Every year, when the results of Class 10 and 12 are declared, society witnesses two contrasting realities. On one side, there are celebrations for students who score exceptionally high marks. On the other side, there is silence, disappointment, and emotional pain for those who score average or low marks. Unfortunately, in today’s society, intelligence is often judged only through marks, which is completely incorrect and psychologically damaging.

From a psychological perspective, Self-Worth Theory explains that when children begin to link their self-esteem with academic performance, poor marks are experienced not as feedback but as personal failure. This leads to feelings of shame, anxiety, and low self-confidence. Marks, therefore, become a threat to a child’s identity rather than a measure of learning.
During result days many people have been sharing result certificates on social media as status updates. While this may bring pride to some families, it unintentionally causes emotional distress to others. Social media reporters should restrict themselves from uploading the stories for few likes and comments. Encouraging students is good but it should never be at the cost of anybody’s suffering . According to Social Comparison Theory, constant exposure to others’ achievements leads individuals especially adolescents to compare themselves with peers. Such comparisons often result in feelings of inferiority, sadness, and psychological distress among students who score less.
One of the most harmful practices is comparison among cousins, neighbours, and classmates. Statements like “Look at your cousin’s marks” or “The neighbour’s child did better than you” create excessive pressure. Psychology shows that such achievement pressure activates fear of failure, increasing anxiety and sometimes leading to depression, panic attacks, or withdrawal from academic activities.
Children who achieve least marks are often criticized instead of being appreciated for their effort. This approach contradicts the concept of growth mindset, which emphasizes that abilities can develop through support and perseverance. When children are shamed for low performance, they lose motivation and develop a fixed mindset, believing they are incapable or “not intelligent.”
Today several students silently suffer from stress-related problems such as sleep disturbances, low self-esteem, emotional instability, and loss of interest in studies. In extreme cases, academic pressure can contribute to serious mental health concerns. This highlights the urgent need to shift our focus from marks to emotional well-being.
As parents, teachers, and society, we must recognize that marks reflect performance at one point in time, not a child’s overall potential. Instead of forcing children to meet unrealistic expectations, we should offer empathy, encouragement, and psychological safety. A supportive environment helps children build resilience and confidence.
In conclusion, marks should be treated as feedback, not a verdict on intelligence. When society values understanding over comparison and support over pressure, children can grow into emotionally healthy and confident individuals

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