The Impact of Academic Pressure on Kashmiri Students
By Nazakat Aslam
With the recent release of Class 10 and 12 board results in Kashmir, the atmosphere is filled with a mix of jubilation and comparison. Families are celebrating top scorers, social media is abuzz with congratulations, and everyone is eager to see how students stack up against each other.
However, amidst all the excitement, a crucial question arises: do academic marks truly portray a student’s potential, or have they become the sole determinant of a young individual’s value?
For years, board exam scores have served as society’s yardstick for success. High grades unlock various opportunities, garner praise, and offer a glimpse of a promising future. Conversely, lower grades often lead to disappointment and can make students feel like they have fallen short.
Parents play a significant role in perpetuating this system. Rewards, expectations, and implicit messages equate academic performance with self-worth. While hard work is essential, the belief that effort should always yield perfect results places immense pressure on students and influences their self-perception.
Unfortunately, tragic incidents of students taking their lives due to exam failure or unmet expectations highlight a culture that imposes overwhelming demands on children, reducing a single score to a measure of their entire being. When society views numbers as the ultimate measure of value, setbacks appear insurmountable, leading some students to see no way out.
Although parents are aware that exam scores diminish in significance as life progresses, colleges, universities, and workplaces prioritize creativity, problem-solving skills, and perseverance over a mere numerical grade. Despite this awareness, society continues to transfer the same pressures to the next generation, influencing how children perceive success and failure.
Children grow up in an environment of perpetual competition, from classroom rankings to regional exams, internalizing the notion that a single test can shape their entire destiny. This expectation adds stress, diminishes confidence, and takes a toll on their well-being.
The education system exacerbates this pressure by treating exams as pivotal moments, emphasizing rote memorization and rankings over holistic development and emotional support. The absence of trained counselors leads students to select academic streams based solely on marks rather than personal interests or strengths. Schools glorify high achievers as the epitome of success, while coaching centers intensify the fear of lagging behind, leaving students anxious and uncertain about their potential.
Students encounter disruptions in education, face uncertainty regarding future prospects, and have limited exposure to alternative career paths. The system exacerbates these challenges by neglecting discussions on resilience, exploring vocational avenues, or pursuing creative professions, leaving students to view failure as a personal shortcoming rather than a stepping stone in their learning journey.
Furthermore, examination results dictate the trajectories students follow. High scorers are pushed towards medical or non-medical fields, while others are nudged towards arts or perceived ‘easier’ options. This rigid hierarchy disregards individual talents, personal inclinations, and long-term fulfillment, often steering students towards choices they later regret.
While society celebrates success born out of adversity, it often overlooks the numerous students who face setbacks without immediate triumph. A single exam should not define a young individual’s path, yet societal judgment, comparison, and silence can inadvertently convey otherwise.
Every year, discussions on exam pressure resurface following tragedies or emotional news stories, only to fade from public consciousness swiftly. Students continue to bear the weight of unmet expectations for extended periods, while the world moves on.
Society must view academic marks as one facet among many. True success stems from creativity, curiosity, emotional intelligence, and personal growth. Students deserve guidance that prioritizes learning, exploration, and discovery over mere rankings. Valuing effort, resilience, and the courage to venture into unfamiliar territories can foster a culture where setbacks serve as opportunities for growth rather than sources of shame.
Measuring achievement solely through numbers conceals a wealth of untapped potential. Expanding the definition of success grants students the liberty to pursue paths aligned with their talents and passions.
Embracing a holistic approach beyond academic marks signifies a commitment to the well-being of young minds and the prosperity of society.
- The author is currently pursuing a Master’s degree in Journalism and Mass Communication at IUST. She can be contacted at [email protected].
