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Missing the mark?

Photo: Murali kumar k.

STRESS ON ACADEMICS There is so much pressure to excel in academics that extra-curricular activities invariably takes a backseat

The beginning of each new academic year sees parents and students making a beeline towards schools and colleges, tension and anticipation written large on their faces. It’s time for another year at the academic grind mill. Pass percentages are furiously compared, minimum cut off marks discussed, scope of various subjects on offer analysed. Given the volume of students completing class 10 and 12 each year and the limited number of seats in the few top-rated institutes, the pressure to perform beyond capable limits is understandable.

While competition may indeed be intense, the burning question is, can success be measured by academic excellence alone? Are institutes doing the right thing by focusing on academic performance alone?

Late last year the Central government had proposed to make mental health education a part of the curriculum for students from class eight to 10 across the country whereby an hour per week was to be devoted to topics such as dilemmas, stress, diet, life skills, to name a few. While health education, if made mandatory would go a long way in addressing issues, how many schools adopt a holistic approach to education, where the focus is beyond academic excellence?

Invariably, the class strength in a majority of schools exceeds 40, with some going over 60. This large number prevents personal interaction between student and teacher, with teachers blissfully unaware of any special needs of individual students.

Problems like teen aggression, insecurity, lack of confidence or specific psychological problems of individual students remain unnoticed and unaddressed. Even activities aimed at a student’s all-round development, such as sports and extra curricular activities are sacrificed in some institutions, to achieve higher pass percentages. “Failure to address the psychological demands of an adolescent can lead to psychosomatic disorder,” says Dr. Vijayamalathi, also a mother of a teenager. “A disturbance in the mind, be it peer pressure, lack of confidence, aggression, insecurity, if not addressed, can lead to ill health which can manifest in many ways. It is important for teachers to look beyond academics and understand the psychology of each child to handle them right.”

According to her, children should be given sufficient time to indulge in sports. “Sport is the greatest stress buster and mood elevator. It is far more important than a yoga session or a lecture on mental health, which children are reluctant to participate in.” She further adds that many schools sacrifice PE period for academics in higher classes, increasing stress levels of adolescents.

Defends Usha Mohan, Principal, India International: “Schools realise the importance of extending education beyond academics, but unfortunately parents want such a rounded education only till the eighth class. But the mindset is slowly changing, with more parents open to overall personality development of the child.”

International schools, with smaller class strengths, focus better on extra curricular activities.

The teacher-child interaction is far superior, allowing special needs of individual children to be identified.“Most schools have counsellors to address the needs of children, while special workshops are held for children and parents to counsel them on various issues,” she says.

Concurs Dr. Bindu Hari, Director, The International School Bangalore, “Education is beginning to become broad-based with music, art, and sports being included into core academic subjects. But all these activities need to be confined to the six hours that children spend in school, which means they need to indulge in a fair amount of free play at home. Unfortunately, television, computer, long hours of commuting, rob the child of the time that can be spent on free play.”

Reiterating the importance of physical activity as a major stress buster, she contends that children are forced into too many structured activities even after school hours.

Sums up Suvina, a high school teacher and mother of a teenager, “Invariably the syllabus in high school is packed, leaving little time for teachers and students to look beyond academics.

The situation is made worse by the large class strength. The culprit here is our system which rewards academic achievement more than a holistic education. This system puts pressure on parents as well as teachers to focus purely on academics with issues such as psychological needs and overall personality development taking a back seat.”

Perhaps what is urgently needed is a re-look into the prevailing system of education to make any changes possible and meaningful.

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