The recent announcement of Matriculation (SSC) examination results across various educational boards, including Peshawar, has once again exposed several grim realities of our teaching system and societal attitudes. The atmosphere of despair and tension that erupts in homes where students secure lower marks than anticipated is not merely a temporary distress; its impacts are far-reaching and, at times, devastating. A heart-wrenching and chilling example of this occurred following the recent Peshawar Board results, where a student tragically took their own life, unable to bear the psychological pressure of poor marks or failure in the exams. This tragedy serves as a poignant reminder of how crucial a parent’s role is in deciding a child’s life or death when students are already grappling with internal turmoil during this sensitive phase. It is deeply alarming that, as a result of societal pressure and this senseless race for grades, the tendency toward severe and unfortunate psychological distress among students is rising dangerously.
Our collective educational structure and family environments still shy away from accepting the psychological reality that every student’s mental capacity, intellectual inclinations, and learning abilities are not identical. In a traditional, patriarchal, and hyper-competitive society, children are often reduced to a grade sheet or a certificate of success. When a child fails to meet expected standards, a relentless cycle begins—subjecting them to taunts, comparative humiliation with peers, and a complete dismissal of their capabilities. This shatters their fragile nerves. Childhood and adolescence lack emotional maturity, and when accusations of failure echo from all sides, a child begins to feel utterly isolated and helpless in this world.
It is a grave misconception to believe that performance can be improved through harshness or fear. According to psychologists, young minds nurtured in an environment of fear and coercion lose their creative faculties and the resilience needed to cope with crises. A few numerical digits or examination papers can never be the ultimate measure of a human being’s intelligence, determination, and future potential. History is replete with countless examples where individuals with ordinary academic performances later achieved extraordinary milestones in practical life and the arts. Therefore, treating a single examination failure as the end of life is a serious cognitive fallacy—one whose heavy price was paid by the Peshawar student with his life.
Against this backdrop, parents and guardians urgently need to fundamentally change their attitudes. This is not the time to punish or humiliate children, but rather to stand shoulder-to-shoulder with them. Parents must act as a strong support system and sincere mentors during this critical juncture of results. It is imperative to make children realize that life is far vaster and more beautiful than examinations, and that a setback or lower grade does not close the doors to the future; rather, it is the first step toward learning and adopting a new strategy.
Let us demonstrate maturity, compassion, and insight at this delicate crossroads. Consider this tragic incident from Peshawar as a wake-up call, and safeguard our children’s mental health, psychological balance, and precious lives from being sacrificed on the ruthless altar of grades. Assure them that they are far more precious and valued to us than any degree or object in this world.
Also Read: Beyond the Barrel: The Urgent Case for Structural and Administrative Reform in Pakistan
Today's E-Paper