Why UK Students Are Most Stressed Studying Maths

Why UK Students Are the Most Stressed Over Studying Maths

Maths anxiety has become a significant concern for students across the United Kingdom, with research revealing troubling statistics about how this subject affects their wellbeing and academic performance. A global survey conducted by Cuemath demonstrated that UK students experience the highest levels of maths anxiety in the world, surpassing even students in the United Arab Emirates and the United States. This widespread phenomenon extends beyond mere academic difficulty; it represents a genuine psychological barrier that prevents many young people from engaging effectively with mathematics and, in some cases, pursuing careers in STEM fields.

The prevalence of maths anxiety among UK students is not simply a matter of individual struggles with difficult concepts. Rather, it reflects systemic issues within how mathematics is taught, perceived, and valued within British educational culture. Understanding the roots of this anxiety and its impact on students is essential for parents, educators, and policymakers who seek to address one of the most pressing challenges in UK education today.

Global Comparison and UK’s Position

When comparing mathematical attitudes across different countries, the United Kingdom stands out distinctly. The UK has the most negative perception towards maths globally, according to comprehensive research that surveyed students aged 10-17 years old from over 20 countries. This finding is particularly concerning given the importance of mathematical skills in modern economies and the job market.

The implications of this negative perception are far-reaching. The UK Treasury’s own statistics reveal that maths contributes over £200 billion to the UK economy—almost 10% of its GDP. Yet despite this economic significance, the educational system appears to be creating barriers rather than pathways for students to develop confidence and competence in the subject. This disconnect between the importance of mathematics and students’ willingness to engage with it represents a critical challenge for the UK’s future competitiveness and economic growth.

The Gender Divide in Maths Anxiety

One of the most striking findings in maths anxiety research is the significant gender disparity. Female students have the highest maths-related anxiety, with 25% of girls showing negative perceptions compared to 20% of boys. This gender gap persists and even widens as students progress through secondary education, creating what educational researchers describe as a persistent barrier to gender equality in STEM fields.

Teachers report that this anxiety manifests differently in girls than in boys. According to a 2024 survey of over 1,000 UK teachers, 50% believe girls advance more slowly in maths because they work too cautiously to avoid mistakes, compared to only 5% who observe the same behaviour in boys. This overly cautious approach, while seemingly prudent, actually undermines girls’ learning progress and confidence development.

The reasons for this gender disparity are multifaceted. Teachers cited several key factors affecting girls’ maths performance during the Covid-19 pandemic, including greater anxiety and stress levels among girls (44%), less confidence in maths abilities (37%), and less parental support compared to other subjects (37%). Additionally, girls experienced greater social isolation (21%), increased screen time (20%), and fewer opportunities for collaborative problem-solving (19%) during lockdowns—all factors that disproportionately affected their mathematical development.

Age-Related Peaks in Maths Anxiety

Maths anxiety does not remain constant throughout a student’s educational journey. Instead, it shows a clear developmental pattern, with particular ages representing critical periods of concern. Students aged 14-15 years old fear maths the most, with over 40% reporting an overall negative perception at this stage. This peak coincides with adolescence—a period of significant developmental change and increased academic pressure.

The anxiety does improve slightly at ages 15-16, dropping to 34%, suggesting that students may begin to adjust or adapt their attitudes as they progress. However, this improvement comes too late for many students who have already made decisions about their academic trajectories, such as choosing not to continue with mathematics or avoiding STEM subjects entirely.

This age-related pattern highlights the importance of early intervention. Teachers emphasise that addressing maths anxiety at an early age reduces the chance of it continuing into adulthood. By the time students reach their mid-teens, attitudes towards maths may have become deeply entrenched, making them more difficult to change.

How Maths Anxiety Affects Learning

The impact of maths anxiety extends far beyond emotional distress. Three-fifths of teachers (59%) identify maths anxiety as the top obstacle to learning, placing it above other significant challenges such as lack of support at home (52%) and insufficient additional support in the classroom (34%). This recognition from educators underscores the seriousness of the issue.

Maths anxiety can manifest in various ways within the classroom environment. Students experiencing anxiety may freeze during exams, struggle to recall concepts they have previously learned, or develop avoidance behaviours that prevent them from engaging with mathematical content. The condition is not linked to intelligence; rather, it represents a psychological barrier that can affect students of any ability level.

Research from the Centre for Neuroscience in Education at the University of Cambridge indicates that 2-6% of UK secondary school students experience extreme mathematics anxiety, with many more experiencing moderate levels of anxiety that still significantly impacts their learning. The cumulative effect of this anxiety across the student population has serious consequences for educational outcomes and future career prospects.

Broader Student Stress and Exam Pressure

Maths anxiety must be understood within the context of broader student stress and mounting exam pressures. Recent surveys reveal alarming statistics about the overall wellbeing of UK students. 75% of students report feeling more stressed about starting school compared to the previous year, and 65% of secondary school students already feel overwhelmed before the school year has even begun.

The pressure surrounding examinations is particularly intense. 87% of students agree that exams are the most stressful part of school, and 65% are concerned at the start of the academic term that they won’t achieve their target grades. This exam-focused anxiety is especially pronounced in mathematics, where GCSE resit levels remain higher than for other subjects.

Students are responding to this pressure in ways that may be counterproductive. 57% of students leave the majority of their revision until the week before exams, and concerning numbers (47%) admit to cheating on homework to keep up with classmates. Additionally, 58% of students admit to crying over schoolwork in the month before school begins, indicating the severe emotional toll that academic pressure takes.

