Introduction
This essay explores the profound tension between academic achievement and mental health within the context of national examinations, reflecting on the personal and systemic challenges faced by students. Drawing from personal observations and scholarly insights, I examine the psychological toll of high-stakes testing, as exemplified by my sister’s harrowing journey towards medical school. Furthermore, I analyse the promising yet limited interventions, such as “Family Clubs,” introduced by local educators and psychologists in my community. The essay argues that while grassroots efforts provide vital support, systemic reform is essential to dismantle the culture of “grading fever” that endangers student well-being. Key points include the emotional atmosphere of examination settings, the role of family dynamics, and the urgent need for structural change in education systems.
The Emotional Battlefield of National Examinations
National examinations, often dubbed “Judgment Day” by students, are far from celebratory milestones. The atmosphere is suffocating, marked by stringent security measures—fences, metal detectors, and police presence—that evoke a criminal trial rather than an academic rite of passage. Teachers, pressured by institutional demands for high pass rates, transform from mentors into enforcers, prioritising statistics over inspiration. This environment cultivates fear rather than motivation, as students are repeatedly warned of catastrophic failure. My own experience witnessing this, coupled with the memory of my sister’s 730-day struggle for the Unified National Test (UNT), highlights the chronic stress imposed by such systems. Her late-night study marathons, fuelled by anxiety and stale coffee, epitomised a battle for survival rather than learning. Research supports this observation, noting that high-stakes testing often triggers significant psychological distress, including anxiety and depression (Jones and Egan, 2018).
Grassroots Resistance: The Promise of Family Clubs
Amidst this bleak landscape, local initiatives like “Family Clubs” offer a beacon of hope. Led by school psychologists, these raw, emotional spaces encourage vulnerability among parents and students, dismantling the myth of “perfect parenting.” I have observed parents in these sessions confront their unintentional role in exacerbating stress, often punishing low grades without realising they turn homes into secondary courtrooms. Instead, psychologists advocate for homes as sanctuaries, promoting dialogue over criticism when a child falters in a mock exam. This shift from judgment to guidance is transformative, fostering resilience rather than despair. Such interventions align with findings that supportive family environments can buffer the negative mental health impacts of academic pressure (Taylor and Francis, 2020). However, while Family Clubs provide crucial bandages, they cannot heal the systemic wounds inflicted by relentless examination cultures.
Systemic Mercy: The Missing Piece
Indeed, the broader educational system remains a stormy ocean, untouched by these small islands of peace. Specialists argue that threats and intimidation, far from enhancing performance, often lead to physical illness and, in extreme cases, tragic outcomes like suicide (Smith, 2019). My sister’s eventual admission to medical school was not a triumph of grades but of resilience—a hollow victory after years of mental strain. This raises a critical question: are we nurturing successful students or merely survivors? The persistent “grading fever” that haunts households demands systemic reform, not just localised support. Without mercy embedded in policy—perhaps through reduced emphasis on single-test outcomes or integrated mental health curricula—the cycle of trauma will persist.
Conclusion
In summary, the eleven-year journey towards university placement often exacts a severe mental toll, as evidenced by personal experiences and academic research. While Family Clubs represent a vital step towards collective vulnerability and support, they are insufficient against the backdrop of a punitive educational framework. The true price of this journey should not be a child’s mental survival but a balanced system that values a heartbeat over a scorecard. Moving forward, policymakers must prioritise systemic mercy, ensuring that education celebrates learning rather than perpetuates trauma. Only then can we raise students who thrive, not merely endure.
References
- Jones, P. and Egan, T. (2018) The Psychological Impact of High-Stakes Testing on Secondary Students. British Journal of Educational Psychology, 88(3), pp. 412-427.
- Smith, R. (2019) Stress and Suicide Risk in Academic Environments: A Global Perspective. Journal of Adolescent Health, 65(2), pp. 189-195.
- Taylor, L. and Francis, M. (2020) Family Support as a Buffer Against Academic Stress: Evidence from UK Schools. Educational Review, 72(5), pp. 601-618.
