Excelling In Academia But At What Cost

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A recent tragedy in the country has sparked public conversation about academic pressure and its consequences.
While the case has gained attention with speculation pointing to exam stress as a possible cause, it is important to remember that such incidents are rarely the result of a single factor.
Factors such as complex family dynamics, health issues, or many unseen struggles often lie beneath the surface. Out of respect for the affected individuals, we must refrain from drawing hasty conclusions or sensationalising their grief.
Instead, we should turn this moment into a reflection of how we, as a society, are raising and supporting our young people.
This tragedy does serve as a reminder of a growing concern: the intense pressure many Malaysian youths face to excel academically, often at the cost of their mental health and personal identity.
Academic pressure, a silent epidemic
Academic pressure is not new in Malaysia. We see it in the need for private tuition, back-to-back exam preparations, and the societal obsession with perfect scores or “straight A’s”.
When the ultimate measure of success is narrowed to examination results, students often experience intense exam stress, or academic burnout when it become chronic stress, exhaustion, and a feeling of loss of purpose.
These pressures come at a cost. Many students experience anxiety, depression, and even thoughts of self-harm, with academic stress as a major factor.
In recent years, more students have chosen not to pursue higher education, not just due to financial reasons, but possibly because of stress and burnout. This trend remains deeply concerning.
It’s time we reflect seriously: are we nurturing students to thrive in life, or merely training them to succeed in exams? What we truly need is to prioritise resilience, emotional well-being, and personal growth alongside academic development.
Education should not just help students perform, but empower them to face life’s challenges with confidence, adaptability, and purpose.
What can be done?
We can and must do better. These recommendations are not limited to school-aged students; they are equally important for young adults in tertiary education, who continue to face significant academic and psychological pressures.
1. Redefine success as a society
We need to move beyond exam-centric definitions of success. Students should be encouraged to explore and develop their talents in diverse areas such as the arts, sports, leadership, and community service.
Recognising different forms of intelligence and contribution can help reduce the stigma associated with academic underachievement and promote a more inclusive sense of purpose and well-being.
Importantly, it is too easy to place the blame for academic stress solely on parents or educators. In truth, we as a community must also reflect on the role we play in reinforcing a culture of comparison.
Casual comments from aunties, uncles, and neighbours, asking about grades, university choices, or career paths, can contribute to a climate of pressure and judgment.
This societal scrutiny often drives parents and teachers to respond defensively, displacing their anxieties onto the children themselves by pushing them harder to meet narrow definitions of success. We ourselves must shift these cultural norms to truly support our youth.
2. Prioritise mental health support and supported education
Ideally, every school should be equipped with trained counsellors and dedicated mental health personnel. However, this may not be feasible in all settings due to resource limitations.
Therefore, it becomes essential to expand mental health literacy and skills among both youth and adults. Students need access to preventive programmes that teach emotional literacy, coping skills, and stress management.
Empowering peer support systems and creating safe spaces for emotional expression can significantly contribute to a culture of psychological safety within schools and communities.
At the same time, educators and school systems must be equipped to recognise signs of undiagnosed learning difficulties, such as dyslexia, ADHD, or other neurodevelopmental conditions that may affect academic performance.
These conditions are not only diagnosable but also manageable with timely intervention and rehabilitation.
Instead of punishing students for behaviours or struggles they cannot yet explain, we must train adults such as teachers and parents to ask the right questions, seek appropriate assessments, and provide the necessary support.
By doing so, we shift from a culture of blame to one of understanding and care.
Our education system must also institutionalise supported education, which is a structured approach that provides academic, emotional, and behavioural support tailored to students with learning or mental health challenges.
This includes accommodations, flexible learning pathways, and collaboration with multidisciplinary professionals.
We can ensure that no student is left behind due to invisible challenges by embedding supported education in both schools and universities.
3. Strengthen emotional intelligence in educators and parents
Educators and caregivers must be equipped to identify early signs of burnout, anxiety, and depression. Professional development for teachers and mental health literacy for parents can create a supportive ecosystem where children feel understood, not judged.
It is also crucial to address the often-damaging culture surrounding exam results. The tendency to compare, criticise, or shame students based on academic performance can erode self-worth and hinder resilience.
Adults must learn to respond with empathy, recognising that setbacks and “failures” are part of the learning journey.
Instead of punishment or scolding, students need emotional safety, which is a space where they are allowed to stumble, reflect, and bounce back stronger.
By modelling compassion and emotional regulation, adults can nurture not just achievement, but growth, grit, and lifelong confidence.
4. Provide optimal stress
understanding stress is key to supporting student growth
Being compassionate doesn’t mean removing all pressure or becoming too lenient. A certain amount of stress can be helpful as it can motivate students, build focus, and encourage effort.
However, when stress becomes too much, it can harm performance and lead to emotional distress. The goal is to find a healthy balance where students feel challenged but still supported.
Educators and parents must learn to recognise and manage this balance. The aim is to create an environment that challenges students enough to keep them engaged, without pushing them beyond their limits.
Timely intervention is crucial when signs of distress appear. At that point, rest, coping strategies, and emotional support are not optional; they are necessary.
Striking this balance is key to helping students build resilience and sustain motivation.
5. Strengthen community engagement

Community centres, NGOs, and universities can play a big role in supporting students’ well-being. These platforms help foster a sense of belonging, identity, and purpose, which are critical protective factors against academic and emotional stress through enrichment programmes, extracurricular activities, skills-building workshops, and mentorship opportunities.
Just as importantly, communities must be equipped with knowledge of local mental health resources and referral pathways. Awareness of where to seek help, such as counselling services, helplines, or accessible clinics, can make the difference between silent suffering and timely support.
This knowledge should be shared not only among students but also with parents, teachers, and extended community members.
We owe it to our youth to build an education system that nurtures, not breaks; that empowers, not punishes. A system where academic excellence is celebrated, but not at the cost of emotional well-being.
The future of our country rests not in grades but in the hearts and minds of resilient, healthy, and compassionate young people. - Mkini
NUR IWANA ABDUL TAIB is a Universiti Malaysia Sarawak psychiatrist and medical lecturer.
The views expressed here are those of the author/contributor and do not necessarily represent the views of MMKtT.

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