by Jasleen Kour
School ought to be the place where a child arrives and an individual prepared for life departs. Training should begin with simple instruction and progress in line with age and capacity. Books can offer knowledge, but without practical application, there is little growth.
The knowledge imparted in schools originates from books, but the words are taught merely to demonstrate that students are educated. While they may pass school examinations, they often fail the examination of life. Life presents no manual and no date sheet that signals which subject will be tested or when. The school system grants degrees but neglects the core skills a human being requires to navigate real-world challenges.
Adulthood resembles entering a foreign country without a map. One is unaware of the roads to take, largely because school presents post-academic life as smooth, easy, and full of opportunity. In reality, adulthood is the most daunting stage, a period marked by career uncertainty and emotional upheaval brought on by sudden, unprepared transitions. Schools offer no guidance for these challenges. Instead, they establish unrealistic expectations, making the journey into adulthood more difficult than it needs to be.
While physical health was discussed in school, mental health remained unaddressed. We learned how to stay fit, but were never warned that a strong body paired with a weary mind is not genuine health. The neglect of mental well-being has left many unprepared for the demands of adult life. The constant focus on physical development has overshadowed the equal importance of mental clarity and peace, essentials that we have ignored since childhood.
Upon reaching adulthood, one recognises that nearly two decades were spent in a relentless competition for grades, striving to be a topper, attempting to outshine peers in fields unrelated to one’s true strengths. Personal talent was sidelined. In my case, I prioritised academic performance over writing, a natural ability I only acknowledged after finishing school. Guidance was absent; instead, flaws were highlighted, and the pressure to conform to academic ideals persisted.
Mathematics was treated as the core subject in school. We spent years solving complex equations, memorising formulas, and calculating the areas of shapes unlikely to appear again. We were taught to find the value of ‘x’ but not how to manage a monthly budget or make mindful financial decisions. We mastered the Pythagorean Theorem but were never introduced to the mechanics of interest rates or how they can lead to debt. In the real world, when faced with financial choices, we struggle to distinguish between needs and wants. The mathematical training provided bears little relevance to everyday life.
Failure was seen as final. Efforts went unacknowledged, and results were used as the sole criterion of judgment. Examinations are intended to assess knowledge, not to define a person’s potential. With time, one learns that failure in school is not the end of the road. It is a lesson, an indicator of what needs improvement. By working on our shortcomings and continuing to practise, we gradually master the tasks that once defeated us.
School emphasises the culture of constant work, defining success through the absence of rest. The message repeated is to work relentlessly until the goal is reached, offering little space to consider rest or balance. This conditioning follows into adulthood, where breaks are seen as indulgences rather than necessities. Individuals learn to place work above self, often continuing without pause until they collapse under pressure. The cost is burnout, unrealistic expectations, and a creeping sense of doubt that begins to erode confidence.
Adulthood often resembles arriving in an unfamiliar country without a map. There is little understanding of which road to take or what direction to follow. This confusion exists because school presents a distorted vision of life after graduation, one filled with ease, opportunity, and clarity. In truth, it is the most complex phase, marked by professional uncertainty and emotional strain. Life undergoes a complete shift, yet no instruction is given to prepare for it. The system fails to equip students with the tools needed to navigate change, instead establishing hollow ideals that deepen the disorientation when reality takes hold.
Schools teach students to memorise information but seldom encourage them to question it. The process prioritises retention over reflection, with little effort made to explain how to judge truth, examine bias, or form a reasoned opinion. There is no structured literacy around misinformation, fact-checking, or discerning credible sources. Students are rarely taught how to present ideas with clarity or assess claims critically. In the present climate, rote learning alone is insufficient. Without these essential tools, learners risk becoming irrelevant, unable to participate meaningfully in a society that demands awareness and judgment.
When students complete school, they often find themselves directionless. Their aims, interests, and paths remain unclear. The focus during those years is almost entirely on academic achievement, which becomes the sole measure of ability. Career guidance is absent, and conversations around skills and opportunities that could lead to meaningful work are rarely introduced. This vacuum leaves many unable to recognise their strengths or understand how to build an identity or career aligned with their potential.
School ought to be the place where a child arrives and an individual prepared for life departs. Training should begin with simple instruction and progress in line with age and capacity. Books can offer knowledge, but without practical application, there is little growth.
Only experience enables students to confront situations with clarity and understanding. Memorisation may help recall facts, but comprehension demands action. Practical knowledge sharpens insight and builds the foundation for handling real-world scenarios. It becomes the compass for adulthood. Grades alone do not determine future success or failure. A report card cannot measure ability.
(The author is a BA Journalism and Mass Communication student at Chitkara University. She is currently interning with Kashmir Life. Ideas are personal.)
