Student Suicides: Burden of Dreams or Failure of the Education System?
— Lalit Gargg—
The recent incidents at the National Institute of Technology, Kurukshetra—where four students died by suicide within just two months—are not merely a tragedy of a single institution. They represent a profound indictment of Indian society as a whole, of our education system, and of our collective insensitivity. These events compel us to ask: what circumstances push some of the nation’s brightest young minds to give up on life? No student who has endured intense competition to reach such prestigious institutions chooses death lightly. Such a decision emerges only when darkness seems to surround them from every direction. This darkness is not merely personal—it is the cumulative outcome of social, familial, and institutional failures. The pressing question remains: are these suicides the result of the unbearable burden of dreams, or the failure of the system?
Today’s youth, often described as the future of India, are under unprecedented psychological pressure—crushed beneath competition and expectations. In education hubs like Kota, dozens of students die by suicide every year. These tragedies are often reduced to statistics, yet behind every number lies a living dream, a struggling family, and shattered hopes. Rising cases in cities such as Kota, Delhi, Hyderabad, and Chennai clearly signal deep-rooted flaws within our education system. This is not merely academic pressure—it is a crisis of mindset, where success is equated with life itself, and failure with its end. According to data presented by the Ministry of Education in Parliament, 98 students died by suicide in higher educational institutions between 2018 and 2023. The highest number of cases occurred in premier institutions such as the IITs, followed by NITs and central universities. These figures challenge the myth that only academically weak students suffer from mental stress. In reality, it is often the most talented and sensitive students who experience the greatest pressure—driven by high self-expectations and an inability to accept failure.
The problem is not limited to institutions alone. It also lies in a social mindset that defines success in narrow terms. From an early age, children are conditioned to believe that life’s sole purpose is to succeed in competitive examinations. Parents invest beyond their means—sending children to coaching centers, taking loans, and projecting their unfulfilled aspirations onto them. Under this immense burden, children begin to see themselves not as individuals, but as “projects.” When that project fails, they feel their very existence has lost meaning. The structure of our education system also contributes significantly to this crisis. It imparts knowledge, but fails to teach the art of living. Students are taught how to solve mathematical equations, but not how to cope with life’s challenges. They memorize laws of physics, but are not guided on maintaining emotional balance. Consequently, when confronted with real-life difficulties, they often break down.
Equally concerning is the changing nature of the teacher-student relationship. Earlier, teachers were not just educators but mentors and guardians. Today, this relationship has become largely formal. Many educators confine their role to completing the syllabus, rarely engaging with students’ emotional struggles or mental health concerns. This growing distance deepens students’ sense of isolation. It is paradoxical that a country known globally for its philosophy of balanced living and non-violence is witnessing a rise in such self-destructive tendencies within its educational institutions. These disturbing incidents have raised serious concerns among policymakers and society alike. While there is growing awareness, the question remains: will there be meaningful action?
There is an urgent need for structural reforms in higher educational institutions to reduce student stress. Institutions must establish systems that actively engage with distressed students—offering continuous support, fostering hope, and promoting positivity. Permanent counseling frameworks, involving trained psychologists and mental health experts, should be an integral part of campus life. The demand by Rajya Sabha MP John Brittas for government intervention is a welcome step. However, forming committees alone cannot resolve the crisis. Committees may submit reports, but they cannot bring back lost lives. What is required is a deeper engagement with the root causes and the implementation of long-term, sustainable solutions.
It would also be inadequate to view rising student suicides solely as a mental health issue. This is a broader societal crisis involving education systems, family structures, social expectations, and individual psychology. We must acknowledge that we live in a society where the blind race for success has overshadowed human sensitivity. Everyone aspires to move ahead, but few pause to consider those left behind. The solution cannot be limited to policy changes; it requires a social movement. First and foremost, we must redefine the purpose of education. It should not merely aim at employment, but at building balanced and resilient individuals. Mental health education must become an essential part of academic curricula. Students must be taught that failure is not the end of life, but the beginning of a new journey.
Secondly, parents must transform their approach. They must realize that their children are more important than their achievements. Instead of burdening them with expectations, they should encourage them to discover and pursue their own aspirations.
Thirdly, educational institutions must take greater responsibility. They should focus not only on academic excellence but also on students’ emotional and psychological well-being. Every institution must have a robust counseling system where students can freely share their concerns. Teachers, too, should be trained to identify behavioral changes and intervene at the right time. Finally, society as a whole must rediscover its sensitivity. We must understand that every life is invaluable—far more precious than any measure of success. We need to create an environment where young people can pursue their dreams without fear, and where even failure is met with dignity.
If we fail to act decisively, this crisis will only deepen. Every suicide is not just the loss of an individual, but a reflection of societal failure. The time has come to acknowledge this failure and work collectively to address it. Only then can we steer our youth away from this tragic path and guide them toward a brighter, more hopeful future.
—By Lalit Gargg
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