Published: 01:49 AM, 19 October 2026
The Obsession With Running After GPA 5 Causes Abnormal Mental Stress to Students
In Bangladesh, the Secondary School Certificate (SSC) and Higher Secondary Certificate (HSC) examinations are considered important milestones in a student's life. These examinations influence admission opportunities, scholarship prospects and future academic plans. AA
Sanjana Bilkis Noor
In Bangladesh, academic success is often measured by a single number: GPA 5.00. For millions of students, obtaining a perfect grade point average in public examinations has become a dream, a social expectation, and sometimes an unbearable burden. Although good academic results can open doors to higher education and future careers, the growing obsession with achieving GPA 5 is creating abnormal stress among students. Instead of encouraging a genuine love of learning, the excessive emphasis on perfect results is turning education into a race in which students are judged by their grades rather than their knowledge, creativity, or personal development.
The pressure begins at an early age. From primary school to secondary and higher secondary levels, many students are repeatedly told that academic excellence is the only acceptable path to success. Parents, teachers, relatives, and neighbors often ask about examination results, comparing one student with another. A student who achieves GPA 5 is celebrated as a brilliant achiever, while another who receives a slightly lower grade may face disappointment, criticism, or humiliation. This comparison creates a competitive atmosphere in which students feel that anything less than a perfect result represents failure.
In Bangladesh, the Secondary School Certificate (SSC) and Higher Secondary Certificate (HSC) examinations are considered important milestones in a student's life. These examinations influence admission opportunities, scholarship prospects and future academic plans. Consequently, many students and their families regard GPA 5 as an essential requirement for a successful future. However, the belief that only students with perfect grades can achieve their ambitions is misleading. Success depends on various factors, including practical skills, communication abilities, creativity, perseverance, emotional intelligence, and the capacity to solve real-world problems.
One of the most serious consequences of this obsession is excessive psychological stress. Students often spend long hours studying, attending private tutoring sessions, and participating in coaching programs. Their daily schedules may leave little time for recreation, exercise, adequate sleep, or social interaction. Some students begin studying early in the morning and continue late into the night, fearing that a single moment of relaxation could reduce their chances of achieving GPA 5. Such routines can lead to exhaustion, anxiety, headaches, sleep disturbances, and difficulties concentrating. When these pressures continue for months or years, they can seriously affect students' physical and mental well-being.
The situation becomes more difficult when parental expectations exceed a child's abilities or circumstances. Most parents want their children to enjoy a secure and prosperous future, and their concern is understandable. Nevertheless, some parents unintentionally increase pressure by comparing their children with classmates, cousins, or siblings. Statements such as "You must get GPA 5" or "Your future will be ruined if you fail" can create fear rather than motivation. Children may begin to believe that their parents' love and respect depend on their examination results. As a result, they become reluctant to discuss their difficulties, mistakes, or academic weaknesses.
Teachers and educational institutions also have an important role in shaping this environment. In some schools, academic performance is treated as the primary indicator of institutional success. Schools may highlight the number of GPA 5 achievers to improve their reputations, attract new students, and demonstrate their competitiveness. While celebrating outstanding results is reasonable, excessive attention to statistics can encourage rote memorization and examination-oriented teaching. Students may concentrate on reproducing textbook answers instead of developing independent thinking, curiosity, and practical knowledge. Education then becomes a process of collecting marks rather than understanding the world.
The growth of social media has added another dimension to the problem. After the publication of examination results, students frequently encounter posts celebrating perfect grades, admission achievements, and academic awards. Although these accomplishments deserve recognition, constant exposure to other people's successes can intensify feelings of inadequacy among students who achieve lower grades. Some may feel embarrassed about sharing their results or fear being ridiculed by their peers. In a society where academic achievement is often displayed publicly, the pressure to maintain a perfect image can become emotionally exhausting.
Another troubling consequence is that students may lose confidence in themselves. A student who studies diligently but fails to achieve GPA 5 may conclude that they are unintelligent or incapable. Such beliefs can discourage them from pursuing subjects they enjoy or exploring careers that match their interests. In extreme cases, disappointment over examination results may contribute to severe emotional distress. Students experiencing persistent sadness, panic, hopelessness, or other serious symptoms need understanding and appropriate professional support. Families and educational institutions must take these warning signs seriously rather than dismissing them as ordinary reactions to academic pressure.
The financial circumstances of many Bangladeshi families can intensify the problem. Parents often invest a substantial portion of their income in private tutors, coaching centers, guidebooks, and examination preparation materials. Some families borrow money or sacrifice essential household expenses to support their children's education. When these investments are linked to the expectation of GPA 5, students may feel responsible not only for their own futures but also for their families' financial sacrifices. This burden can make examinations seem like a life-or-death contest rather than an opportunity to demonstrate learning.
To address this problem, a change in attitude is essential. Parents should encourage consistent effort, honesty, curiosity, and personal improvement instead of demanding perfect results. They should recognize that children have different abilities, learning styles, and interests. Rather than comparing siblings or classmates, parents can help students set realistic goals and develop healthy study habits. Providing emotional support after disappointing results is equally important. A child's confidence and well-being should never be sacrificed for the sake of social prestige.
Schools and colleges must also promote a healthier educational culture. Teachers should emphasize conceptual understanding, critical thinking, creativity, and practical skills alongside examination performance. Counseling services, mental health awareness programs, sports, cultural activities, and opportunities for recreation can help students manage academic pressure. Educational authorities should encourage institutions to assess their achievements through broader indicators of educational quality rather than focusing excessively on the number of GPA 5 recipients. Students should also have access to reliable guidance about alternative educational pathways and diverse career opportunities.
The media can contribute by presenting balanced stories about success. Reports about high achievers should be accompanied by recognition of students who succeed through technical education, vocational training, entrepreneurship, artistic ability, and other forms of talent. Society must understand that a perfect grade is an achievement, not a complete definition of a person's worth. Students who receive lower grades can still develop valuable skills, pursue higher education, build meaningful careers, and contribute significantly to the country.
Bangladesh needs an educated generation that is knowledgeable, confident, innovative, and emotionally resilient. Producing such a generation requires more than examination success. GPA 5 should be appreciated when earned, but it must not become an obsession that overshadows childhood, happiness, and mental health. The real purpose of education is to prepare young people for life, not merely to help them obtain perfect marks. Parents, teachers, policymakers, and society as a whole must work together to replace unhealthy competition with meaningful learning. Only then can students pursue academic excellence without being overwhelmed by fear, anxiety, and unrealistic expectations. A student's future should be shaped by their abilities, values, determination, and opportunities-not by a single number printed on an examination transcript.
Sanjana Bilkis Noor studies Business Administration in Southeast
University, Dhaka.
