Every year, as examination season approaches, millions of homes across India transform into centres of intense preparation. Yet beneath this atmosphere of ambition lies a growing and deeply disturbing crisis – one that cannot be measured by ranks, percentages, or cut-off marks. For an increasing number of young people, examinations are no longer simply assessments of knowledge. They have become tests of self-worth, family honour, social acceptance, and future security. Tragically, this overwhelming pressure has contributed to heart-breaking incidents of student suicides associated with highly competitive examinations such as NEET, JEE, UPSC, and several other entrance and recruitment tests.
Dr Aashaq Hussain Bhat
Every year, as examination season approaches, millions of homes across India transform into centres of intense preparation. Libraries remain crowded until late at night, coaching institutes extend their teaching hours, and social media overflows with study schedules, motivational videos, and inspiring stories of toppers. Yet beneath this atmosphere of ambition lies a growing and deeply disturbing crisis—one that cannot be measured by ranks, percentages, or cut-off marks. For an increasing number of young people, examinations are no longer simply assessments of knowledge. They have become tests of self-worth, family honour, social acceptance, and future security. Tragically, this overwhelming pressure has contributed to heart-breaking incidents of student suicides associated with highly competitive examinations such as NEET, JEE, UPSC, and several other entrance and recruitment tests. Each such tragedy is not merely a statistic but the loss of a promising life filled with dreams, talent, and untapped potential.
It is important to recognise that suicide is a complex public health issue influenced by multiple interacting biological, psychological, social, and environmental factors. No single examination alone causes such tragedies. However, academic pressure, repeated failures, fear of disappointing parents, financial sacrifices made by families, social comparison, prolonged emotional distress, and inadequate access to mental health support frequently emerge as important contributing factors. These painful incidents should compel us to reflect not only on our education system but also on the values by which we measure success. Modern society has gradually reduced success to examination scores. From an early age, many children are led to believe that their entire future depends on the outcome of a few hours spent inside an examination hall. Parents, teachers, educational institutions, coaching centres, peers, and even the media—often unintentionally—reinforce the message that securing top ranks is the only path to a successful life. Consequently, failure in one examination is often perceived not as a temporary setback but as a permanent personal failure.
Scientific research in psychology and neuroscience paints a very different picture. Moderate levels of stress can enhance alertness, concentration, and motivation—a phenomenon explained by the Yerkes-Dodson law. However, when stress becomes chronic or excessive, the brain’s ability to learn, remember, concentrate, solve problems, and make sound decisions begins to decline. Ironically, the relentless pressure intended to improve academic performance often undermines the very abilities students need to succeed. Persistent stress also activates the body’s physiological stress response, leading to prolonged release of cortisol and adrenaline. Although these hormones are essential during genuine emergencies, their sustained elevation over weeks or months can impair sleep, weaken immunity, reduce emotional resilience, interfere with memory consolidation, and increase susceptibility to anxiety and depression. As a result, many students spend long hours studying yet struggle to retain or recall information during examinations.
The consequences extend far beyond poor academic performance. Students experiencing excessive examination stress commonly report headaches, fatigue, insomnia, digestive problems, appetite disturbances, rapid heartbeat, recurrent illnesses, and persistent exhaustion. Emotionally, they may experience anxiety, hopelessness, irritability, social withdrawal, low self-esteem, and depressive symptoms. Unfortunately, these warning signs often remain unnoticed or misunderstood. Emotional exhaustion is dismissed as laziness, declining grades are interpreted as a lack of effort, and many young people suffer in silence because they fear disappointing their families or being judged by society. One of the most damaging features of today’s educational culture is the relentless culture of comparison. Students are continuously ranked, evaluated, and compared—not only in classrooms but also within families, neighbourhoods, coaching institutes, and increasingly across social media platforms. Every success is celebrated publicly, while countless students who narrowly miss their goals quietly question their own worth.
Examination scores evaluate only a limited range of human abilities. They cannot measure creativity, empathy, leadership, resilience, ethical values, communication skills, emotional intelligence, innovation, or the capacity to inspire others – qualities that frequently determine long-term success far more than marks on a report card. The true success of an education system is not measured by the number of toppers it produces but by the number of young minds it nurtures, protects, and inspires.
