Education
Post-GCSE language learning in Wales ‘at risk’, report warns
British Council Wales says A-level German could disappear within three years
THE NUMBER of pupils in Wales studying international languages beyond GCSE has fallen sharply, prompting warnings that recent progress could be lost without urgent action.
The British Council Wales Language Trends Wales 2025 report, published today (Tuesday, November 4), paints a mixed picture – showing increased uptake at primary level and early signs of recovery at GCSE, but a continuing decline in post-16 study that threatens the long-term sustainability of language learning.
Conducted by Queen’s University Belfast, the survey of primary and secondary schools and post-16 colleges tracks how international language education is developing under the new Curriculum for Wales.
Rise in primary learning, but teacher shortages remain
At primary level, more than 80 per cent of Welsh schools now teach an international language – double the figure reported in 2022. French remains the most commonly taught, followed by Spanish and Arabic, while some schools are introducing British Sign Language, Polish and Portuguese.
However, almost three quarters of primary schools said limited staff proficiency remains a key barrier, alongside restricted curriculum time and competition from Welsh and English.
GCSE signs of recovery
After more than a decade of decline, GCSE entries are showing tentative signs of recovery. Entries for French rose by 6.7 per cent in 2025 to 2,269, while Spanish jumped 17 per cent to 1,591. German, however, continues to fall – down 7 per cent to just 432 entries.
Overall participation in international languages at GCSE has now increased for the second consecutive year. Researchers suggest this may reflect greater exposure to international languages at primary level and renewed efforts by schools to promote multilingual learning.
But access remains uneven. Two-thirds of secondary schools cancel language classes when numbers are low, particularly in less affluent areas, while schools in more advantaged communities are more likely to sustain courses and offer a wider range of options.
Post-16 collapse and social divide
At A-level, the decline is severe. Entries for French have fallen by 30 per cent since last year, from 242 to 169, while German dropped almost one-third from 62 to 42. Spanish remains stable, but researchers warn that if current trends continue, German could vanish from A-level within three years.
Two-fifths of secondary schools now offer no post-16 language provision, a figure that rises sharply in lower-income areas. In half of those that do, courses are still cancelled when learner numbers fall short.
Only 5 per cent of responding schools – all in more affluent communities – currently employ foreign language assistants, limiting pupils’ chances to interact with native speakers.
Innovation and hope
Despite the overall decline, the report highlights innovative schools that are bucking the trend. Several in disadvantaged areas are maintaining or expanding language programmes through creative timetabling, partnerships with local colleges, and schemes such as the Welsh Government-funded MFL Student Mentoring project.
Linguistic diversity is also growing, with 84 per cent of secondary schools now teaching pupils who speak a language other than Welsh or English at home. Pupils across Wales collectively speak around 45 languages, from Arabic and Mandarin to Urdu and Japanese.
AI and the classroom
Artificial intelligence is slowly entering the classroom: while half of primary schools do not yet use it, 9 per cent of secondary schools report using AI regularly for language learning, and 44 per cent occasionally – a marked increase on 2024.
Expert warnings
Dr Ian Collen, who co-led the research, said: “These findings come amid growing concern about the future of international languages across Wales. Our data show GCSE classes do not run in two-thirds of schools when numbers are low – and most of those are in less affluent areas. Young people are effectively being denied the opportunity to widen their horizons.”
He warned that without coordinated investment across schools, colleges and universities, “the long-term sustainability of language learning in Wales remains questionable.”
Ruth Cocks, Director of British Council Wales, added: “Language learning is central to Wales’ vision of being an outward-looking, globally responsible nation. We’re encouraged by the green shoots of progress at primary and GCSE level, but these gains are fragile. The sharp fall in post-16 study, especially A-level German, is a warning we cannot ignore.”
She said Wales has shown through its investment in the Welsh language what is possible with long-term vision and commitment: “With the same ambition for international languages, we can build a truly multilingual generation.”
Report launch at Senedd
The Language Trends Wales 2025 report launches tonight at the Senedd, where researchers Jayne Duff, Aisling O’Boyle and Ian Collen will present the findings. Schools including Monmouth Comprehensive and Gwauncelyn Primary will share examples of best practice in language teaching.
For the full report, visit wales.britishcouncil.org/en/language-trends-wales
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Education
Tenby students compete in UK robotics challenge
STUDENTS from Ysgol Greenhill in Tenby have taken part in the FIRST Tech Challenge UK & Ireland competition, showcasing their engineering and computing skills at a national robotics event.
The Tenby Techno Team travelled to the University of Wales Trinity Saint David’s School of Applied Computingwhere teams from across the UK and Ireland gathered to compete in the international robotics programme.
The competition challenges students to design, build and programme robots capable of completing tasks on a specialist arena, testing both technical ability and teamwork.
The Tenby team said they were proud to be competing and were supported during the event by former computing students Issac, Ieuan and Finley, who returned to help the team as volunteers.

