Why GCSE Psychology deserves recognition as the fourth science

I still remember the moment a senior school leader dismissed my concerns with a wave of the hand. "Psychology isn't a real science, though, is it?" The comment stung – not just for me as an educator, but for the hundreds of students who dedicate themselves to a subject grounded in rigorous research, statistical analysis, and experimental design. This perception problem remains one of the biggest hurdles facing psychology in schools today.

The issues surrounding pre-tertiary psychology were explored in last month's April issue, which featured narratives from psychology educators about their diverse journeys into teaching, the passion they share for their subject, and the challenges they face – from restrictive curricula to the undervaluation of psychology as a science. Educators highlighted the need for a more inclusive and modern curriculum, greater support from professional bodies, and more opportunities for hands-on research. Their stories reflect a shared desire to elevate psychology's status and ensure it receives the recognition it deserves as a science.

Here, I delve specifically into the challenges facing psychology's recognition as a science. Despite being officially classified as a science at A-level by Ofqual since 2008, GCSE Psychology remains in a state of limbo. It is not formally recognised as a science, often relegated to Humanities departments and denied the investment and practical experience that underpin scientific learning. The curriculum itself is not the problem – it is the lack of hands-on application and the damaging misconception that psychology is somehow less 'scientific' than Biology, Chemistry, or Physics. This misclassification is more than just an administrative oversight; it has real consequences for students, teachers, and the discipline itself.

The scientific reality of Psychology

Psychology is a science. Its foundation rests on hypothesis testing, experimental methodology, and data analysis. Most UK universities offer psychology as a Bachelor of Science (BSc), and its research is published in high-impact journals such as Nature, Neuroscience, and The Journal of Experimental Psychology. The GCSE specification itself includes core scientific components: research methods, hypothesis formulation, statistical analysis, and ethical considerations. Yet, in the official Subject Level Guidance for GCSE Psychology published by Ofqual, the word 'science' does not appear once. By contrast, it appears between 5 and 25 times in actual GCSE Psychology specifications, which is somewhat reassuring.

The problem is not the curriculum but how the subject is positioned in schools. Students studying Biology, Chemistry, and Physics at GCSE and A-level carry a sense of prestige and confidence in their subject's status. Psychology students, however, often feel the need to justify their choice, sensing the lower and unfair status it carries. Traditional science students exude conviction about the seriousness of their content – something that psychology students, due to years of misplaced perceptions, may sometimes lack. This needs to change.

This misclassification shapes how psychology is perceived and taught in schools. Many educators, like Charlotte Findlay, Head of Psychology at Oakham School, emphasise that psychology allows students to explore societal realities beyond their immediate experiences. However, without formal recognition, students are denied the resources and practical experiences that are fundamental to scientific learning.

Why perception matters: The impact on funding, resources, and teaching

One of the biggest consequences of psychology's misplaced classification is its impact on funding. Science subjects typically receive greater investment in laboratory space, specialist equipment, and teacher training. Psychology, when positioned within Humanities faculties, does not receive the same priority – despite its reliance on empirical research. The result is that students are taught the theory of research methods but rarely get the chance to put them into practice.

This lack of investment creates a ripple effect. Many students enter university without basic skills in data collection and statistical analysis, a gap that lecturers frequently highlight. As Frankie Samah, Head of Psychology at St Andrews Senior School in Kenya, has noted, the pre-university curriculum has evolved, but there's still a pressing need to modernise how sensitive topics and practical skills are taught.

Even at A-level, where psychology is officially recognised as a science, there can be a marked lack of structured, hands-on experimentation. First-year psychology students often struggle with the scientific demands of the discipline, an issue repeatedly raised by university lecturers. If these problems persist at A-level, it is no surprise they are even more pronounced at GCSE.

Beyond funding, there is another challenge: the scepticism of other teachers. Science teachers, and even those in non-scientific subjects, may be reluctant to accept psychology as a science, often due to personal biases rather than informed reasoning. Some joke that if psychology is considered a science, then computer science or economics should also 'jump on the bandwagon'. While often light-hearted, these attitudes reinforce the damaging misconception that psychology lacks scientific rigour.

The missing link: Practical work in Psychology

Ask any student why they enjoy Biology, Chemistry, or Physics, and they will likely mention practical experiments. Science is a discipline best understood through experience – testing hypotheses, analysing data, and drawing conclusions based on empirical evidence. Psychology should be no different, yet GCSE students rarely engage in hands-on research.