Research consistently demonstrates that excessive social comparison lowers self-esteem, increases anxiety, fuels perfectionism, and erodes psychological well-being. More importantly, examination scores evaluate only a limited range of human abilities. They cannot measure creativity, empathy, leadership, resilience, ethical values, communication skills, emotional intelligence, innovation, or the capacity to inspire others—qualities that frequently determine long-term success far more than marks on a report card. The digital age has further intensified these pressures. Online education has undoubtedly democratized access to quality learning resources. At the same time, social media exposes students to carefully curated images of seemingly perfect study routines, extraordinary achievements, unrealistic productivity, and exceptional scores. Constant exposure to such content often causes students to underestimate their own progress while overestimating the accomplishments of others, creating unnecessary self-doubt and emotional distress.
Ironically, the same smartphones that provide educational resources also serve as major sources of distraction. Endless notifications, multitasking, gaming, and prolonged scrolling fragment attention, reduce learning efficiency, and impair memory formation. Neuroscientific studies have consistently shown that frequent task switching increases cognitive load, making prolonged study sessions far less productive than students imagine. Parents naturally want their children to succeed, and their aspirations usually arise from love and concern. Nevertheless, when expectations become unrealistic or when affection appears conditional upon academic achievement, children may begin to equate their personal worth with examination results. Educational psychology consistently shows that students perform better when they experience empathy, emotional security, realistic expectations, and unconditional support rather than constant reminders about competition and rankings.
Teachers, too, carry responsibilities that extend far beyond completing the syllabus. By recognising early signs of emotional distress, encouraging collaboration instead of unhealthy competition, and treating mistakes as opportunities for learning rather than as reasons for criticism, educators can profoundly strengthen students’ confidence and resilience. Every educational institution should provide accessible counselling services, establish mental health support systems, and integrate emotional well-being, stress management, time management, and resilience-building into the curriculum. Healthy examination preparation also demands healthy living. Sleep is not a luxury but a biological necessity for learning and memory. During deep sleep, the brain consolidates newly acquired knowledge and strengthens neural connections. Likewise, balanced nutrition, regular physical activity, adequate hydration, relaxation techniques, and short breaks between focused study sessions significantly improve both academic performance and emotional well-being. Evidence-based learning strategies such as active recall, spaced repetition, self-testing, and distributed practice are consistently more effective than prolonged hours of passive reading.
Cultivating a growth mindset – the understanding that intelligence and abilities develop through perseverance, effective learning strategies, and continuous improvement – is essential. Students who adopt this perspective are more likely to view setbacks as opportunities for growth rather than as irreversible failures. History repeatedly reminds us that failure in one examination does not define a person’s destiny. Numerous scientists, entrepreneurs, innovators, artists, civil servants, and national leaders encountered academic disappointments before achieving remarkable success.
Equally important is cultivating a growth mindset—the understanding that intelligence and abilities develop through perseverance, effective learning strategies, and continuous improvement. Students who adopt this perspective are more likely to view setbacks as opportunities for growth rather than as irreversible failures. History repeatedly reminds us that failure in one examination does not define a person’s destiny. Numerous scientists, entrepreneurs, innovators, artists, civil servants, and national leaders encountered academic disappointments before achieving remarkable success. Their journeys demonstrate that resilience, adaptability, determination, curiosity, and lifelong learning ultimately matter far more than the outcome of a single examination. Educational success, therefore, must extend beyond numerical scores. It should encompass critical thinking, creativity, scientific curiosity, ethical reasoning, communication, teamwork, emotional intelligence, digital literacy, leadership, and social responsibility. These are precisely the competencies required to thrive in an era increasingly shaped by artificial intelligence, biotechnology, automation, and global interconnectedness.