Organisers of the programme say the FIRST Tech Challenge aims to inspire young people to pursue careers in science, technology, engineering and mathematics while building practical problem-solving skills.
The team also thanked Valero Pembroke Refinery and Tenby Round Table for sponsoring the project, along with Marc Ingram, who provided advice and guidance during the build and preparation stages.
More updates from the competition are expected as the event progresses.

Education
Port joins careers event for Pembrokeshire pupils
THE PORT OF MILFORD HAVEN joined students from schools across Pembrokeshire for a careers event aimed at inspiring the next generation of workers in the region.
The event, organised by the SPARC Alliance, took place at the Canolfan Arloesedd y Bont / Bridge Innovation Centre. Pupils were given the opportunity to learn about a range of career opportunities available at the port and the wider maritime sector.
Representing the Port of Milford Haven were Pilot Jamie Furlong, Project Manager Claire Lawrence, Environmental & Sustainability Assistant Bethan Davie, HR Director Vidette Swales and Stakeholder Engagement Executive Emily Jones.

Students spoke directly with the team about different roles within the organisation and the skills needed to work in areas such as shipping operations, project management, environmental work and stakeholder engagement.
The Port thanked the SPARC Alliance for hosting the event and said supporting initiatives that connect young people with employers and highlight opportunities in Pembrokeshire is something it is proud to be part of.

Education
Influencers amplify misinformation and online toxicity, study finds
SOCIAL media influencers can significantly increase the spread and toxicity of misinformation online, according to new research led by academics at Cardiff Business School.
The study, published in the journal Psychology & Marketing, analysed brand-related misinformation and associated user comments across forty-seven brands in nine industries over a three-year period. Researchers say it is the first study to measure how online toxicity differs when misinformation comes from influencers rather than ordinary users.
Brands increasingly rely on social media influencers to reach audiences, with spending on influencer marketing hitting a record $33bn in 2025. While influencers can drive engagement and sales, the communities built around them can also amplify inaccurate claims and direct hostility towards brands.
The research found that regular social media users who spread misinformation are often challenged or criticised by other users. As a result, discussions tend to become more civil over time as inaccuracies are corrected.
Influencers, however, face the opposite incentive. Their visibility, engagement and profits often increase when posts generate controversy or strong emotional reactions.
The analysis found that online toxicity was particularly high when influencers discussed socio-political issues, where public emotions and stakes are greater.
Lead author Dr Giandomenico Di Domenico said: “Social media influencers often have huge followings that are extremely valuable for brands seeking to increase sales.
“But our research shows the negative consequences when influencers endorse or amplify misinformation. Under the same conditions that increase their visibility and influence, influencers also generate significantly more toxic engagement than regular users.”
He explained that the close relationships influencers cultivate with their followers play a key role.
“Unlike regular users, influencers form parasocial bonds with their communities. These relationships make followers far more likely to support or defend claims without critically questioning them.
“This means misinformation introduced within these networks does not simply attract attention — it can transform scattered reactions into collective, belief-driven antagonism.”
The researchers identified two key mechanisms that strengthen misinformation when it comes from influencers.
The first is “legitimation”, where the influencer’s endorsement lends credibility to a claim. The second is “community enmeshment”, where followers rally around the influencer and reinforce the narrative.
When combined, these factors can create what researchers describe as “toxic echo chambers”, producing a self-reinforcing cycle in which toxicity increases engagement — and engagement encourages further inflammatory content.
The study highlights how these dynamics played out in early 2025 when several TikTok influencers posted viral videos claiming luxury brands including Hermès, Louis Vuitton and Chanel secretly manufactured products in Chinese factories while marketing them as “Made in France” or “Made in Italy”.
The videos presented the claims as exposés of industry deception but offered no verifiable evidence. Despite this, they generated millions of views and fuelled widespread online debate about authenticity, ethics and transparency in the luxury industry.
Dr Di Domenico said the example illustrates a growing tension within influencer culture.
“Despite the positive impact influencers can have on marketing outcomes, their prominence also introduces new risks,” he said.
“When misleading or controversial claims are amplified by influencers, the resulting backlash can create highly toxic environments that damage brands and distort public understanding.”
The research paper, titled Don’t You Know That You’re Toxic? How Influencer-Driven Misinformation Fuels Online Toxicity, is published in Psychology & Marketing.
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