Light Mode
Dark Mode
System Mode
Northern Ireland’s PISA results highlight strong science performance amid declines in reading and maths, prompting education review and policy response.
Results from the 2025 Programme for International Student Assessment (Pisa) show Northern Ireland 15-year-olds performed strongly in Science but recorded declines in Reading and Maths compared with 2015, Education Minister Paul Givan said as he described the findings as a “wake-up call.”
Almost 3,500 pupils from 104 schools in Northern Ireland took the computer-based Pisa tests in September and October 2025, which assess knowledge and skills in Science, Reading and Maths across 91 countries and around 750,000 students.
Northern Ireland achieved an average Science score of 492, placing it comfortably in the top third of participating systems and showing no significant change from its 2015 Science result. Reading averaged 482, down from 497 in 2015, while Maths averaged 473, also below the 2015 level though still higher than many other countries.
Gender differences were evident in Reading, with girls outperforming boys, while Science and Maths scores were similar between sexes. The results also showed a link between family income and pupil outcomes, with higher household income associated with better performance.
The Pisa dataset highlights distinct strengths and weaknesses within Northern Ireland’s results: competitive international Science performance, notable declines in Reading and Maths since 2015, gender gaps in Reading favoring girls, and socioeconomic disparities affecting attainment. Education Minister Paul Givan characterized the results as a “wake-up call” and cited them in support of reforms he has introduced. NAHT Northern Ireland National Secretary Dr Graham Gault noted persistent inequalities, funding pressures and declining performance areas within the system.
The Pisa survey also reported wider international trends: top scores from several Asian jurisdictions and a global warning of declining teenage reading skills. The assessment found increasing student use of AI chatbots for learning, with 46% of respondents across participating countries reporting weekly or more frequent use, and 28% noting classmates distracted by digital devices in class.