Dropping a GCSE

[Mariesthename]

DD in Y10 and has had significant MH difficulties since start of Y7. Currently under CAMHS and school more supportive than they had been previously. Hates school and tries her hardest to avoid it but we have mostly been able to keep her attendance at a reasonable level. However… she is having difficulty in one particular subject, not least due to the teacher who I feel expects too much and, quite frankly, is a tyrant. I have complained several times and DD is now asking to drop the subject as the thought of attending these lessons is causing her so much anxiety. School absolutely refuses to consider this as it is against policy but I am of a mind to argue her case citing MH difficulties. My argument is that it is better to take the other subjects and therefore manage her worries rather than pile on unnecessary pressure. Has anyone been in a similar position and managed to do this? Any advice would be appreciated.

Which subject is it? If it’s Maths, English, Science or RE the school will have more of an issue rather than if it’s an option she has chosen.

Does she have support from CAHMS? Will they support reducing pressure at school? Say you’re concerned about EBSNA and ask them to do the tool kit or just drop the subject.

Not a core subject - I wouldn’t have even considered that. Not an important subject at all.

I may involve CAMHS if necessary and I’m sure they would support us. I feel the school is just digging their heels in as they don’t want set a precedent. I’m more interested in managing her problems rather than making her the same as everyone else.

You may still have a fight on your hands as they will want your child to do this and probably see her as capable. If it’s not a core subject then they are allowed to drop them, in our school they will go the library and have an unsupervised revision period. If your schools timetable fits in a way that she can have extra tuition for a subject she is already taking they might prefer to do that. Good luck

not least due to the teacher who I feel expects too much and, quite frankly, is a tyrant

Could you explain this more?

As there is a difference between a teacher doing the job that is required of them and being a tyrant. And you will need to provide evidence that is not based on emotion but fact and "expects too much" won't get you very far as bot the teaching standards and school policied will have something about
setting high expectations of pupils.

Ignoring your "not an important subject at all" comment.
As if your DD gets this from you she may start acting up in classs and being disruptive and getting sanctions as others did choose the subject and will want/need a good grade in it.

Did she pick the subject or was it a subject that she was put into as this may be a way of forcing the school's hand.

You will also need to come up wit a solution for the 5hrs every two weeks and what she will be doing and how you expect this to be managed.

This is possible.

the government guidance for schools on ebsa/mh issues which is here

https://assets.publishing.service.gov.uk/media/63ee20a3d3bf7f62e5f76ba4/Summary_of_responsibilities_where_a_mental_health_issue_is_affecting_attendance.pdf

page 11 is part time timetables and the end of the section on page 12 notes that not attending particular lessons but being in school can be considered a reasonable adjustment.

so yes, it’s pretty standard.

My school recently allowed a student to drop an A-level supported by a letter from a psychologist stating it was causing distress.

The issue may be supervision during the freed up 5 hours or so.

Thank you all for your input so far. I do appreciate I’m asking a lot and don’t really want to add too much detail. My main point is that I am already struggling (but just about managing) to get her to school and I feel this may tip her over the edge. When I say significant MH difficulties I really do mean significant so my main priority is her MH not her GCSE grades. I feel that one less subject is a reasonable adjustment.

This is definitely a reasonable thing for the school to do. Definitely ask for it and say that she is at risk of complete school refusal if reasonable adjustments are not put in place.

Just ask CAHMS for a supporting letter. Do you TAF meetings?

It certainly seems reasonable, but it may be the logistics of where she will go and who will supervise during that option lessons.

If you can get some documentation, I should think that would help. The school will be concerned about their results, which is reasonable for them, as it’s what they’re judged on, but not for you, because your only concern is your daughter.

She may feel that the teacher is too harsh. You may feel that too. The school may say that she’s wanting the cohort to do well. I think they would prefer though, that she achieved some subjects, rather than being unable to continue the rest of the year.

We were told a flat no to dropping a subject in year 10, reason was under safeguarding that school have no spare staff to supervise dd. I asked about going to the library or the SEN area, but was told for various reasons that wouldn’t work.

Apparently in year 11 after mocks they’ll consider dropping a non core subject if a student isn’t passing maths and English.

I agree you should get a letter from camhs to support your case op, and ask for it to be done as a reasonable adjustment to support her needs and to help prevent ebsa. Depending on your school, where she goes during those lessons and the whole supervision / safeguarding could be the sticking point

can she move classes to swap teacher.. she sounds similar to my year 10 DD who also has resonable attendance this year but has school avoided in year 8 and 9… in year 9 i got her moved classes in science because of a teacher

My dd was like this. Later diagnosed adhd. She was terrified of ‘tyrant teacher’

Op says nothing about her daughter ‘playing up’ My dd eventually became too unwell to attend at all.

Why do judgemental? She can drop a subject as a reasonable adjustment ( 30 years a teacher)

My DD1 dropped History Jan y11 after mocks (due to late diagnosis dyspraxia and disastrous History & English mocks). She was allowed to go to the 'inclusion unit' to study instead.

My DD2 was allowed to drop Geography in March y10 (due to SEN and MH) and was due to go to inclusion unit in those lessons, but Covid hit and she never went back.

Get CAMHS to ask for a reasonable adjustment. If they say there are no staff to supervise then ask why she can't sit at the back of a classroom and study. It doesn't even have to be a class for her year group.

If you had read my post properly you would see that I posted
"start playing up"
As a teacher "of 30 years" you would know that this happens and its worth noting as it could cause her DD more problems.
But you continue to be as judgemental as you claim I am being.

No it doesn’t happen that much. Not that teachers are aware of.

I don’t remember much of it. One dropped out at A level and a couple at GCSE. It’s quite rare.

The girl has anxiety. Some teachers can be terrifying. Even if they do meet the teaching standards. Teaching is also about building relationships.

You appear to be reading something that I am not posting.

Why is that?

Yes dropping out is rare.
Yes some teachers can be "terrifying",
Yes teaching is about building relationships.

and also if parents give the opinion that the subject doesn't matter, pupils pick up on this, do not engage and start playing up (not all but a lot do).

Surely even with your view you can see that if the OP gives this view to her DD and the DD starts playing up then that won't be good for the DD?

She can be 'parked' in another class and get on with independent study or alternatively go to something like an independent learning area / inclusion unit staffed by TAs / LSAs, etc.

The problem schools will run into is that it's effectively 'excluding' your child from learning.

I'd say you need to speak to the HOY and the SENCo about this (EBSA) ...

Because the other problem the school has is that under the 2014 legislation teachers are responsible and accountable for the outcomes for all the pupils registered in their classes. On other words, their hands are slightly tied by the law. And also they'll have to resource your child's absence from the classroom - which might mean a TA / LSA who should be supporting another child is now effectively babysitting yours. Unfortunately, resources are stretched very thin.