A noticeable shift has occurred in the way marks and academic achievements are viewed. Not long ago, even a perfectly answered paper rarely earned a student a full score of 100/100. Today, that philosophy seems almost forgotten. Competition among students has intensified to unprecedented levels. High marks are no longer rare—they are expected. This raises an important question: what happens if everyone scores 100/100? Are marks alone sufficient to shape the future of our children? The answer is clearly “no.”
As parents, many of us feel happiness when our children perform well academically. It is a natural response. Historically, we believed that students with high marks often secured better positions in life, and this belief has guided our expectations. However, the reality today is far more complex—and, at times, disturbing. Reports of extreme behavior among students—suicides due to exam failure, self-harm to meet quota requirements, and abuse at home in the name of academic pressure—are tragic reminders of a society that places marks above all else.
Are the students to blame? Or the parents who push them? While some bear responsibility, the larger culprit is society itself. The culture of measuring a child’s worth by marks has created pressure-cooker environments where children suffer silently and parents are forced into desperation. I have sympathy for the students struggling under this burden, and for parents facing social condemnation when they too are ultimately victims of this pressure.
Fortunately, times are changing. Today, we see children who may not excel academically still achieving extraordinary things in life. Some become innovators, entrepreneurs, artists, athletes, or skilled professionals. The world is full of examples of individuals who were once considered “poor students” but went on to make remarkable contributions. This awareness is slowly helping us shift our perspective: success is not defined solely by marks.
I recently attended a parent-teacher meeting at my son’s school. I could sense the tension he felt about what I might think of his marks. Teachers, too, often unintentionally add to the pressure by focusing solely on progress and scores. At the meeting, I made it clear that I am happy if my son excels even in one subject, and that academic scores are secondary to the formation of his values, character, and confidence. The change was immediate—teachers felt encouraged, and my son felt reassured. True education, after all, is about nurturing well-rounded, confident, and happy human beings.
“Let us work toward a society where children are encouraged to fail, learn, innovate, and grow without fear. A society where parents and teachers support the holistic development of every child. A society that celebrates uniqueness, effort, and curiosity—not only top scores.”
Society also needs to reconsider what we celebrate. Currently, we glorify academic success and public accolades, often labeling failure as disgraceful. But what if we celebrated resilience, effort, and learning from failure? What if failure became a stepping stone rather than a source of shame? This shift in mindset is essential for the mental and emotional well-being of our children.
Nowadays, a troubling trend has emerged where media often highlights students from rural or less privileged backgrounds primarily to showcase their hardships, as if struggle alone defines their story. These stories are shared widely, attracting clicks, likes, and attention, but they often ignore the fact that many rural children today have access to good education, resources, and opportunities. Talent and achievement are real everywhere, yet the focus remains on sensationalizing hardship rather than celebrating true potential. This reminds us that guidance, encouragement, and opportunity—not a narrative of deprivation—truly shape lives. The path to societal transformation will not be instantaneous. It requires awareness, patience, and courage from parents, educators, and communities alike. We must create an environment where children are motivated to explore their passions, embrace challenges, and grow as individuals—beyond numbers on a report card. While marks are important, they alone do not define a child’s success. A child’s creativity, resilience, values, and happiness are far more meaningful in shaping the future.
Let us work toward a society where children are encouraged to fail, learn, innovate, and grow without fear. A society where parents and teachers support the holistic development of every child. A society that celebrates uniqueness, effort, and curiosity—not only top scores. This vision is achievable if each of us chooses to change our mindset and practices. The journey may be long, but every step counts. Let us move toward a world where children are valued for who they are, not just what they score—and where every dream, effort, and curiosity is celebrated.
(The author is Associate Professor, Department of Management, President Institution’s Innovation Council, ITM Gwalior and an IIMA (FDP) Alumnus. He is alo certified Business Consultant of AIMA. The views, opinions and conclusions expressed in this article are those of the author and aren’t necessarily in accord with the views of “Kashmir Horizon”)
