Understanding Exam Access Arrangements for Students with Epilepsy

Exam season brings pressure for every student. For students with epilepsy, that pressure can carry additional weight. Sleep disruption, increased stress, medication timing, and the cognitive demands of revision are all factors that can affect seizure activity and exam performance. With GCSEs and A-levels approaching, this is the right time for schools, parents, and pastoral staff to review what support is in place.

This article explains the exam access arrangements that may be relevant for students with epilepsy, who is involved in arranging them, and what good practice looks like.

What are exam access arrangements?

Exam access arrangements are adjustments approved by exam boards to ensure that students with disabilities, learning difficulties, or medical needs can demonstrate their knowledge and skills on equal terms with their peers. The framework is set out by the Joint Council for Qualifications (JCQ) and applies across GCSEs, A-levels, and other regulated qualifications.

Access arrangements are not advantages. They are adjustments that remove barriers. The aim is fairness, not leniency.

Common arrangements relevant to students with epilepsy

The arrangements that may be relevant vary depending on the individual. Some of the more common ones include the following.

Supervised rest breaks. Time spent on a rest break does not count towards the exam time. This can be valuable for students who experience seizures, post-seizure fatigue, or medication-related tiredness.

Extra time. Typically 25%, occasionally more, where supported by evidence. Extra time may be appropriate where seizures, medication side effects, or processing difficulties affect the student’s ability to work at the same pace as their peers.

A separate room. This reduces stimulation, supports concentration, and ensures privacy if a seizure occurs during the exam.

Permission to take medication into the exam. Students who need access to medication during an exam can be granted this through formal arrangements.

Use of a word processor or scribe. Where epilepsy or its treatment affects handwriting or fine motor control, alternative methods of recording answers may be appropriate.

A prompter. For students whose attention or awareness may lapse during an exam, a prompter can refocus them without giving any guidance on content.

Rescheduling in the event of a seizure. Where a seizure occurs during or shortly before an exam, exam boards have processes for handling this, including special consideration and, in some cases, deferral.

Who is involved?

Securing the right arrangements involves several people working together.

• The SENCO or exams officer leads on the formal application and ensures arrangements meet JCQ requirements.
• Subject teachers provide evidence of the student’s normal way of working in class, which is a key part of justifying arrangements.
• The student’s healthcare team may provide medical evidence where required.
• Parents and carers contribute valuable information about how epilepsy affects the student day to day.
• The student should be involved in conversations about what helps them, particularly as they approach Key Stage 4 and beyond.

Arrangements must reflect the student’s normal way of working. They cannot be put in place purely for exams without supporting evidence from the classroom.

Timing matters

Exam access arrangements cannot be applied for at the last minute. Evidence needs to be gathered, applications submitted, and arrangements tested in mock exams. For students sitting GCSEs and A-levels in the summer, arrangements should already be in place or in progress. If a student’s needs have changed, for example following a recent diagnosis or a change in seizure pattern, action should be taken promptly.

Beyond the formal arrangements

Formal access arrangements are one part of supporting a student through exams. Other elements include:

• A clear seizure response plan for invigilators and exam staff
• Communication with the student about what to do if they feel unwell
• Sensible scheduling that takes account of medication timing and fatigue patterns where possible
• Pastoral support that recognises the additional pressure exam season can bring
• A plan for what happens if a seizure occurs during an exam, including who responds and how the student is supported afterwards

Pastoral staff, parents, and the wider school community all have a role in making sure exam season is managed well, not just on the day of the exam but in the weeks leading up to it.

Looking ahead

Good exam access arrangements are not built in May. They are built across the year through accurate records of how the student works in class, regular review meetings, and a school culture that takes epilepsy seriously. For schools that want to strengthen their practice in this area, training is the foundation.

Get in touch

National Epilepsy Training supports schools in building the knowledge and confidence to support students with epilepsy through exam season and beyond. Our Epilepsy Awareness Training course is widely used in education settings, with online delivery available through our Epilepsy Awareness Online Training Courses. For schools where staff administer emergency medication, our Buccal Midazolam Training with Epilepsy Awareness course may also be relevant.

To discuss training for your school, please complete the contact form below and a member of our team will be in touch.