Glorifying rank-holders ignores effort, damages confidence, and pushes many into silent distress, while those who question, create, and lead often go unrecognised
By Andleeb Jan
An unhealthy trend has quietly taken root around the Jammu and Kashmir Board of School Education (JKBOSE) results, and I genuinely feel it needs to be talked about. Board results are being celebrated with excessive hype, almost as if they decide a student’s entire future. Students who succeed in highly competitive exams often do not receive the same attention. In society, real success is rarely celebrated; instead, the focus shifts to trends and public display. This makes me question why board results are shown so openly for everyone to judge, instead of being celebrated in a balanced and meaningful way.
When a student enters the examination centre, they go alone. They face their fears alone. Parents wait outside the gates, but inside the hall, it is the student who deals with pressure, strict instructions, strange faces, and silent anxiety. Then why are the results made public for society to judge? And why do results reach others before they even reach the student who actually faced the exam?
This problem becomes even more serious because of media exaggeration, where so-called journalists keep interviewing toppers. This creates unrealistic expectations and puts unnecessary pressure on other students. Often, toppers receive better guidance, mentorship, and resources, while others do not. It is not always about ability; it is also about access to support and strategy.
But what about average scorers who score around 450? Do they not deserve appreciation? Society tends to chase toppers and celebrate them excessively, while ignoring students who put their heart and soul into preparation. I have seen friends who studied deeply, practised extensively, and even solved CBSE pattern papers just to prepare well for boards. Yet when the results came, they were made to feel as if their efforts meant nothing. This reflects a deeper problem in our society. We equate marks with worth and success, while overlooking effort, discipline, and dedication.
The education system often celebrates students only on the basis of marks, even though marks alone do not guarantee success in life. Scoring high does not automatically make someone successful in the future. Hard work, consistency, discipline, and character matter far more. While toppers who have worked sincerely and whose efforts have paid off do deserve appreciation, the excessive glorification and social media trends surrounding results are unnecessary and harmful.
I have interacted with students who scored average marks but are excellent critical thinkers. They question systems, participate in debates, perform in theatre, engage in MUNs and NSS activities, and express themselves confidently on stage. Many of them are writers and thinkers who understand literature and view the world from diverse perspectives. A large part of school activities is managed by these students. They raise their voices for justice, organise plays, and take active roles in social initiatives. They are strong public speakers and engage deeply with important issues. They do not blindly chase marks. Instead, they pause, reflect, and question the system, refusing to jump into the rat race. Meanwhile, the so-called toppers often remain in the spotlight, while such students quietly contribute in the background.
And then society asks: why don’t we get more independent thinkers like Ibn Sina, Plato, Aristotle, Al-Razi, or Khawarizmi today? How will we, if our system glorifies only rank holders, distributes awards selectively, and creates a culture where every student feels like they are not enough? The evaluation system itself often makes students doubt their own worth, even though some of them, the ones who take time to reflect, understand society, politics, and life far better than those who memorise textbooks and chase marks blindly. These students, though average in marks, often possess deeper awareness, perspective, and wisdom.
Yet society judges them for not joining the rat race of NEET and JEE. Careers like a doctor and an engineer are imposed on students as if they are the only respectable options.
I once asked a medical student what she truly wanted to become. After a pause, she smiled and said, “A monk.” Our whole group laughed, and so did she, but the meaning behind her answer was deeper than it seemed. She did not mean religion. She meant freedom. She wanted to live a personal life, away from worldly distractions and pressure. She wanted to create her own path, guided by discipline, self-awareness, and spiritual growth, without being forced into society’s competitive rat race. In that moment, I realised that not everyone is meant to follow the same path.
The examination system and result culture deeply affect the mental and emotional well-being of students, even when they are just slightly behind in the race. The topper culture not only damages confidence and harms the mental well-being of average students, but it can also push students under extreme pressure toward harmful consequences. When students are constantly compared and labelled as failures, it creates emotional strain.
Failures should never be ignored or shamed. They should be discussed openly, not as humiliation, but as encouragement. If schools can display banners for toppers within seconds to celebrate achievement, why can’t they also create platforms to appreciate and support students who fail? The extreme pressure and societal judgment behind recent tragic incidents reveal a harsh truth about a system that equates marks with worth. Has human life become so cheap that it can be measured and controlled by exams and social judgment?
By recognising both effort and achievement, by encouraging those who fail and honouring those who succeed, society can cultivate students who are not only academically competent but also mentally resilient, socially aware, and capable of independent thought. Success is not a straight road, and failure is not the end. In fact, failure is an essential part of growth and achievement.
Only by valuing creativity, individuality, effort, and critical thinking, instead of reducing human worth to numbers on a board, can we build a generation that is emotionally strong, socially aware, and truly independent in thought.
The writer is a student
an***********@***il.com