Labelling students according to their assessment outcomes, and particularly making students repeat a grade, stigmatises them, and it has been shown how students' self-perceptions and their ideas about others' perceptions can negatively affect their motivation and learning (Hoff & Pandey, 2004; Schunk, 1985). At the same time, schools and teachers need to acknowledge that examination success continues to be important for students' life outcomes, and take on joint responsibility for their students' learning, for instance by offering more support to struggling students.