Something curious happens to Maths and English in December.
Adults who have spent years saying “I’m no good at Maths” suddenly calculate totals, track running costs, weigh up risk, interpret instructions and argue their case, often with enthusiasm and confidence.
This isn’t because the Maths or English is easier.
It’s because the conditions for learning change.
Understanding why confidence in Maths and English for adults rises during the festive season tells us far more about curriculum design and inclusion than any test result ever could.
Play is not a gimmick — it is a confidence strategy
In adult education, play is often misunderstood. It is seen as a reward, a novelty, or something that sits outside “serious” learning.
In reality, play is one of the most effective ways to rebuild adult Maths confidence and re-engage learners who carry anxiety from previous educational experiences.
When learning feels low-stakes and purposeful, adults stop protecting themselves from failure and start using the skills they already have.
This was clear during a recent GMLPN Maths Ambassador Exchange, where practitioners took part in The Great Elf Game — a festive scenario that embeds sustained Maths and English practice without ever feeling like a test.
Beneath the theme, participants were:
- repeatedly calculating totals (fluency and consolidation)
- tracking figures over time (number sense and accuracy)
- weighing probability and risk (decision-making)
- interpreting conditions and instructions (functional literacy)
- explaining and justifying choices (spoken language).
The Maths and English were unavoidable — but no longer threatening.
Why play reduces Maths anxiety in adult learners
Many adults approach Maths and English with a long memory of judgement, embarrassment or failure.
When learning feels high-stakes, learners withdraw.
When learning feels safe, they engage.
Play changes the internal question from:
“Will I get this wrong?”
to:
“What happens if…?”
This subtle shift reduces anxiety, breaks habitual avoidance patterns and allows confidence to rebuild naturally. Crucially, confidence often grows before learners consciously notice it happening.
This is particularly important for adults who have disengaged from formal education and are rebuilding their learner identity.
Inclusive Maths and English teaching by design — not exception
Approaches grounded in play, puzzles and practical contexts are especially powerful for:
- adults with Maths anxiety
- learners with SEND or working-memory differences
- ESOL learners who benefit from repetition and context
- learners with disrupted or negative educational histories.
Inclusive Maths and English teaching does not lower standards. It removes unnecessary barriers so learners can access them.
Often described as “vital for some, valuable for all”, these approaches improve confidence and engagement across the board.
What December reveals about curriculum design
If learners engage confidently with Maths and English in contextualised, playful scenarios, the issue is never ability.
It is design.
The festive season acts as a quiet stress-test for curriculum assumptions:
- Are skills embedded in meaningful contexts before abstraction?
- Is practice allowed before performance is expected?
- Do learners feel safe enough to try?
If confidence in Maths and English for adults rises when relevance increases and stakes are lowered, the question is not “Can they do it?”
It is:
“Have we designed learning so they are willing to engage?”
Confidence in Maths and English for adults: why this is not a December-only insight
Play, puzzles and practical contexts are not seasonal extras.
They are indicators of what works.
The opportunity is not to replicate festive activities year after year, but to replicate the learning conditions that made engagement possible:
- safety before scrutiny
- curiosity before compliance
- confidence before assessment.
These principles matter just as much in January as they do in December.
A reflective question for educators and leaders
What would change if confidence was treated as a curriculum outcome — not a by-product?
This short downloadable explainer on why play and contextual learning rebuild confidence in Maths and English will further help your thinking.
If you’re exploring how to build confidence in Maths and English for adults through curriculum design, inclusion and everyday practice, you may find these useful:
- The Expert Learner – developing confidence, agency and learner identity.
- What Does It Take to Build a Green Mindset in FE? – contextual learning that matters.
- Purpose, People and Practice – leadership and curriculum coherence.