Waseem Ahmad Yattoo
The annual examination season in Kashmir has once again brought thousands of students into examination halls, accompanied by the familiar mix of nervousness, expectations and hopes for a better academic future. With more than 97,000 candidates appearing in the annual regular Class 10 examinations conducted by the Jammu and Kashmir Board of School Education (JKBOSE), the period is significant not only for students but also for their parents, teachers and the education system as a whole.
The examinations began on Monday across 1,003 centres in the Kashmir Valley and the winter-zone areas of Jammu division. Of the registered candidates, 72,232 belong to Kashmir division and 25,268 to the winter-zone areas of Jammu division. The examinations are also being conducted in Leh and Kargil for a smaller number of candidates.
While the first Mathematics paper received largely positive feedback, with students describing it as balanced and manageable, the larger question is how students navigate the pressure that accompanies board examinations. The examination season has increasingly become a test of emotional resilience and time management alongside academic preparation.
For many students, Class 10 examinations represent an important transition in their educational journey. Performance can influence subject choices and shape expectations about future academic opportunities. However, the importance attached to these examinations should not turn them into a source of overwhelming anxiety. Marks matter, but they should not become the sole measure of a student’s ability, intelligence or potential.
The positive feedback on the Mathematics paper offers some reassurance. Students who entered examination halls feeling nervous found the paper easier than expected, while others considered it fair despite finding it somewhat lengthy. Such responses underline how preparation and confidence can influence a student’s experience of an examination. They also demonstrate why students should avoid judging a paper’s difficulty before attempting it.
One of the growing challenges during examination season is the influence of social media. Speculation about question papers, rumours about difficult examinations and unverified claims regarding marking patterns can create unnecessary fear. Students who spend valuable preparation time following such discussions risk losing concentration and confidence.
The sensible approach is to rely on official information, follow a realistic study schedule and concentrate on the syllabus rather than rumours. Teachers and parents should also discourage unnecessary comparisons between students and avoid adding to the pressure through unrealistic expectations.
Examination stress is not always visible. Some students may appear confident while struggling with anxiety, sleep deprivation or fear of disappointing their families. Others may find it difficult to balance schoolwork, tuition and revision. A supportive environment can make a considerable difference. Students need encouragement to prepare consistently, take adequate rest and approach each paper with a clear mind.
“Kashmir’s education system should prioritize fostering resilience, curiosity, and confidence over mere exam scores, ensuring failure is viewed as a minor set-back rather than the end of a student’s journey.”
Parents, in particular, must recognise that every child has a different learning pace and set of abilities. Comparing children with classmates, relatives or neighbours rarely improves performance. Instead, it can undermine confidence and create a fear of failure that persists beyond the examination hall. The purpose of education should be to develop knowledge, skills and independent thinking, not merely to secure high marks.
The responsibility also lies with educational institutions and the examination authorities. The Jammu and Kashmir Board of School Education has established 1,003 examination centres for the current Class 10 examinations and made arrangements for candidates with special needs. Eligible students are being provided additional time, scribes according to their disabilities and a concession in the passing criteria. Such measures are important for making examinations more accessible and ensuring that students receive appropriate support.
However, the quality of an examination system should not be judged only by the number of centres or the smooth distribution of question papers. It should also be assessed by its fairness, transparency, accessibility and ability to evaluate students’ understanding rather than their capacity to reproduce memorised answers.
As the examinations continue until November 18, students will face the challenge of maintaining consistency across different subjects. One difficult paper should not destroy their confidence, just as an easy paper should not encourage complacency. A balanced approach to revision, proper time management and a focus on understanding concepts can help students navigate the remaining schedule.
The examination season should ultimately be an opportunity to assess learning, identify strengths and prepare for future academic choices. It must not become a period in which fear overshadows education.
Kashmir’s students deserve an environment in which hard work is encouraged, individual differences are respected and failure in one examination is not treated as the end of the road. The real measure of an education system lies not only in the marks its students obtain, but also in the confidence, curiosity and resilience they carry forward. As the board examinations progress, that larger purpose must remain firmly in focus.
(Author is BVSC Student atAndra University. 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”)
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