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CBSE Results and Exam Strain: Do not despair. Failing an exam is not failing in life

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Samir Parikh
Samir ParikhMay 04, 2019 | 16:36

CBSE Results and Exam Strain: Do not despair. Failing an exam is not failing in life

It is time society takes collective responsibility on reshaping the narrative of students' lives and exams, making results separate from young people living their lives. This will help us save some from killing themselves.

I have been working in the field of mental health over the last two decades. During this time, I have been associated with multiple schools and colleges. My work with students has constantly brought me in touch with their experiences as they navigate the challenges they face during the school years.

One challenge that has continued to affect students’ life is exams — and the results achieved in these exams.

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Despite conversations, debates, recognition and understanding of the impact that results have on students, every year around this time, we hear about suicides after students were unable to achieve the desired result.

This is a national loss — a loss that impacts and affects society adversely.

It is the loss of an opportunity for someone who could have been and done something substantial to contribute towards their own self and the community.

The thwarting of dreams and aspirations is a devastating experience — for a student who has been looking forward to taking the next step, progressing with peers, and anticipating a future life, it is a huge setback to take cognizance of the reality of having to repeat a grade. It requires shifting expectations and re-aligning plans for the future, which is not easy. The pain and anguish they experience are enormous. Contributions from various stakeholders are needed in large measure to mediate this experience.

The steps we can take

Maintaining the narrative that encourages people to rethink and reconceptualise the way in which results are approached is undoubtedly essential. A shift is needed in the meaning that is attributed to the results that a student obtains. At the same time, seeking help needs to be encouraged by first acknowledging the deep impact that results can have on a student's mind, thinking and way of viewing the self.

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Recognise when a student shares negative feelings, thoughts about the self or the world or life, feels helpless or hopeless, shows substantial shifts from typical ways of eating, sleeping or behaving — it could be an indicator of a potential problem. 

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A change in sleeping patterns can reflect an uneasy, disturbed mind. Please note such crucial signs. (Representational image: Reuters)

In such times, the student needs maximum support from all quarters — peers, family, teachers, and school. It is crucial to maintain a non-confrontational, relaxed approach that is geared towards problem-solving and determining the next steps. Blame and guilt have to be avoided. Instead, reinforcing the positives and helping the student separate the identity that she has developed from the marks obtained is critical.  Every person plays a critical role in shaping the narrative and ensuring self-care.

A collective approach is essential

Families, friends and teachers play a prominent role in supporting the student through this difficult experience — awareness programs sensitizing students about the impact that experience like failing exams can have on them is important. This enables the building of empathy and sensitive responding to those who may be struggling. Building school mental health programs by enlisting school counsellors and external agencies to work collaboratively is a step forward. 

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A failed exam attempt does not signify a failure in life. It is necessary to separate the two aspects here. (Representative image: Reuters)

Simultaneously, the media and government agencies need to play a strong role in building protective systems. Creating a suicide prevention policy is a strong need in current times. Guidelines for the sensitive reporting of suicides are available which, if followed by media, can help prevent further suicides from occurring. Children are impressionable and easily tempted to emulate others. Providing information about helplines where students can call and seek support is necessary.

Public-private-partnerships, allowing for collaborations between government agencies and private players can be helpful in extending the outreach of programs geared towards prevention and building life skills in students substantially.

It is also crucial to utilize the Digital India platforms to enhance the geographic spread of these initiatives.

Failing doesn’t make a failure

It is important to remember that failing an exam does not make one a failure for life — segregating these two aspects is necessary for taking steps towards maintaining the well-being of students. Every person, regardless of how brilliant and bright, has experienced a failed attempt in regards to something during the course of their life. Some may have failed a test, others a relationship, some in learning a skill, others in executing an action.

Having failed in no way reflects a trait or characterises an individual as being a ‘failure’ in life or not being good enough to do anything — it is through failing that people learn to succeed. We value success and fight hard against failing once we have experienced what it is like to not do well at something.

Build resilience

The solution lies not in de-emphasizing the exaggerated importance of exams and results alone. There is a corresponding need to enhance the resilience of students by imparting them with the right life skills. This process starts at an early age and requires a diverse focus on aspects like problem-solving, decision-making, coping and lifestyle management, to name a few. Such programs need to become a part of the academic curriculum to ensure students are able to effectively manage their emotions and responses to stressful situations.

Concurrently, schools and parents need to be aware of various signs that can indicate a deficit in the child’s ability to cope and manage a difficult situation. Identification of such challenges at an early stage creates the space for timely intervention — which can go a long way in preventing students from making irrational choices.

Last updated: May 04, 2019 | 16:37
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