Using PASS to identify fragile learners: revisiting the impact several years on

Beginning the project: identifying the cohort

Michael began by looking at PASS to target particular groups of students who appear confident but hold low perceptions of their own ability, often described as “fragile learners”. By cross-referencing the PASS attitudinal measure for perceived learning capability with the students’ mean CAT4 scores, the school identified fragile learners and put in place a series of interventions to support their development.

“With fragile learners, we’ve got a group of students that could be completely missed,” Michael explains. “If teachers aren’t cross-referencing the CAT4 data on those who have potential for high ability with the information from PASS, they might mistakenly assume that the student is doing OK and achieving as expected. But it’s only when you combine the data that you get insights into these groups of students.”

Implementing interventions

The project started in term 1 of the 2019/20 academic year. Michael aimed to generate baseline data and monitor progress throughout the year. He focused on interventions suggested for fragile learners that were straightforward to implement across the year group but designed to deliver a positive impact for all students.

A collaborative approach was integral to the project’s success. Michael worked closely with the school’s counsellors to design targeted sessions that addressed emotional wellbeing, self-belief, and emotional management among fragile learners. These sessions provided additional support during key periods, ensuring that interventions for both academic and emotional needs were aligned.

Key interventions included:

• Recognizing effort and celebrating success: Aligning with the school’s growth mindset philosophy.
• Measuring progress: Encouraging students to be reflective about their reports and using graphical organizers to explore confidence levels.
• Tutor time activities: Utilizing debating and questioning to encourage curiosity and critical thinking.

Catching up with GIS: long-term impacts of the project

We caught up with Michael, now Head of Sixth Form, at the start of 2026 to find out about the longer-term impacts of his project on the original group of identified fragile learners. This catch-up provided an opportunity to reflect on the outcomes several years after the initial interventions were put in place and to review the ongoing influence of targeted support at GIS.

Navigating student attrition

Out of the original cohort of 22 identified fragile learners in Year 7, only 10 students remained at GIS by Year 13. While this 55% attrition rate may initially appear high, it is relatively typical within an international school context where student populations are often transient.

At the time of the original study, a significant proportion of the fragile learner group were English as an Additional Language (EAL) students. This demographic makeup partly explains the reduction in cohort size, as students may have returned to their home countries or moved schools due to the internationally mobile nature of their families’ employment.

Impact on "fragile learner" status

Analysis of the data for the remaining students revealed a striking improvement in student attitudes. Notably, based on perceived learning capability, only one student would currently be categorized as a fragile learner.

While there are multiple ways to interpret these findings, and many factors influence student attitudes over a six-year period, this reduction suggests that student beliefs and attitudes can change significantly over time when appropriate interventions and support are in place.

It was encouraging to note that, in all but two cases, students’ perceived learning capability had increased significantly over time. During and at the conclusion of the academic year following the implementation of targeted interventions, there was a marked improvement in both perceived learning capability and academic scores among the fragile learner group. This positive trend highlights the effective impact of coordinated strategies and reinforces the value of ongoing support in helping students develop greater confidence in their abilities. This aligns with the initial goals of the project—to boost self-belief and academic confidence.

Academic performance and self-belief

The review also examined academic outcomes. Data revealed that around half of the remaining students from the original fragile learner group would now be considered part of the highest-performing group within the cohort.

This finding raises interesting questions for further investigation. It may indicate that students’ self-belief directly influences their academic performance, or it may suggest that some students’ academic development plateaued at or before IGCSE level.

University application progress

The longitudinal review has reinforced the value of using PASS data not just for the scores themselves, but for the questions the data prompts educators to ask. Greater awareness of students’ beliefs, attitudes, and perspectives creates more opportunities for meaningful and supportive conversations.

As a school, GIS remains data-rich and committed to continuously reviewing best practice in data-informed decision-making.