Beyond Marks

In the journey of life, there are moments that silently sculpt our future. Academic examinations are one such moment—no longer mere assessments, but psychological battlegrounds. NEET, JEE, Civil Services, SSB, board exams—these are not just tests. They’ve become symbols of pressure, social scrutiny, familial aspirations, and deeply personal identity crises.

Success or failure in these exams sends ripples far beyond the student. Families feel it, neighborhoods whisper about it, and society reacts as if it were a public referendum on worth.

As exam season approaches, young minds face a surge of anxiety, sleeplessness, racing hearts, and debilitating self-doubt. According to the WHO, academic failure is the third leading cause of youth suicide worldwide. British psychologist Susan Barnett calls it “not just fear of failure, but fear of losing identity.” It’s no longer about performance—it’s about existence.

In South Asia—India, Bangladesh, Kashmir—the stakes rise further. Parental expectations often blur the line between love and achievement. A heartbreaking 76% of students study solely to meet parental hopes, not personal dreams. When those hopes aren’t met, children internalize the message: “If I fail, I’m unloved.” Sometimes, tragically, they don’t survive the shame.

Society adds to the burden. The glorification of toppers and the branding of others as “less than” creates a toxic hierarchy. Sociologist Erik Anderson writes, “Academic failure is treated as a moral flaw, not a circumstantial one.” The result? Students begin to see failure not as a temporary setback, but as a permanent label.

And then there’s the system itself. When exams reward rote learning, conformity, and recall over creativity, curiosity, or character, how can they measure real intelligence? Sir Ken Robinson warned us: “We are educating people out of their creative capacities.” We must urgently move, as Professor Anita Ramaswamy suggests, “from a marks-oriented model to a mind-oriented one.”

Invisible wounds from this system often lead to visible tragedies. Suicide statistics linked to exam failures are not numbers—they’re lost dreams. Canadian psychologist Dr. Jonathan Hill calls these scars “more fatal than physical injuries.” They don’t show, but they can end lives.

Media glorification and the obsession with ranks only worsen the race. A student scoring 80% is often made to feel like a failure—because they didn’t make it to the headline.

But here’s the truth we forget: life has many lanes. Some of the world’s most impactful minds—Edison, Lincoln, Musk—walked off the beaten academic path. Exams are not the end. They are merely one route. Each student carries unique potential, and often, it blooms outside classrooms.

To change this reality, we need a collective shift. Parents must offer unconditional support. Teachers must humanize education. Society must stop equating marks with merit. As the WHO rightly insists, promoting mental health in education must be a policy, not an optional afterthought.

The ultimate lesson? Success is not defined by a scorecard. It’s the courage to rise after every fall. Faith, effort, and resilience often open doors exams can’t.

As Jaun Elia wrote:

“Kuch nahīn ho sakā hamāre sāth, phir bhī ham kitne kāmyāb hain.”

(Nothing worked out for us—yet how successful we are.)

Let’s remind every child: An exam result is a moment, not a verdict. Life is bigger.

Mohammad Arfat Wani is a passionate writer, social activist, and dedicated medical student from Kuchmulla Tral