The number of girls choosing to take computing at GCSE level has dropped for the second year in a row.
In 2026, the number of girls taking the subject fell to 19,392, a drop of 1,316 compared with the previous year. This reduction in numbers is even more significant than in the previous year, where numbers of female computing students dropped by 312.
There is already a significant gap between the number of girls and boys taking computing – there are some 46,312 more males taking the subject than females, perpetuating an already-existing diversity divide in technology.
Women currently only make up around 22% of those in technology roles in the UK, and almost 90% of those women will leave the sector within 10 years of starting their careers, leading to a widespread drive to increase the number of women and girls in tech across the pipeline.
The decline in girls choosing to take computing this year was in contrast with A-Level candidates, where the number of girls choosing the subject increased for the seventh year in a row.
As well as a drop in the number of girls choosing computing at GCSE, there was an overall reduction in candidates by 7.1%, leaving many experts considering what skills they expect young people to have in the future workplace, especially as fast-paced technologies such as artificial intelligence (AI) are becoming increasingly embedded in life.
Victoria Knight, chief people officer at Node4, said: “Being job-ready no longer means entering the workforce with every technical skill already mastered. AI is changing roles faster than education can keep pace, so it isn’t realistic for employers to expect young people to arrive as the finished product. Instead, we have to look for critical thinking, adaptability and sound judgement. These are the foundational capabilities that set high performers apart, enabling them to embrace change and continue adding value throughout their careers.”
When it comes to grades, female students continued to outperform male students, with 36% of girls achieving at least a 7/A grade compared with 28% of boys, and 76% of girls achieving at least a 4/C grade compared with 68.9% of boys.
Overall performance improved year-on-year, with 29.9% of students achieving at least a 7/A, and 70.6% achieving at least a 4/C grade.
Many experts cautioned young people against worrying that their grades will affect their future careers, especially as young people are “digital natives” who in many cases use technology such as AI more readily in their everyday lives, developing the skills expected of entry-level candidates.
The onus instead is on employers to develop candidates and fill in those gaps in skillset. “Hiring potential also means committing to developing it,” said Knight. “Employers need to provide the structured pathways that help young people build the skills to thrive at work.
“Crucially, this shouldn’t come from one-off, static training programmes, but continuous, embedded learning that links directly to real roles and outcomes. Coaching, peer learning and on-the-job experience help people build capability in real-world environments.
“At a time when businesses across every sector are looking for AI skills, the next generation represents one of the greatest opportunities available to employers,” she said. “Young people bring adaptability and a natural willingness to embrace new technologies.
“By embedding continuous learning into the employee experience from day one, that potential can be turned into long-term capability that addresses today’s challenges and equips businesses for whatever comes next.”
