By Zahid Ahmad Lone
In the picturesque valleys of Kashmir, the pressure on students to excel in board exams is immense. The annual declaration of results often dictates the mood of entire families, casting a long shadow over the lives of students. But the pressing question remains: Do these marks truly matter in the grand scheme of life, especially within the unique socio-economic context of Kashmir? Historically, academic excellence has been the yardstick for success in Kashmir. The reverence for education is deeply embedded in the cultural fabric of the region. Given the limited job opportunities and the high unemployment rate, the importance placed on academic performance becomes even more pronounced. Board exam results are often seen as the gateway to higher education and lucrative job prospects, serving as the first filter in a highly competitive environment. Parents and educators alike believe that high marks can secure a bright future, leading to better career options and financial stability.
The high stakes associated with board exams inevitably lead to immense pressure on students. Family expectations play a significant role in this. In many Kashmiri households, children are encouraged, sometimes even compelled, to prioritize their studies above all else. The family’s reputation and prestige are often tied to the academic achievements of their children. This cultural backdrop creates a scenario where students feel they must meet these expectations to avoid disappointing their families. The psychological impact of this pressure can be profound. Students may experience anxiety, depression, and a sense of inadequacy if they fail to meet the high expectations set for them. The constant comparison with peers, fuelled by parental expectations, can erode self-esteem and lead to a detrimental focus on rote learning rather than genuine understanding and intellectual curiosity. Family reactions to board exam results can vary widely but often follow a predictable pattern. High achievers are celebrated and their success is broadcasted across social media platforms. Parents proudly share their children’s marks, and accolades, using these achievements as a testament to their upbringing and the value of education in their households. This public display of academic success can inadvertently increase pressure on other students within the community.
Conversely, students who do not perform well may face criticism, disappointment, or even shame. Negative reactions from family members can exacerbate feelings of failure and inadequacy, leading to strained family relationships and further psychological distress. The societal tendency to equate marks with intelligence and capability overlooks the diverse talents and potential each student holds.
To align with the changing global educational paradigms, Kashmir’s education system must evolve. This involves rethinking the weightage given to board exam marks and incorporating alternative assessment methods. Schools should emphasize skill development, critical thinking, and emotional intelligence. Additionally, career counselling and mentorship programs can help students explore various career paths beyond traditional professions.
Adopting a more holistic approach to education that values practical skills, creativity, and emotional intelligence alongside academic knowledge is important. This could involve project-based learning, continuous assessments, and extracurricular activities that nurture diverse talents.
Additionally, educating parents about the evolving nature of education and the importance of supporting their children’s interests and talents. Workshops and seminars can help parents understand how to create a supportive environment that values effort and learning over mere marks.
Moreover, implementing robust mental health support systems within schools to help students manage stress and anxiety. Counselling services and stress management workshops can provide students with tools to cope with academic pressure.
Introducing comprehensive career counselling programs to help students identify their strengths and explore a wide range of career options is equally important. This can reduce the pressure to conform to traditional career paths and highlight the value of varied professional opportunities.
There’s also the need to encourage community discussions about the value of education beyond marks. Highlighting stories of individuals who have succeeded through various paths can shift the narrative towards a broader understanding of success.
While board exam marks do hold some significance, especially in a competitive job market, they are not the definitive measure of a student’s potential or future success. In Kashmir, where students face unique challenges, it is imperative to adopt a more holistic approach to education. By doing so, we can create an environment that fosters all-round development, resilience, and well-being, preparing students not just for exams, but for life.
Ultimately, the goal should be to nurture well-rounded individuals who are capable of critical thinking, problem-solving, and innovation. By shifting the focus from marks to holistic development, we can help students in Kashmir and beyond realise their full potential, irrespective of the numbers on their report cards.
Views expressed in the article are the author’s own and do not necessarily represent the editorial stance of Kashmir Observer
- The author is a PhD scholar at The University of Kashmir
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