Think tank reports 'stark disparities' between South West and London in uptake of languages at GCSE
Language learning for GCSE pupils in English schools is in a “death spiral” and the Government needs to act to reverse the decline, a think tank has said
Last updated 17th Sep 2026
Language learning for GCSE pupils in English schools is in a “death spiral” and the Government needs to act to reverse the decline, a think tank has said.
Access to language subjects at GCSE in schools across England is “far from equitable”, according to the Higher Education Policy Institute (Hepi) paper.
The think tank’s report found there are “stark disparities” between different regions in the uptake of languages at GCSE.
It suggested languages fare better in London, where the per-pupil GCSE entry average is 0.69, compared with the South West and the North East, where the average drops to 0.42.
The analysis found that grammar schools have an average of one language GCSE entry per pupil, which is more than double the average for comprehensive schools (0.48).
The paper has called on the Government to ease the pathway for language teachers from abroad who are “inhibited” by current immigration rules and the high costs of visa sponsorship, and consider a “flexible stepped” qualification for languages in addition to GCSEs and A-levels.
It added “equitable exam marking” could help assure pupils that they will not underperform in languages relative to other subjects, or be at a disadvantage if they sit the same exam as a native speaker.
Nick Hillman, director of Hepi, said: “When it comes to young people understanding the world, the biggest crisis facing our education system is the appallingly low take-up of languages.
“We lag far behind every other European country.
“Tony Blair’s government stopped languages being compulsory for GCSE-aged pupils in England around 20 years ago, and school-based language provision has been in a death spiral ever since.
“Initiatives designed to halt the decline have not done their job.”
He added: “Moreover, in public policy terms, the decline in language learning could be relatively straightforward and inexpensive to reverse, if only we could find the will.”
Megan Bowler, the author of the report, said: “For many pupils, language education ends before it has really begun.
“Yet engaging with language, communication and culture is a worthwhile educational experience for all pupils, regardless of how far they progress with it.
“Studying a language helps to develop oracy, critical thinking and an empathetic awareness of other cultures and perspectives.”
Pepe Di’Iasio, general secretary of the Association of School and College Leaders (ASCL), said: “Students often perceive Stem (science, technology, engineering and mathematics) subjects as the route to the education and career choices they want to pursue, and when choosing their options may be more inclined to choose these courses than languages, particularly as they often see languages as difficult options in which to achieve top grades.”
He added: “Nevertheless, schools are working hard to provide language provision in the challenging situation of significant difficulties in recruiting language teachers and lack of sufficient funding.”