Why the Societal Obsession with Marks is a Threat to Students – WomenShine

In the CBSE results for this year, about 2 lac students scored over 90%. High scores in public exams have become such a fashion statement. Does that mean that so many of our students are passing out as masters? They have achieved marks that soar their dreams as well as their families, naturally so. But, what happens when they face a very competitive future in the next couple of years ? What’s in store when the real future they face is increasingly fragile and turbulent ? From being highly successful, are they being prepared to be

resilient to failures as they navigate higher studies and uncertain times?

Grades and marks have become synonymous with success in parenting, success for schools and the successful prospects of our society, as our largest section of the population – students end up vying with each other to be seen as better and smarter than the other.

Do we realize that these grades have become markers of self-worth, identity, and social validation? For most students, the pursuit of high marks is not just about doing well; it has become a high-stakes game where anything less than “perfect” can trigger anxiety, shame, and self-doubt. This societal obsession with academic scores, deeply ingrained in cultural expectations and systemic structures, poses a serious threat to the mental well-being of today’s youth.

The Rise of a Hyper-Competitive Academic Culture

Academic performance has always been an area of concern for families, but in recent decades, it has intensified into a hyper-competitive culture. This pressure is particularly pronounced in countries with vast populations where students are told early on that only top scores will secure a good job, financial stability, or social prestige.

In India, for instance, the annual release of board exam results is treated almost like a national event. Top scorers make headlines, and their photos appear in newspapers. While these achievements deserve recognition, the implicit message to millions of other students can be damaging: if you’re not at the top, you’re not good enough. Parents, driven by their own anxieties and societal expectations, often pass on this pressure unknowingly. It starts subtly—comparing children to their peers, enforcing study hours, pushing for tuitions—and eventually builds into an environment where academic failure feels like a moral or existential shortcoming.

Mental Health: The Silent Casualty

While the marks have risen, student well-being has plummeted. According to the National Institute of Mental Health and Neurosciences (NIMHANS) (2015-16), approximately 7.3% of children aged 13–17 years suffer from mental health disorders, with a significant proportion linked to academic stress. . The symptoms range from sleep disturbances, loss of appetite, and irritability to more severe outcomes like panic attacks, chronic stress, and suicidal thoughts. A report by The Lancet (2021) noted that India had the highest number of adolescent suicides globally, with academic pressure cited as a frequent cause.

The competitive culture creates a zero-sum mindset—students feel they must either win or be left behind. When they fall short of expectations, instead of being met with empathy and guidance, they often face disappointment, criticism, or social withdrawal. Even high-performing students aren’t immune. The constant need to maintain top scores creates a cycle of fear and burnout, robbing children of joy, curiosity, and emotional security.

Grades vs. Growth: Redefining Success

One of the fundamental problems with a marks-obsessed system is that it reduces a student’s potential to a single number. It ignores creativity, emotional intelligence, leadership, problem-solving, empathy, and countless other traits essential for success in the real world.

We need to challenge the idea that marks are the only or even the best indicator of a student’s intelligence or capability. Standardized exams assess a narrow set of skills—primarily memory recall, speed, and exam-taking strategy. This is because our current education system was established to be a supplier of labour, engineers and managers for the manufacturing and technology industries.

But the rules of the game are getting redefined. With the advent of AI, already into our day to day life, substantial jobs will disappear, and new skills will be called for. In an age, where disruptive innovation is becoming a norm, life skills will gain increased significance. How agile and adept we are, to meet new challenges will start defining success. Therefore, the real learning is about curiosity, self-awareness, and the ability to apply knowledge in practical and meaningful ways. Young people today need more than just textbook knowledge; they need the confidence to navigate a rapidly changing world. When we prioritize marks over meaningful learning, we rob them of this opportunity. Reversing this mindset requires systemic change and grassroots effort.

Including the scope for mental wellbeing in education 

Mental wellbeing education is essential in academic settings as it equips students with the knowledge, tools, and emotional intelligence needed to manage stress, build resilience, and navigate academic and personal challenges. By fostering self-awareness, empathy, and healthy coping mechanisms, it creates a supportive environment where students feel seen, heard, and valued. This proactive approach not only reduces the risk of anxiety, depression, and burnout but also enhances focus, motivation, and overall academic performance, helping students thrive both mentally and academically.

Schools need to formally bring in Wellbeing as a period, and build a whole eco-system of mental wellbeing to enable holistic education. Furthermore, schools can now enable access to trained psychologists, peer-support programs, and regular wellness assessments more seamlessly with plug-and-play wellbeing education programs being available.

Mental wellbeing is vital under NEP 2020 guidelines. The policy suggests mental health education to be integrated with school curriculum and by providing students requisite knowledge and skills to understand and manage their emotions. It lays importance on incorporating topics like stress management, resilience building, and positive coping strategies to achieve this. The policy also emphasizes integrating socio-emotional learning across subjects and daily school life, which helps students develop skills like empathy, self-awareness, and emotional regulation. Its effective implementation involves mindful classroom practices, open dialogues, and trained educators fostering a supportive environment. In effect the vision is to build a school system that not only builds academic rigor in students but also nurtures and supports an environment where students’ mental health and well-being are prioritized, thus enabling them to reach their full potential.

Click here to see the original article.