Educational settings provide opportunities for socialization and the development of peer relationships. Positive social interactions contribute to a sense of belonging and support, which are essential for good mental health.
However, from the lens of a university student (that will be none other than me), the academic environment created by educational institutes is one that comes with high pressure and stress.
Let’s talk about LUMS specifically, (though I know for a fact that there not much difference in other institutes either).
LUMS follows the relative grading system (something that everyone seems to love, including myself) but the kind of competitiveness it creates is deeply upsetting. Why is it that I am not only praying to get a good score but also for everyone else to not so that mine can materialize into a good grade eventually while others don’t matter? Why is it that someone else getting good marks is not means of inspiration anymore but that of anxiety? I thought we left this behind in school but maybe not. In an introductory level class, on seeing students sharing notes with each other on the class WhatsApp group the instructor reminded them of relative grading and how this help can lead to them suffering at the end, essentially deterring many from repeating the same in future.
It was only in one of the courses that had an absolute grading system that I saw what good, communal leaning can do. The instructor encouraged study groups so before every quiz students uploaded their notes on a google doc and helped one another prepare better. That is one course that I still remember concepts from even though I might never use them in future. Perhaps, it can be argued that this system is preparing us for the future in a way better than anything else as professional lives also involve such cut throat competition.
Not only the grading system, but the way everyone has to contribute in class discussions with our CP component is also a bit absurd. When in school, students used to speak up when they genuinely had something meaningful to say that could contribute to the ongoing class discussion but here that’s a rare sight which makes it a little sad. “CP wars”, as many call it have taken over and we just have to survive. The class becomes more about making a “CP point” and the anxiety that surrounds it, and not about paying enough attention in class to know what the conversation is.
There is another pattern that I have discovered in many courses where people with the most CP, often don’t do as well in mid-terms and finals (no evidence to support this so we’ll just consider this to be a random statement). Just so we are clear, though I have nothing against anyone who engages in these “wars”, I have been one of them until before this semester as we want the grade. I do blame the system though.
When you walk around the campus, especially during mid-term or finals week, it’s full of sleep deprived students with sunken eyes on their third cup of coffee trying to meet their deadlines. Many end up at EMS as well since the lack of care for oneself translates into deteriorating physical health. Their self-worth is defined by grades and CGPA (again, this includes me too which is unfortunate) which is extremely disheartening and a sad reflection of the systemic pressures ingrained in our educational systems.
It's time that we reevaluate the toll of systemic pressures on mental health and redefine success beyond mere grades (easier written than acted upon).