Looking back at my
board examination
experience in 1983, a staggering 41 years ago, I am struck by how the fear and pressure associated with these examinations still linger in my memory. However, with the wisdom and insight that comes with age, I now realise that board examinations, while important, offer only a quantitative perspective on a student’s abilities.
Thirty years of teaching at Miranda House and five years as Principal of the college made me keenly aware of how the board
results
of X & XII classes impact students and parents alike.
The cut-off marks across subjects have seen a phenomenal rise from 70% to 100%. Parents whose children could not achieve the cut-off of 99% and scored 96% or 97%, and who couldn’t secure admission to their desired college or subject, feel a sense of absolute dejection, passing it on to their children who view themselves as failures.
Society continues to use academic grades to judge a student’s merit and also measure parenting skills and the broader values of the family. Unhealthy comparisons, especially propelled by widespread sharing on social media, lead to mass hysteria of celebrating successes and declaring those who cannot achieve those marks as absolute failures.
While the Common University Entrance Test (CUET) or standardised tests have alleviated some of the burden on students, the idea of academic excellence continues to be measured by a single examination widely referred to as the board examination (including
CBSE
, ICSE, and other state boards). The National Education Policy (NEP) has also recognised the irrelevance of rote learning and encourages individualised learning paths with a focus on students’ unique talents, qualities and interest.
It is to be noted that the
mental health
of young people suffers immensely due to the disproportionate importance given by society to board examination results. The suicide rate in India following examination results is alarming. According to the National Crime Records Bureau (NCRB) report, the highest percentage of deaths was seen among people with secondary level education, amounting to 23.9% of all suicides (i.e, 13000) in 2022. The indispensability of having an empathetic approach toward the mental health of young people with enabling support networks, especially during this period, is to be widely accepted and recognised.
I wish someone had told my younger self, at 16/18 years old, that board results, apart from their utility in college admissions, do not significantly impact one’s larger academic and professional journey.
Many students who are seen as academic achievers with high percentages in their boards end up in college somewhere in the middle, while it is often the middle-level achiever with a more holistic and resilient nature who excels both academically and in navigating life’s complexities. The ability to understand that board examination results are not indicators of success in life but mere metrics of a particular examination must be instilled in parents, teachers, and children.
Many CEOs of leading companies are not necessarily the top achievers in their board examination or attended the best educational institutions. Instead, it is through experiential learning and hands-on training, along with problem-solving abilities, that they have achieved their positions. Moreover, employability and employment are not the sole indicators of success; the average performer in academics can also be a disruptive thinker, particularly in today’s world of innovators and startup enterprises.
It is, therefore, the collective responsibility of society to stop judging children based on board examinations and instead support them in achieving their dreams through holistic development focused on creativity, critical thinking, and empathy. These are the qualities that ultimately enable individuals to achieve their dreams and contribute to a peaceful and harmonious society.
- By Professor Bijayalaxmi Nanda, Principal, Miranda House, University of Delhi
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