Exam pressure: Student suicides rise in state

Sowmya Raju | NT

Bengaluru: Recently, ChintaBAR, an independent student body at the Indian Institute of Technology Madras (IITM), issued a statement regarding the alarming rise in student suicides at IIT Madras and other IITs in India.

In the past three months, IIT Madras alone has witnessed four student suicides and multiple suicide attempts, prompting the need for urgent action. Unfortunately, this is not an isolated incident. Suicide cases due to exam-related stress are being reported on a daily basis across India, with students feeling overwhelmed and under intense pressure to perform well.

According to a report by the National Crime Records Bureau (NCRB) in 2021, over 1.5 lakh people in India died by suicide, with over 13,000 students being among them. Not very surprisingly, the report revealed that the top cause of suicide among students was the fear of failure in examinations.

In fact, 10,732 students under the age of 18 died due to this reason, and 1,500 suicides among people under the age of 30 were because of the same reason. Karnataka alone reported over 855 (6.5%) of the total cases. This trend is due to the extreme competition for education in Bengaluru as well as all over the country, where academic performance and ranking in competitive examinations define a person's excellence.

With central universities and leading institutions taking in only the top 0.1% of the students, the parents and teachers set the bar so high for the students leading to self-doubt that eventually pushed the students towards stress, anxiety and self-harming thoughts. To address this issue, we need to change the narrative around failure in exams.

Failure should not be viewed as the end but rather as an opportunity to learn and grow. Sheetal Amit Lakhani, a licensed clinical psychologist, NIMHANS suggests acknowledging failure and setting realistic goals for the future based on one's potential is the first step. Unrealistic goals often lead to disappointment and despair, which can be dangerous for vulnerable students.

She says, “ It is important to understand that you have had a failure in life, it does not mean you are a failure in life.” She then adds it is essential to de-stigmatise and talk openly about failure, encouraging students to seek support and help from their schools, families, or mental health professionals. Schools can play a critical role in promoting mental health awareness and supporting their students.

Mental health education programs can be introduced to teach students and teachers about mental health issues, how to seek help, and how to support peers who may be struggling. Schools can also employ counsellors or mental health professionals, or partner with local clinics to provide students with access to resources such as therapy, counselling, and support groups.

Additionally, schools can create a balanced and supportive learning environment that prioritizes student well-being over academic achievement. This can include reducing the emphasis on high-stakes testing, offering flexible grading policies, and promoting extracurricular activities that allow students to explore their interests and passions.

The need to recognise student suicides in the state is high and necessary action needs to be taken to prevent further loss of life. By changing the narrative around failure, providing mental health support, and promoting a supportive learning environment, we can help students thrive and achieve their full potential without putting their mental health at risk.