Why life’s meaning can’t be measured in marks

In today’s increasingly competitive world, academic ranks and examination results have emerged as dominant indicators of success. From school notice boards to national headlines, numerical scores frequently determine recognition and reward. While it is undeniable that ranks serve to assess academic achievement, it is equally important to acknowledge that they do not define the true meaning or value of life.

Education was originally conceived as a holistic process aimed at nurturing curiosity, character and critical thinking. Over time, however, this vision has been overshadowed by an excessive emphasis on performance metrics such as marks, grades and ranks. As a result, students are often conditioned to believe that a single examination has the power to determine their future prospects, self-worth and social status. Consequently, this narrow interpretation of success places immense pressure on young minds, frequently at the expense of mental health and emotional wellbeing.

It is important to acknowledge that ranks do serve a functional purpose. For instance, they assist educational institutions in evaluating performance, allocating opportunities and maintaining academic standards. Nevertheless, they represent only a limited dimension of an individual’s potential.

Qualities such as creativity, empathy, resilience, leadership and ethical values, traits that truly shape individuals and societies, cannot be quantified through rank lists. Indeed, history provides numerous examples of individuals who did not excel academically yet went on to make remarkable contributions in fields such as science, art, social reform and entrepreneurship.

Moreover, the increasing prevalence of stress-related issues among students is a matter of serious concern. In particular, anxiety, depression, burnout and, in extreme cases, loss of life underscore the dangers of over-emphasising academic rankings.

When achievement is reduced solely to numerical outcomes, perceived failure can become emotionally devastating. This perspective, however, overlooks a fundamental truth: life is not a race with a predetermined finish line, but rather a continuous journey shaped by experience, learning and personal growth.

Furthermore, life derives its meaning from relationships, purpose and the capacity to adapt and persevere. A student who learns from setbacks, explores diverse interests and develops emotional resilience is therefore better equipped to face real-world challenges than one who excels exclusively in examinations. In this sense, true education should empower individuals to think independently, act responsibly and contribute meaningfully to society, rather than merely outperforming their peers.

In addition, parents, educators and institutions play a pivotal role in reshaping prevailing narratives of success. Specifically, encouragement should prioritise effort over outcome and progress over perfection. By celebrating diverse talents in sports, arts, community service and innovation, students can be guided to recognise that success manifests in multiple forms.

Similarly, open discussions about mental health and failure can foster a supportive environment in which students feel valued beyond their academic performance. Ultimately, as a society, there is a pressing need to redefine the concept of success. Although ranks may open certain doors, they should never close minds or diminish self-worth.

Life’s true meaning lies in balance, striving for excellence while safeguarding wellbeing, pursuing ambition without losing compassion and recognising that human value cannot be confined to a scorecard.

While ranks may assess achievement, life defines meaning. When education aligns with this broader understanding, it can truly fulfil its purpose, not merely producing high achievers, but nurturing fulfilled, resilient and humane individuals.