By: Malik Mohammad Usman
For decades, board examination marks have been treated as the ultimate measure of a student’s worth in India. From Class 10 to Class 12, these numbers decide college admissions, career pathways, parental pride, and often, a young person’s self-esteem. But what was once meant to assess learning has quietly transformed into a source of intense psychological pressure—one that is increasingly threatening student well-being across the country, including Kashmir.
Today, board marks are no longer just academic results; they have become emotional verdicts.
The High-Stakes Culture of Board Exams
In India, Class 10 and 12 board exams conducted by CBSE, JKBOSE, and other state boards act as decisive checkpoints. According to the National Council of Educational Research and Training (NCERT), students begin facing performance pressure as early as middle school, with board exams framed as “life-defining” milestones.
University admissions—especially for competitive institutions—often use cut-off percentages that cross 90%, narrowing opportunities for students who may be capable but do not perform well under exam stress. This marks-centric system places students into a single high-pressure funnel, where one examination can outweigh years of effort, skills, or personal growth.
The Psychological Impact on Students
Mental health professionals across India have consistently linked exam-related stress to anxiety disorders, depression, sleep disturbances, and emotional burnout among adolescents.
Psychiatrists at institutions like AIIMS and IMHANS Srinagar have observed that exam seasons bring a spike in student consultations, particularly for panic attacks, fear of failure, and psychosomatic symptoms such as headaches, nausea, and chest tightness.
Students often internalise marks as self-worth. A lower score is not seen as a learning gap—but as personal failure. This mindset fuels chronic stress and fear-driven studying rather than curiosity or creativity.
Kashmir’s Added Layer of Pressure
In Kashmir, this stress is intensified by limited higher education seats, fewer private institutions, and constrained job opportunities. For many families, education is seen as the primary route to stability and mobility, placing immense expectations on students to “score high at any cost.”
Teachers and counsellors in the Valley report that students often study for 10–12 hours a day during board years, sacrificing sleep, social interaction, and physical activity. Hostel students and those preparing away from home are especially vulnerable to emotional exhaustion and isolation.
When Marks Overshadow Mental Health
A disturbing trend is how mental health concerns are frequently dismissed during board years. Students experiencing anxiety or depression are often told to “adjust till exams are over” or that stress is “normal at this age.”
According to UNICEF India, academic pressure is one of the leading contributors to emotional distress among adolescents. Yet seeking counselling is still viewed as weakness, while relentless academic grinding is praised as discipline.
This culture normalises burnout.
The Reality: Marks Don’t Measure Potential
Educational psychologists argue that board exams primarily test memory, time management, and exam temperament—not intelligence, creativity, leadership, or emotional resilience.
Many high-achieving professionals today struggled with board exams, while some toppers later faced burnout or career dissatisfaction. Global education systems are gradually shifting toward holistic assessment models, but India remains heavily marks-dependent.
Even the National Education Policy (NEP) 2020 acknowledges this problem, calling for reduced exam pressure, competency-based learning, and multiple assessment opportunities. However, implementation remains slow and uneven.
Parents and Institutions: A Shared Responsibility
Parents play a critical role in shaping how children perceive marks. Constant comparison, unrealistic expectations, and fear-based motivation often deepen anxiety rather than improve performance.
Schools and boards must also move beyond ranking students solely by percentages. Life skills education, mental health awareness, career counselling, and flexible assessment systems are no longer optional—they are essential.
The Way Forward: Redefining Success
Board marks should inform learning—not define a life.
A healthy education system is one where students are allowed to fail, learn, and grow without fear. Where marks are seen as feedback, not judgment. Where mental health is protected as fiercely as academic achievement.
If India—and regions like Kashmir—truly want empowered, capable youth, it must stop treating board marks as the final destination.
Because no number on a marksheet is worth a student’s peace of mind—or their life.
