In classrooms and households across the country, examinations are often seen as decisive moments that determine a child’s future. In keeping with the vision of Prime Minister Narendra Modi—who, through Pariksha Pe Charcha, has championed a student-friendly and stress-free education system—it is important to remind ourselves that exams are not meant to be sources of fear, but opportunities for learning, reflection and self-discovery. The PM’s consistent message has been clear: marks should never define a child’s worth.
Unfortunately, society often interprets lower grades as a sign of failure or personal inadequacy. This habit of judging a student’s value solely through academic performance has distorted our understanding of what grades truly represent. Too often, a single score is mistaken for the total measure of a student’s diverse abilities and potential.
The emotional toll of this mindset is visible in disappointment, embarrassment, fear and helplessness. Persistent academic struggle can even lead to what psychologists describe as ‘learned helplessness’, where students begin to believe that effort no longer matters. At this stage, curiosity—the very heart of learning—slowly fades.
The spirit of Pariksha Pe Charcha seeks to correct this misunderstanding by placing the student’s mental well-being at the centre of the exam process. It urges students, parents and teachers to see exams not as judgements on personal worth, but as milestones in a longer journey of growth.
Since its first edition on February 16, 2018, Pariksha Pe Charcha has grown steadily in scope and participation. What began as a town-hall-style interaction at Talkatora Stadium in New Delhi has evolved into a nationwide platform reaching millions of students through in-person, virtual and hybrid formats. Participation has expanded from a few tens of thousands in the early editions to over 3.5 crore registrations in 2025.
Grades are intended to measure a learner’s current level of understanding, skill and progress in a particular subject at a specific moment. They reflect performance, not permanent ability. While they may indicate classroom attention, reading habits and preparation, they are never absolute measures. A wide range of factors—such as anxiety, health, personal circumstances, learning styles, teaching methods and assessment formats—shape these outcomes.
Therefore, when a student performs poorly, there is always room for improvement. The right perspective is crucial. Grades are temporary indicators that highlight areas for growth. When treated as final judgements of ability, they damage self-esteem and weaken motivation. When understood properly as feedback, they become powerful tools for learning and development. In this sense, poor grades are not the end of the road, but signposts guiding students toward better strategies and deeper understanding.
Teachers play a decisive role in shaping how students interpret success and failure. When educators compare students with others or make negative remarks, they may unintentionally damage self-confidence. In contrast, when they explain mistakes clearly and offer guidance, they help students improve. By encouraging collaboration and valuing every learner beyond numerical scores, teachers can transform classrooms into spaces of growth rather than fear.
In many families, academic performance is closely tied to expectations and social status. When children underperform, parents may react with anger or comparisons, creating fear and pressure. Supportive responses, however, build resilience. By asking constructive questions and encouraging problem-solving, parents help children rebuild confidence and motivation.
Peers also influence how students cope with failure. By being understanding and offering help, students can support those who are struggling. Helping one another builds friendships and prepares students for real-life challenges.
In the end, what matters is not the grade itself but how it is understood and used. When seen as proof of failure, bad grades damage self-worth. When viewed as feedback, they become tools for improvement.
In this larger vision, Pariksha Pe Charcha stands as a transformative national platform that humanises exams and restores confidence in young minds. The PM has consistently reminded the nation that education is not a race for marks, but a journey of character, curiosity and courage. When grades are understood in this spirit, they do not weaken our children—they prepare them to face life with strength and wisdom.
(Views are personal)
Sukanta Majumdar
Union Minister of State for Education