Mental health deserves a place on every report card

"Why are we taught algebra but not how to manage anxiety alongside it? Why do our report cards reflect our grades but not our state of mind?

Globally, mental health struggles among teenagers have reached alarming levels. According to a 2021 UNICEF report, one in every seven adolescents aged 10 to 19 lives with a diagnosed mental health disorder – ranging from depression and anxiety to behavioural and emotional disorders. That is about 166 million young people worldwide. However, the real numbers may be even higher, as mental health issues often go undiagnosed due to stigma or lack of access to mental health services.

Let us talk about Bangladesh's situation, which is just as urgent – and alarming. A joint study by the National Institute of Mental Health (NIMH) and WHO Bangladesh revealed that almost 20% of adolescents in the country exhibit signs of mental health issues, including anxiety, depression, and behavioural disorders.

Yet, shockingly, fewer than 3% of them receive any form of mental health support or treatment. The gap between need and access is vast and deeply concerning.

In our exam-centric culture, students are often judged by grades alone. The pressure to achieve high scores in SSC, HSC, O-Level, or A-Level exams can be overwhelming. Many students fear disappointing their families or damaging their futures, leading to chronic stress, panic attacks, and burnout.

Let us take a moment to reflect on 12 May 2024, when SSC results were published – a day that reminds us how grades can become a matter of life and death.

In Syedpur, Nilphamari, 16-year-old Rafsan Jani Emil, a student of Lions School and College, took his own life that afternoon. According to police and family sources, Rafsan had hoped to secure a perfect GPA-5, but when the results were published, he found he had received a GPA-4.89. Unable to cope with the disappointment, he quietly entered his home and hanged himself. Rafsan was the son of Abdur Rahim and was known to be a bright, ambitious student.

That same day, in Noakhali Sadar Upazila, Tanzina Akhter Jhumi, also 16, was found hanging in her home after failing mathematics in her SSC exams. A student of Kalitara Muslim Girls Academy, she reportedly took her life around 1:30pm while her mother was in the kitchen. Tanzina's body was laid to rest in the family cemetery later that night. Fakhruddin Mahmud, the local Ward No. 9 Councillor, confirmed the tragic details and expressed grief over the incident.

These are not isolated cases. Reports confirmed that at least eight students across Bangladesh ended their lives on the day SSC results were released, in districts including Noakhali, Nilphamari, Thakurgaon, Mymensingh, Jhenaidah, Gopalganj, Habiganj, and Magura. Additionally, three more students were hospitalised after suicide attempts.

Rahul Sarker, a lecturer at BGC Trust University, said, "Academic pressure helps to bring out the best in students, but more often it breaks down their mental health when they fail to bear the overload."

Dr Mahjabeen Haque, Professor in the Department of Educational and Counselling Psychology at the University of Dhaka, has stressed the importance of removing the stigma surrounding mental health to prevent suicides. She pointed out that at least 10,000 people commit suicide annually in Bangladesh, emphasising the need for increased awareness and support systems for mental health care.

Maisha Rahman, a student from Scholars' School and College, said, "I scored straight A's but felt empty inside. Nobody asked if I was okay." She had recently completed her board exams with flying colours –- the kind of grades most parents and schools celebrate. But behind her success was a silent battle with anxiety, self-doubt, and exhaustion. She described how praise from others began to feel hollow, as the pressure to maintain her academic status stripped the joy from learning. "At some point, I was not studying because I wanted to," Maisha shared. "I was studying because if I did not, I felt like I would lose my worth."

If we truly want to prevent more tragedies and ensure our youth grow up resilient and emotionally healthy, then the system must change – not just at the policy level, but within the very walls of our classrooms. Thankfully, some schools in Bangladesh have already started leading the way.

Sunbeams School in Dhaka has emerged as a trailblazer in student mental health awareness. Each year, the school hosts a dedicated Mental Health Week, featuring workshops, open forums, and peer-led group therapy sessions. The goal is not just to provide coping tools, but to create an environment where it is okay to not be okay. Their peer mentoring programmes are helping reduce stigma by encouraging students to look out for one another and speak openly about their struggles.

At International School Dhaka (ISD), mental wellness is embedded into the educational fabric. The school has certified counsellors available on campus, and their curriculum includes Social-Emotional Learning (SEL) – a framework designed to help students develop empathy, emotional intelligence, and healthy coping strategies. It is not just about learning maths and science, but about learning how to navigate life.

Meanwhile, Mastermind School has taken practical steps to support students during their most vulnerable moments: exam season. The school conducts stress management sessions before major assessments, teaching relaxation techniques, time management skills, and ways to handle pressure. 

Even more impressively, the students themselves are taking initiative. With student-led mental health clubs and awareness campaigns, Mastermind is proving that young people are not only willing, but eager to change the narrative around mental health.

Students today are not just asking for less pressure – they are asking to be heard. "We want a space to talk about what we are going through without being judged," said one student. Another asked, "If my panic attack affected my exam, why should not that be considered?"

Instead of only measuring grades, schools could also recognise emotional growth. Self-reflection journals, emotional resilience check-ins, and participation in wellness programmes could be small but powerful additions to the report card – not to grade mental health, but to support it. In a time of rising student distress, acknowledging well-being is no longer optional – it is urgent.

Grades may measure performance, but they do not capture pain, pressure, or personal growth. If we want to truly support the next generation, mental health must be part of the academic conversation, not after the breakdown, but before it begins. It is time we stop treating well-being as an afterthought and start making it part of the system.

Sketch: TBS

Fardin Hossain Yen is an incoming undergraduate student and Brown and Gold Scholar at Rowan University, US. 

Disclaimer: The views and opinions expressed in this article are those of the author and do not necessarily reflect the opinions and views of The Business Standard.