Addressing this crisis requires collective responsibility. Families must prioritise emotional well-being alongside academic achievement. Schools and universities should strengthen counselling services and create supportive learning environments where students feel safe discussing their struggles. Policymakers should continue exploring assessment systems that reduce excessive dependence on high-stakes examinations. Coaching institutes must remember that they are shaping human lives, not merely producing examination ranks. The media, too, can play a transformative role by celebrating perseverance, innovation, resilience, and diverse forms of excellence instead of focusing almost exclusively on examination toppers. Perhaps the most meaningful change can begin at home. Instead of asking children, “How many marks did you score?” we should ask, “What did you learn today?”, “What difficulties did you face?”, “How can I help you?”, or simply, “How are you feeling?” Such conversations reassure children that their value as human beings is never dependent upon a number printed on a mark sheet.
Students, meanwhile, should remember that seeking help is a sign of wisdom and courage—not weakness. Speaking openly with parents, teachers, trusted friends, counsellors, psychologists, or mental health professionals during periods of overwhelming stress can prevent emotional distress from developing into a crisis. Just as physical illnesses require timely medical attention, emotional suffering also deserves compassion, understanding, and professional care. As India advances towards becoming a global knowledge economy, safeguarding the mental health of its students must become a national priority. Academic excellence and psychological well-being are not competing objectives—they reinforce one another. Students who feel emotionally secure, valued, and supported learn more effectively, innovate more creatively, and contribute more meaningfully to society.
Ultimately, examinations measure only a limited portion of what a person knows at a particular moment in time. They cannot measure kindness, honesty, compassion, integrity, faith, imagination, perseverance, leadership, or the ability to transform lives. A report card may evaluate performance in a few academic subjects, but it can never define the dignity, character, or limitless potential of a human being. The heartbreaking stories emerging from NEET, JEE, UPSC, and other competitive examinations carry a message that society cannot afford to ignore: no examination, no rank, no percentage, and no career is ever more precious than a human life. The true success of an education system is not measured by the number of toppers it produces but by the number of young minds it nurtures, protects, and inspires. It is time to redefine success—not merely as academic achievement but as the ability to live with resilience, purpose, compassion, hope, and dignity.
For Muslim students and families, the Holy Qur’an and the teachings of Prophet Muhammad (SAW) offer profound guidance for coping with hardship, disappointment, and uncertainty. The Qur’an repeatedly reminds believers that life is sacred. Allah says: “And do not kill yourselves. Indeed, Allah is ever Merciful to you.” (Surah An-Nisa 4:29). This verse affirms that every human life is a trust from Allah and must be protected, even during periods of overwhelming distress. Allah also reassures believers: “Indeed, with hardship comes ease.” (Surah Ash-Sharh 94:5–6). Failures, disappointments, and difficult examinations are temporary phases—not permanent verdicts on one’s future. Every hardship carries within it the promise of relief and new opportunities. Another comforting reminder is found in the Qur’an: “Allah does not burden a soul beyond what it can bear.” (Surah Al-Baqarah 2:286). This verse encourages believers to face challenges with patience, trusting that every trial is within their capacity to endure with Allah’s help.
The Prophet Muhammad (SAW) beautifully taught: “How wonderful is the affair of the believer! If something good happens to him, he is grateful, and that is good for him. If hardship befalls him, he remains patient, and that is good for him.” (Sahih Muslim). He also said: “Seek treatment, for Allah has not created a disease except that He has created its cure.” (Sunan Abi Dawud). This Hadith reminds us that seeking professional help for emotional or psychological distress is fully consistent with Islamic teachings. Parents should reassure their children that Allah values sincerity, effort, patience, honesty, and good character far more than examination scores. Students should strengthen their relationship with Allah through regular prayers (Salah), supplication (Dua), remembrance of Allah (Dhikr), recitation of the Qur’an, and by seeking support from family, trusted friends, teachers, counsellors, and healthcare professionals whenever they feel emotionally overwhelmed. Faith does not eliminate life’s challenges, but it provides hope, resilience, inner peace, and the certainty that every difficulty is temporary while Allah’s mercy is everlasting.
The writer is an Assistant Professor in the Department of Biosciences at Chandigarh University, Punjab. He writes on science communication, public awareness, environmental sustainability, cybersecurity literacy, and emerging societal challenges.
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