Educators like Marie Buckley, Head of Psychology at King Edward's School, Stratford-upon-Avon, have found creative ways to engage students through structured, visually appealing resources. However, without a clear framework for practical work, the experience of psychology students remains fragmented.

There are ways to embed meaningful practical work into the curriculum:

• Structured, repeatable practical activities – Just as biology students dissect specimens and chemistry students conduct titrations, psychology students should have standardised research activities that allow them to apply key concepts. High-quality resources already exist in the form of research methods workbooks with engaging practicals and 'practical corners' in textbooks. However, these are largely underused due to curriculum time restrictions and the lack of endorsement by awarding bodies.
• Ethical yet feasible research tasks – Observational studies, memory experiments, and survey-based research provide opportunities for empirical investigation while adhering to ethical guidelines.
• Data analysis and report writing – Practical work should extend beyond data collection into statistical analysis and structured report writing, mirroring the coursework approach from the past.
• Embedding practicals into curriculum time – Practical work must be integrated into lesson time to ensure all students gain experience in empirical research, not just those who attend after-school clubs.

Currently, the extent to which practical components are implemented is left largely to the discretion of individual teachers and departments across the country, who are often working within constrained budgets and resources. This creates a fragmented experience, where some students receive hands-on, research-based learning, while others are limited to theoretical instruction. Without a clear and enforced framework, psychology risks remaining in a grey area – scientific in name, but lacking the empirical application that defines true scientific disciplines.

The absence of 'required practicals' in A-level psychology, unlike in Biology, Chemistry, and Physics is bewildering and sends the wrong message to students. When we tell them that psychology is a science just like these subjects, the lack of mandatory hands-on experimentation undermines this claim. It creates a disconnect between what students are told and what they experience, leaving them questioning the scientific credibility of the discipline. If psychology is to be taken seriously as a science, it must align itself with the practical expectations of other sciences. This means introducing structured, assessed practical activities that are integral to the curriculum, not just optional extras.

Broadening the definition of scientific rigour

A common misconception among students, and sadly, some teachers of psychology, is that only certain areas of psychology, such as biopsychology, neuropsychology, and statistical components, are truly scientific. This narrow view overlooks the scientific rigour inherent in other areas like personality theories, psychometric testing, Piaget's stages of development, intelligence, language acquisition, and comparative psychology.

For example, psychometric testing relies on rigorous statistical validation to ensure reliability and validity. Personality theories, such as the Big Five model, are grounded in empirical research and factor analysis. Piaget's stages of development were derived from systematic observation and experimentation, while studies in language acquisition often involve controlled experiments and longitudinal data analysis. Even comparative psychology, which examines behaviour across species, employs experimental methods to draw conclusions about evolutionary and biological influences.

While areas like humanistic psychology and parts of Freudian psychology may not fit the traditional experimental mould, they still apply systematic approaches to understanding human behaviour. Humanistic psychology, for instance, uses qualitative methods to explore subjective experiences, while Freudian theories, though often criticised, were based on detailed case studies and clinical observations. These approaches may not be as quantifiable as a lab experiment, but they still adhere to a structured, evidence-based framework.

A realistic path forward

Repositioning psychology as a science at GCSE is not an overnight fix, but it must start somewhere. The British Psychological Society (BPS) and the Health and Care Professions Council (HCPC) already regulate applied psychology careers as scientist-practitioner roles. If the professional world recognises psychology's scientific status, why doesn't the education system?

The contributors to your April edition have highlighted the need for a broader, more inclusive curriculum that reflects the global and multifaceted nature of psychology. This includes integrating contemporary issues and diverse perspectives, which can make the subject more relevant and engaging for students.

This will require a shift in attitudes – among policymakers, school leaders, and even teachers in other disciplines. Psychology teachers, in particular, must model the confidence and conviction that psychology deserves. No one is suggesting that they start wearing lab coats and carrying clipboards, but they should be reinforcing the empirical, investigative nature of the subject. Students should not just be learning about research; they should be doing it.

The real question is not whether psychology is a science – it is when the education system will start treating it like one.

Students, teachers, and academics all have a role to play in pushing for this change. If we want the next generation of psychologists to be as confident in their discipline as their peers in Biology, Chemistry, and Physics, we must start by giving them the tools, training, and respect they deserve. Teaching psychology is about more than preparing students for exams; it's about shaping compassionate, thoughtful individuals who can make a meaningful difference in society.

Psychology is a science. It's time the education system recognised it as one.