Why Being a Good Student in India Was Never Good Enough
A personal reflection on marks, pressure, inequality, and everything the education system forgot to teach us
Since India won independence, it has done something extraordinary. It has built one of the largest education systems in the world, almost from scratch.
Imagine pushing centralized policies across a country this diverse, and that too at a time when it was left crippled after decades of exploitation by its invaders. Absolutely commendable.
Not only did it set up the system, but it also made education affordable and accessible to millions who never had it before. That is no small achievement.
That deserves recognition. But should we settle there?
If someone asked me, “What is an ideal education system for you?” My answer would be… one that is student- and teacher-centric.
Not one that rushes to complete syllabi, but one that focuses on building curiosity. A system where a child isn’t just memorizing that Mount Everest is the highest peak, but asks, “Why do mountains exist?” They inquisitively dig deeper. This teaches how to think, connect, and care.
Then, it prioritizes teachers. They are respected, supported, and fairly paid. I’ve seen brilliant, devoted teachers working in conditions that would exhaust anyone. And children? They can only grow as much as the teachers guiding them.
Does our current system come close?
Structure of the Indian Education System
Whenever I look back at my student life, it’s almost surreal how, along with our curriculum, our memories too are neatly time-zoned into class grades and education levels.
Pre-Primary
This is where it all began.
I don’t remember much, but I do remember our colorful classrooms. Learning rhymes. And our class teacher, Miss Sandra.
Writing letters and numbers in pencil for the first time. My red snack box with Goofy and other Looney Tunes characters on it. Getting golden stars if I scored well on tests.
Simple days.
Primary
Things started to get a little tricky here.
Since I was from Karnataka and part of this state board system, our primary grades extended from grade 1 to grade 7. Every subject grew more advanced with each passing year.
I still remember every PTM (Parents Teachers Meeting). My class teacher would say, “She is a good student, well-behaved, actively participates in class, and is great in extracurriculars. Her scores in most subjects are good, but she needs a lot of improvement in Math. She needs to focus.”
The problem was labeled as a lack of focus. But what next? No one tried to understand why I struggled only with Math and not other subjects.
This is also where I learned that being “good” means not good enough yet. And that being brilliant meant high scores. Whether those marks came from understanding or memorizing didn’t seem to matter.
And just out of curiosity, why is there no system where students can evaluate teachers, too?
Secondary
In the Karnataka State board, higher secondary included grades 8 to 10.
I woke up from my 7th-grade summer holidays, and the next day, I was a high schooler.
Everything changed overnight. Girls couldn’t hang out with boys as freely as we did until 7th grade. Our classroom seating was divided like a parliament. Right wing for the boys, left wing for the girls. Subjects multiplied. Math became the train I kept missing. Expectations grew, and comparisons became constant.
And the pressure of the 10th board exams? It felt like nothing less than a national crisis — for students, parents, and the school.
Higher Secondary
Most schools in other states consider 11th and 12th as high school, but not in the Karnataka state board. You see how diverse our country is?
The 10th board results were out, and we knew our first war had ended. Whether we had won or not. It had ended.
But clearing that exam unlocked the next battle level: stream selection. Science? Commerce? or Arts? I wish I could say I chose what I truly wanted. I did not.
Our education policy wasn’t flexible enough then, as today’s NEP 2020.
Higher Education
This stage gave me more freedom, but also more clarity.
By the time I finished my undergrad, I had studied in three different institutes, and they all had a few things in common —
Finish the syllabus on time.
Minimal student participation.
Not many group projects or tasks.
Which wasn’t surprising since this was never encouraged in earlier grades anyway. Teaching was mostly one-way. Some teachers even said, “Doubts only after class,” but by then, most of us were too drained or disinterested to ask.
The spark of curiosity was often short-lived.
The Chapters That Defined the Education System
When I look back on my academic journey, a few factors impacted it in both good and not-so-good ways.
