Mental health issue among students

Student suicide rates are alarmingly high in India, especially in cities like Kota, which has become known not only for its coaching institutes but also for the rising number of student suicides. This essay argues that the primary reason behind such extreme decisions is the overwhelming mental pressure created by societal expectations, narrow definitions of success, and the unhealthy environment in which competitive exam preparation often takes place.

Having gone through the process of preparing for a competitive exam, I can identify several factors that contribute to the troubled mental state of students. Across economic and social backgrounds, students face enormous pressure to succeed. Parents, peers, and society tend to impose a single expectation: clearing an examination. Other aspects of growth—such as physical fitness, mental well-being, emotional stability, social connections, and moral development—receive little appreciation. This narrow definition of success creates both external pressure and internal fear of failure.

In addition to this pressure, society has constructed a rigid idea of what a “successful student” must look like. According to this belief, a student must work intensely, focus only on studies, avoid distractions, limit social interactions, and avoid relationships with the opposite sex. This restrictive lifestyle often turns students into prisoners within four walls, giving them an extremely narrow view of life. When marks drop or self-doubt rises in such isolated conditions, the student sees no purpose beyond cracking the exam. Stress, loneliness, and a sense of inadequacy then combine to create overwhelming mental strain.

Competitive exams offer opportunities, but they also generate significant stress. This stress becomes unmanageable when society teaches students to believe that a single examination determines the worth of their entire life. The only sustainable solution is to expand this narrow vision of life. Students must be encouraged to view success more broadly. Building social connections, maintaining physical health, pursuing hobbies, and finding happiness in small aspects of life should be valued alongside academic achievement. Taking breaks, engaging in leisure activities, and developing a balanced lifestyle should be normalised rather than discouraged.

When students learn not to fear societal shame and begin to see life as larger than one exam, they are better equipped to deal with disappointment and stress. A wider, more humane understanding of life allows them to make rational decisions—whether to try again, choose a different path, or change direction—rather than resorting to irreversible actions like suicide.

In conclusion, student suicides are not caused merely by academic difficulty but by the immense psychological burden created by societal expectations and restrictive definitions of success. To address this crisis, we must shift our cultural mindset and promote a healthier, more holistic view of life—one that values balance, well-being, and the individuality of every student.