their confidence, develop their passions, and manage the pressures they face. Tutors work closely with students to nurture a love for learning that is often stifled in overcrowded classrooms. But it’s not the solution for everyone. System-wide changes are needed to ensure every student has access to an environment where they feel supported and can succeed.
Time for structural reform
Reform must go beyond wellbeing rhetoric and address the core issues affecting both students and teachers.
This means smaller class sizes, greater support for teachers, and a shift in how educational success is measured.
Without these changes, Phillipson’s vision for improving student wellbeing risks remaining an empty promise. Belonging is important, but it’s impossible to achieve when teachers are overstretched and demoralised. If the Education Secretary is serious about improving attendance and wellbeing, she must start with teachers.
