SMITHA BHANDARE KAMAT
The recent tragic death of a young professional demands a relook at the preparedness of our students to face harsh realities of work life in particular and life in general. This write-up is not addressing the work culture rather an attempt is made to appraise the existing systemic academic measures. Do they equip our youngsters to navigate the day-to-day life challenges is the primary inquiry.
To begin with, the inhuman obsession with marks and grades are driving our kids to the brink of emotional and psychological breakdowns. This is evident by the rising cases of suicides in educational hubs like Kota. Unfortunately, when students are judged and given to understand that academic ‘success’ defines their worth, such a belief system that is pathologically and fundamentally flawed is established. A culture of defining unreasonable standards and benchmarks sets in, and can prove fatal in the long run. This whole exercise of straight jacketing our kids is not only unreasonable but outright foolish and needs a re-visit.
Under the guise of academic excellence, we are compelling fishes to climb trees and their inability to do so, gets them branded as ‘failures’ and disgrace. This analogy poignantly illustrates the misalignment between individual strengths and societal expectations.
National Education Policy, Swayam and other innumerable online courses being floated by reputed institutions, which are self paced, flexible is a step towards a more equitable and compassionate education model. The parents should be made aware of these alternatives to enable them to take informed decisions in the interest of their wards. This trans-generational despair to make kids ‘successful’ needs to be re-defined.
Educational institutions should digitally document healthy practices like physical exercises, meditation, mindfulness, etc. Often these sessions are not prioritised and pushed aside. However, studies have proved a healthy body and mind is instrumental in improving the emotional and spiritual quotient thereby creating a more holistic human capital.
Equally important is having library sessions. Students should be weaned away from their mobiles and be introduced to the world of books. Be it fiction, autobiographies, biographies, etc. It not only enhances imagination, creativity, but also improves critical thinking, cognitive functioning, and linguistic skills which will certainly help them in adulthood. Document these sessions for add on discussions and reviews to further engage and motivate students.
Ensure an inclusive environment, where group activities should be designed to encourage students to collaborate and cooperate with kids from diverse backgrounds and mindsets. This promotes acceptance, tolerance and teamwork as well as enhances communication, social and negotiation skills. This proves vital to facilitate and get them acquainted with office colleagues and other stakeholders at a later stage. Integrating such life skills into the curriculum, can shape and empower the student community to be capable and proficient to shoulder the responsibilities of adulthood.
Pressures come in various forms and modes. I had penned an article for this newspaper about Brand Culture pressuring kids. The peer pressure is undoubtedly higher in the case of first-generation learners and kids from strained financial backgrounds. This issue was to be addressed by introduction of uniforms. Though there was circular to that effect yet no concrete steps are seen in this direction.
And though the list is not exhaustive, I close with a note that - Teaching our students to say ‘No’ that ‘enough is enough’ is pertinent. I’m not advocating rebels and revolts, but kids should know to differentiate between what is permissible and what is not.
Inculcating discipline, building confidence and fostering values such as honesty, integrity, and boosting resilience will certainly help them to face the harsh reality sooner than later.