If you have a child in primary school, chances are you have seen and heard the words PSLE, DSA and school phases multiple times. Even if your child is younger, you may have had playground conversations about which school, which pathway, and how early is too early?
Over the past few weeks, news about PSLE Singapore by Education Minister Desmond Lee outlined a broad review of how exams are structured, how school places are allocated, and how children can be supported beyond academics have been the talk of parents.
At the heart of it is one concern many parents recognise. The education “arms race” has not eased in the way many hoped.
Taking a look at high stakes exams (PSLE Singapore)
MOE is studying how to reduce the stakes of examinations, including adjusting their difficulty and reviewing how PSLE exam results are used in secondary school admissions.
“We do not want to pre-judge, we do not want to circumscribe… it may or may not be a tweak, it could also be quite major,” Mr Lee said.
The ministry is not ruling out alternative assessment models: it is studying overseas systems such as Finland, Denmark and Estonia, as well as high-performing East Asian cities.
Mr Lee acknowledged that exams are meant to gauge understanding and guide placement. At the same time, he asked what truly makes an exam “high stakes”.
“Is it about the fact that it is a single exam? Is it that the composition of the questions or the difficulty levels need to be looked at? Or do we look at the implications of the exams?” he said.
There are differing views. Some believe academic stress builds resilience and worry about lowering standards. Others hope for broader definitions of success and more room for deep learning.
It will take time to shift mindsets. As Mr Lee noted, students should have space to explore sports, the arts, music, leadership and community service, not only prepare for one examination.
The reality of exam stress
While policy reviews are ongoing, psychologists are already seeing the impact of pressure on young people.
In a recent study, clinics have observed up to a 20% rise each year in cases involving exam-related stress since 2021. What used to spike around major exam periods is now a steady stream of new appointments.
Dr Joel Yang, clinical psychologist at Mind what Matters, said exam stress can surface in serious ways.
“It’s not uncommon, whether it be symptoms of depression, anxiety and how that manifests in behaviours–self-harm or an increased likelihood of becoming addicted to various things,” he said.
Dr Annabelle Chow, principal clinical psychologist at Annabelle Psychology, observed a shift over the years.
“In earlier years, we noticed a trend of students being more susceptible to external pressure,” she said. “But in recent years, the trend has kind of shifted.”
Students often set intense expectations for themselves, especially when parents are high achievers. “The students feel like they cannot fail their parents,” she explained. Social media comparisons and the fear of being left behind socially add another layer.
Parents are encouraged to talk about more than grades and to acknowledge feelings when they surface. Policy can change structures, but families still shape the everyday environment children grow up in.
Direct School Admission and CCAs
The review does not stop at exams. MOE is also studying the Direct School Admission scheme and co-curricular activities.
DSA was introduced to recognise strengths beyond academics. Yet Mr Lee acknowledged it can also drive “hothousing” and “cause the full impacts of social stratification. Those with more resources are able to spend more on their children.”
CCAs, too, have become increasingly achievement-driven. Under the LEAPS framework, students receive ratings and bonus points for post-secondary admission. While meant to support holistic development, it can lead to a narrow focus on results.
“We want to shift the balance back to holistic education,” Mr Lee said.
There is also discussion about lifelong CCAs, encouraging students to continue sports or arts pursuits beyond graduation. The intention is clear. Education should prepare children for life, not just the next stage.
Bullying, values and school culture
Beyond academic pressure, MOE is reviewing how schools address bullying. After several incidents surfaced publicly, the ministry began a comprehensive review covering school culture, values education, educator support and parent partnerships.
More than 2,000 stakeholders have been engaged, with recommendations expected in the second quarter of 2026.
Ideas raised include using real-life scenarios and role-playing to strengthen respect and conflict resolution skills. Some suggested better resourcing for fact-finding and restorative practices so that teachers can focus on teaching while guiding students through discipline and reflection.
Mr Lee expressed appreciation for the feedback shared, including “some painful experiences that they and their children… faced”.
Character and Citizenship Education is also being reviewed. In a world shaped by artificial intelligence and shifting geopolitics, students need more than technical skills. They need grounding, empathy and the ability to navigate disagreement.
Preparing for an AI-shaped future
With the surge and accessibility of AI, interactions with it are inevitable. The MOE is developing an AI in Education strategy with institutes of higher learning and special education schools.
Students will learn what AI is, how to use it, how to learn with it and how to learn beyond it. Some assignments may require AI use, while others will be completed without assistance.
There is also an emphasis on ethics. If trust is breached, Mr Lee warned, “there’ll be consequences… when you realise you’ve not learnt deeply”.
The aim is not to shield children from technology but to equip them to engage with it responsibly.
Social mixing and access to schools
Another major area under review is the Primary 1 registration system. MOE is examining how to widen access and improve social mixing.
Priority through affiliation and proximity has practical reasons, especially for young children. Yet it can also result in concentrations of certain pupil profiles. Mr Lee noted that schools should not simply mirror society but serve as “active platforms to enable our society to continue to thrive and flourish”.
The issue is complex and often zero-sum. Some argue that affiliation or distance should not matter. Others suggest balloting for all places together. The ministry has said it will study the impact carefully before making changes.
Alongside this, MOE is tightening coordination with the ComLink+ programme to support children from lower-income families. Teachers often see that attendance or performance issues stem from challenges at home. Strengthening partnerships between schools and social services is part of the work ahead.
What this means for families
Taken together, these reviews reflect a larger question. What do we want education to do for our children?
Academic excellence remains important. Yet Mr Lee has said clearly that “academic achievements are not necessarily an indicator of future success in life”.
For parents, this is both reassuring and challenging. Structural reforms can reduce excessive competition. They cannot fully remove comparison from our own conversations or expectations.
Perhaps this is where change begins. Less focus on chasing the next advantage. More space for curiosity, friendships and steady growth. A willingness to see our children as whole people, not report books.
Education will always matter deeply in Singapore. The hope now is that it can matter in a way that builds capable, grounded and compassionate young people, not just high scorers.
And that is something most families can stand behind.
