by Shadab Ahmad Lone
Recent board results in Jammu and Kashmir expose the stigma around low scores, highlighting how exam pressure, social attitudes, and neglect of mental health endanger students’ lives.
The recent declaration of Class 10 and Class 12 results by the Jammu and Kashmir State Board of School Education has brought joy to high-scoring students, with their achievements celebrated on social media and in local news. However, this celebration has also highlighted the neglect and stigma faced by students who score lower marks or fail. The tragic suicide of a student in Doda district of the Jammu division serves as a stark reminder of the societal pressure and expectations that can push vulnerable students to desperation.
A young life was lost in Jammu, as a Class 12 student took his own life after failing in one subject in the JKBOSE Class 12 examination. This tragedy highlights the devastating impact of an education system that equates marks with worth and intelligence. The pressure to perform is crushing, and it is time we recognised that exams are not the sole measure of a person’s value.
In J&K, students are under immense pressure to excel academically. Failure is stigmatised, and those who do not meet expectations are often shamed and labelled as “failures.” This toxic mindset ignores the fact that every student learns differently, and setbacks are a natural part of growth.
The recent incident in Jammu is a stark reminder of the consequences of this pressure. A young student, who had a whole life ahead of him, felt that failure was the end of the road. His death is a tragedy that will leave a lasting scar on his family, especially his parents and siblings.
Life is full of ups and downs, and exams are just one aspect of it. A setback in one subject does not define a person’s worth or potential. We need to shift our focus from marks to holistic development, encouraging students to explore their passions and interests.
As Dr Allama Iqbal wisely said:
ستاروں سے آگے جہاں اور بھی ہیں
ابھی عشق کے امتحاں اور بھی ہیں
The Role of Society
Responsible parenthood, a civilised society, and wise media can positively impact students’ lives. It is time we prioritise mental health, offer support, and provide real second chances. We must recognise that every student has unique strengths and talents, and it is our responsibility to nurture them.
When a student commits suicide, it is not just the individual who suffers. The family, especially parents and siblings, are left with a lifelong scar. The pain, guilt, and grief can be overwhelming, and it is essential that we consider their emotional well-being.
Ditch the stigma around failure: We need to normalise failure as a part of learning. Failure does not define a person’s worth or intelligence. It is essential to create an environment where students feel comfortable taking risks and learning from their mistakes.
Prioritise mental health and well-being: Mental health is just as important as academic performance. We should encourage students to speak up about their struggles and provide access to counselling services and support systems.
Offer support and second chances: Students who struggle academically or personally deserve a second chance. Let us provide resources and opportunities for them to improve and succeed.
Focus on holistic development: Education should be about more than just grades. We should encourage students to explore their passions, develop life skills, and build character.
Encourage responsible parenthood and media representation: Parents and media play a significant role in shaping societal attitudes. Let us promote positive representation and responsible parenting that prioritises students’ well-being over academic achievement.
By implementing these changes, we can create a more supportive and inclusive environment for students to thrive.
Why Marks Don’t Define Intelligence
A) Environmental factors like family crises, power outages, and lack of coaching can impact performance.
Such factors disrupt focus, increase stress, limit study time, and hinder deep learning. This instability reduces effective study hours and weakens foundational skills, leading to poor concentration, emotional distress, and lower test scores.
B) Access to resources and guidance creates unequal opportunities.
Unequal access to technology, tutors, quiet study spaces, and mentors creates an uneven playing field. Advantaged students benefit from better tools, practice, and guidance, while disadvantaged students face infrastructural gaps, less qualified teachers, and digital exclusion, widening achievement gaps and perpetuating inequality.
C) Competitive exams require different skills and strengths.
Competitive examinations often test efficiency, strategy, speed, and mental stamina rather than deep understanding alone, disadvantaging students with different learning styles or strengths.
Time for Change
We can collectively break the stigma around low scores and focus on holistic development. Every student has potential and deserves support, regardless of marks. Society must move away from a narrow fixation on scores towards an educational approach that values intelligence, creativity, resilience, and human dignity.
We are the people who can save precious lives by encouraging students to lead peaceful, meaningful lives. Before celebrating any achievement, we must be mindful of others’ emotions so that our joy does not become someone else’s burden.
(The author is a Research Scholar at the Department of Social Work, University of Kashmir. Ideas are personal.)