Financial Stress and Resource Barriers

An often-overlooked dimension of student stress relates to financial constraints. 64% of students say they can’t afford all the resources needed to revise, and 51% report that financial stress impacts their ability to concentrate at school. This financial barrier particularly disadvantages students from lower-income households and adds another layer of anxiety to the already challenging process of preparing for examinations, including those in mathematics.

Long-Term Impact into Adulthood

The consequences of maths anxiety in school do not end when students leave the educational system. Over a third of adults (35%) say that doing maths makes them feel anxious, while one in five (20%) are so fearful that it makes them feel physically sick. These figures demonstrate that maths anxiety persists long into adulthood, affecting decision-making, financial management, and career choices.

Nearly a third of adults (29%) actively try to avoid anything to do with numbers and data, and more than half (52%) stopped studying maths at school as soon as they were able to. For nearly a third (32%), the cost-of-living crisis has placed greater pressure on their numeracy skills, and among those with low number confidence, the same percentage say it affects their mental wellness.

Contributing Factors to Maths Anxiety

Teaching Methods and Curriculum Design

Experts argue that how mathematics is traditionally taught contributes significantly to anxiety among students. The emphasis on abstract concepts, speed, and memorisation, rather than on practical application and understanding, may alienate many learners. Innovation in maths teaching—including more gamified approaches, experiential learning, and treating mathematics as a human activity rather than an abstract subject—has been identified as necessary to reduce anxiety.

Curriculum Pressures

Nearly three-quarters (72%) of teachers agree that they find it difficult to cover the content in the expected time, and 74% believe the government should update the primary school maths curriculum to make it more relevant. When teachers feel rushed and unable to thoroughly explain concepts, students are more likely to develop gaps in understanding, which then leads to anxiety.

Parental Attitudes and Support

One-third of teachers report that differing parental expectations hamper girls’ progress in mathematics. Parental attitudes towards maths are often transmitted to children; parents who express anxiety about mathematics or suggest that maths ability is innate rather than developable may inadvertently reinforce their children’s anxiety and limiting beliefs.

Addressing Maths Anxiety: Strategies and Solutions

Despite the scale of the challenge, there are evidence-based strategies that can help reduce maths anxiety among UK students. Four in five teachers (80%) feel confident in their ability to teach maths, suggesting that the problem lies not in teacher capability but in systemic factors and support structures.

Key recommendations include:

• Early identification and intervention: Teachers emphasise the importance of assessing children in Years 1 and 2 to identify their maths strengths and weaknesses, with 56% believing this is important compared to only 25% holding the opposite view.
• Innovative teaching approaches: Using gamification, experiential learning, and making mathematics more relevant to students’ lives can increase engagement and reduce anxiety.
• Gender-specific support: Targeted interventions to build girls’ confidence in mathematics and challenge stereotypes about who can succeed in STEM are essential.
• Reducing curriculum pressure: Reviewing the amount of content teachers are expected to cover in limited timeframes may allow for deeper learning and better understanding.
• Holistic student support: Addressing broader student stress, financial barriers, and mental health concerns is necessary to create an environment where students can thrive in mathematics.

The Role of Digital Learning and Alternative Resources

88% of students are turning to new mediums like TikTok, Instagram, and YouTube to find revision tips and make revision manageable. While some education leaders have raised concerns about smartphone use in schools, students clearly find these platforms helpful for learning mathematics. Rather than restricting access, educators might consider how to harness these tools to support learning and reduce anxiety through peer-friendly, less formal approaches to mathematical content.

Frequently Asked Questions

Q: Is maths anxiety linked to intelligence or mathematical ability?

A: No. Maths anxiety is not linked to intelligence or natural mathematical ability. It is a psychological barrier that can affect students of any ability level. Many highly intelligent students experience significant maths anxiety that prevents them from performing at their best.

Q: At what age does maths anxiety peak?

A: Maths anxiety peaks at ages 14-15 years old, with over 40% of students reporting negative perceptions towards mathematics at this age. This coincides with adolescence and increased academic pressure during GCSE preparation.

Q: Why do girls experience more maths anxiety than boys?

A: Girls experience higher maths anxiety due to multiple factors, including stereotypes about mathematical ability, overly cautious approaches to avoid mistakes, less parental support in mathematics compared to other subjects, and greater anxiety and stress levels overall during critical developmental periods.

Q: Can maths anxiety be overcome in adulthood?

A: Yes. While 35% of adults report maths anxiety, one-third (34%) have taken steps to improve since secondary school, demonstrating that change is possible at any age. Targeted support, different teaching approaches, and building confidence gradually can help adults overcome long-standing maths anxiety.

Q: What role should parents play in reducing maths anxiety?

A: Parents can help by maintaining a positive attitude towards mathematics, avoiding statements that suggest maths ability is innate or that they themselves struggle with numbers. Providing appropriate support, encouraging persistence, and praising effort rather than innate ability can all help build children’s confidence in mathematics.

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Sneha TeteBeauty & Lifestyle Writer

 

Sneha is a relationships and lifestyle writer with a strong foundation in applied linguistics and certified training in relationship coaching. She brings over five years of writing experience to renewcure,  crafting thoughtful, research-driven content that empowers readers to build healthier relationships, boost emotional well-being, and embrace holistic living.

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