Mitigating student suicides amid academic pressures

BY OLUFEMI ADUWO

The crushing weight of academic failure can propel young individuals into profound despair, with tragic suicides underscoring the urgent need to confront this global predicament. As a parent, the anguish of losing a child to such desolation is inconceivable, necessitating a rigorous examination of the forces precipitating these tragedies.

This discourse elucidates the multifaceted causes of student suicides linked to academic setbacks in secondary schools and universities, with particular emphasis on parental influence, drawing upon illustrative cases and proposing empathetic, actionable strategies to forestall future losses. In high-stakes educational systems worldwide, academic attainment is a linchpin of social mobility and familial prestige. Stringent examinations, whether for secondary qualifications or university admissions, exacerbate competition due to constrained opportunities, transforming perceived failure into public ignominy that intensifies stress to intolerable levels.

A student’s inability to surmount thresholds for coveted courses or institutions can render aspirations unattainable, particularly in systems bereft of alternative pathways. In collectivist societies, cultural imperatives intertwine individual achievement with familial honour, rendering academic success a collective obligation. A suboptimal result may be construed not as a personal misstep but as a communal disgrace, ensnaring students in a vortex of despair. Socioeconomic exigencies amplify these pressures, particularly in resource-scarce environs where education represents the sole conduit to financial security. The allocation of limited resources to schooling or university fees elevates the stakes, rendering failure a perceived betrayal of familial sacrifices. For young women, gendered expectations may impose additional scrutiny, compelling them to validate their worth through academic prowess.

This confluence of societal forces engenders a perilous milieu where failure assumes catastrophic proportions, impelling students towards the precipice, whether navigating secondary education or the competitive terrain of higher learning. Psychologically, academic failure can unleash a maelstrom of emotional and cognitive distress, engendering shame, worthlessness, and hopelessness that may precipitate suicidal ideation. When students internalise academic performance as a measure of their intrinsic value, a subpar examination result or failing a university module can crystallise sentiments of inadequacy. Feelings of isolation and burdensomeness—believing they have dishonoured their family or squandered resources—can foster the notion that their existence is a liability. Academic pressure frequently intersects with latent vulnerabilities, such as anxiety or depression, heightening suicide risk.

Incessant comparison with peers and apprehension about an uncertain future erode resilience, leaving students teetering on the brink. The stigma surrounding mental health in numerous cultures deters students from seeking succour. Societal expectations of emotional stoicism, particularly under gendered pressures, discourage candid discourse about psychological struggles.

Students may conceal their distress to evade judgment, a silence born of cultural norms that isolates them, whether confronting high-stakes school examinations or university challenges. This reticence compounds their plight, leaving them to grapple with their anguish in solitude. Parents, as primary custodians, exert profound influence over their children’s emotional milieu. Supportive parenting—characterised by warmth, empathy, and the conferment of autonomy—can fortify resilience, affirming a student’s worth beyond academic metrics.

Conversely, parenting replete with excessive criticism or unrealistic expectations can exacerbate distress, intensifying feelings of inadequacy. In many societies, parents perceive academic success as a reflection of their sacrifices, inadvertently imposing immense pressure on children preparing for school-leaving examinations or pursuing university degrees. Subtle expressions of disappointment or the imposition of unattainable goals can amplify a student’s sense of failure. Yet, parents are not wholly culpable; many operate within cultural and economic constraints, driven by ardent aspirations for their children’s prosperity.

Fear of communal censure may also dissuade parents from seeking mental health support for their offspring. This tragedy transcends geographical and educational boundaries. In India, a 17-year-old student took his life in 2019 after failing to qualify for a medical entrance examination, leaving a note articulating shame for disappointing his parents. In South Korea, a 16-year-old girl died by suicide in 2021 after receiving suboptimal grades, citing relentless pressure from parents and educators.

These cases epitomise a global paradigm wherein academic failure, compounded by societal and parental expectations, propels young individuals into despair, whether in secondary or tertiary education. The aetiology of these tragedies emanates from competitive educational systems with high-stakes assessments and limited opportunities, fostering pressure-cooker environments.

Cultural imperatives to uphold familial honour render setbacks collective failures. Psychologically, such setbacks trigger worthlessness, particularly when students compare themselves to peers or fear disappointing their families. Parental influence can exacerbate distress if expectations are exorbitant or emotional support is deficient. The paucity of mental health resources and the stigma surrounding help-seeking isolate students, leaving them bereft of solace .As a parent, the contemplation of a student’s final moments, laden with unspoken anguish, is profoundly disquieting.

To avert such tragedies, a multifaceted approach is imperative. Governments must ameliorate structural pressures by expanding access to higher education and promoting vocational training to mitigate the do-or-die mentality surrounding academic assessments. Educational institutions should institute programmes fostering emotional resilience, equipping students to navigate setbacks with fortitude.

Destigmatising mental health is paramount, with schools and universities employing counsellors versed in suicide prevention and governments funding accessible services. Public campaigns can normalise help-seeking, cultivating a culture where vulnerability is met with compassion. Parents require guidance to foster supportive environments, with workshops promoting empathetic parenting that validates emotions and tempers expectations. Prioritising a child’s well-being over academic metrics can affirm their inherent worth, whether in secondary or tertiary education.

Fostering social connectedness through peer support groups in educational institutions can enable students to share experiences and coping strategies. Community initiatives, including faith-based networks, can reinforce the notion that no one is alone in their struggles. Therapies tailored to adolescents and young adults, focusing on emotional regulation and cognitive reframing, can mitigate suicidal behaviours, with familial involvement to strengthen relational bonds.

These tragedies constitute an impassioned summons to heed young individuals, to perceive beyond grades the human yearning for acceptance. By reforming educational systems, destigmatising mental health, and cultivating supportive parenting, we can honour those lost and ensure no further young lives are extinguished by the silent agony of perceived failure.

Olufemi Aduwo is the permanent representative of  CCDI to the United Nations. He can be contacted via [email protected]