Despite overpopulation and challenging living conditions, our education system stays highly structured and standardized. It hasn’t even flinched.
There is uniformity — not just in school dress codes, but also in clear curricula and defined textbooks. This creates consistency, especially in our multilingual and multicultural country. All great stuff so far.
But why is it so heavily examination-driven? Almost every stage of my education, be it from school to my master’s degree, was tied to tests — unit tests, board exams, and entrance exams.
Evaluation is important; we all get it, but it also needs to be meaningful.
The effort shouldn’t end after the declaration of final exam results. Gaps must be addressed with guidance and attention and better support systems so students can actually improve instead of carrying silent academic shame for years.
Another aspect that is given unnecessary importance is theoretical knowledge.
I spent years understanding concepts and writing them in exams, but rarely applying them. But it unknowingly built one important life skill, discipline. It gave me the ability to show up. To stay committed and finish tasks even if I didn’t enjoy them.
In many ways, it all shaped who I am today.
What Held Us Back Then and What Still Does
This part is harder to write.
Because while the system gave me a lot, it also took things I didn’t realize I needed.
Rote learning was constant. Exams became more than an evaluation. They became identity markers. I saw how a single mark could shift how someone saw themselves.
Teacher gaps were visible, too. I’ve had some incredible teachers, and I’ve also had teachers who were there just to do their job and be done for the day.
Then there was inequality.
I didn’t realize this until later. It was through my neighbors who struggled financially. Their kids went to government schools, and interacting with them is when I realized they were taught in regional languages. Their English teacher didn’t speak polished English himself.
Despite these challenges, they were still bright in most subjects.
Imagine if every student had the same resources, exposure, and opportunities. There may be uniformity in structure, but inequality in experience and exposure. This is a big divider.
And mental health? It barely existed in conversations. Stress was normalized. Burnout was glorified. Over-productivity was praised. These are harmful both mentally and physically, but were rarely acknowledged.
Our system is still struggling to integrate SEL(Social-Emotional Learning). These organizations help schools include emotional intelligence, self-awareness, and empathy within the syllabus from early grades.
A report says that in the U.S, 83% of schools had a structured SEL curriculum by 2024. In India, SEL is a policy aspiration in the NEP 2020, but only roughly 5–6 of the 28 states have implemented it. And even within those states, it isn’t covered thoroughly.
This not only helps the child to become emotionally stronger but also to grow into a responsible citizen with civic sense. There’s not a single day I come home without getting frustrated at least a zillion times. No, it’s not because of traffic. It’s how people behave in traffic and other public places. Most of them are educated, working professionals. Do you see the importance of not just education but quality education now?
Role of Government and Regulatory Bodies
Until recently, I only knew these government bodies by name.
Today, I care about education a lot more; I began exploring it deeply.
So be it various school boards. Or the UGC (University Grants Commission), which regulates higher education. Or the NCERT (National Council of Educational Research and Training) that designs curricula, which is pretty much the “official voice” of education for the majority of states.
These bodies shape the system, sure. But the student experience largely depends on how schools and teachers implement it in classrooms. And finally, how students receive it.
The Ideal Game Changers
If educational institutes are wondering where to start real change, start with students’ experience.
“People will forget what you said, people will forget what you did, but people will never forget how you made them feel.” — Maya Angelou
Think about your learning experience.
You may not remember every formula, definition, or chapter you studied in school. But chances are, you still remember how studying made you feel.
This is why I wish every school would encourage exploration. That every class felt exciting. If someone must be evaluated, their curiosity should come first. Their academic correctness later. Assessments shouldn’t only be academic; they should value creativity, emotional intelligence, problem-solving, sports, and arts equally.
Teachers must be better supported, trained, and well paid. Especially if we want to see more well-rounded students coming out of school.
Mental health should be a priority from early grades. The first lesson should be understanding oneself and others.
And most importantly,
Make learning fun again
