There is mounting evidence to suggest that the examination process is assuming greater importance in young people's lives. Economic change has intensified demand for academic qualifications, thus highlighting the importance of exam success. Today, it has been suggested that formal exam taking constitutes a: 'defining moment' during a key transitional phase in young people's lives (Giddens, 1991). Achieving acceptable grades in formal exams is increasingly viewed as fundamental to most careers and a prerequisite of many post-school options. As a result this has lead some observers in the UK to comment: 'the pressure to succeed in exams has never been greater'. Yet little is known about young people's views about the examination process and what success or failure means from the perspective of pupils. Lack of information regarding this aspect of pupil experience is particularly evident in relation to the Scottish context. This paper draws on findings from a small pilot study that focused on the significance of exam taking from the perspective of pupils, parents and teachers living in Scotland. Drawing on interviews with a small cohort of S5 and S6 pupils (15-17 years of age), teachers and a preliminary survey of parents in two Scottish High schools, we begin to explore the exam process and its impact on the lives of young people, their families and school communities.OverviewThis paper addresses the relevance of gaining formal examinations for young people. Specifically, it considers how pupils, with a range of academic and non-academic aspirations, attach meaning and significance to the exam process and experience. It also explores the extent to which the present drive towards more formal and extensive examination system in the UK may have wider implications. For example, this paper will also consider how pupils' perspectives on the relevance of examinations may inform our understanding of youth transitions as well as potentially new rites of passage in late modernity. We will also suggest that a more thorough investigation of topic may illuminate our understanding of the aspirations of young people and their expectations as citizens of the future. This paper draws on findings from a recently completed exploratory study undertaken in Scotland. The main methods of data collection included semi-structured, individual and paired interviews with pupils (aged 15 years of age to 17 years) in two contrasting secondary schools located in Scotland. In total 26 pupils took part in this study. Importantly, special attention was given to including a balance of girls and boys since previous studies suggest that there are significant gender differences in how young people cope with stress. As a consequence one aim of this paper will be to consider gender differences and similarities in pupil, parent and teachers' views.The following areas were covered in interviews with young people:· How do young people manage the experience?· How do they perceive the expectations of parents? · What have been their experiences of peer pressure? · What is the role of teachers? To what extent are they perceived as 'stress amplifiers' or aids to success?· What is the impact of success or failure on their feelings of self-worth?In addition to interviews with pupils over 60 parents (mainly mothers) completed short questionnaires. Questionnaires for parents focused on a range of issues including how young people coped during the exam year; the value parents placed on gaining exam passes; types of support offered by parents and their expectations and wishes regarding their child's future lives. A small number of guidance teachers were interviewed providing a school perspective on the key issues faced by pupils and how staff dealt with the challenges of supporting young people during the exam process. We anticipate that findings from this study will be relevant to the development of educational policies in Scotland as well as contribute to what we know about pupil voices in the wider context of the European community.