Examinations are an inexorable part of academic life, but for university students, the stress before exams often becomes overwhelming rather than motivating. Pre-exam stress is not merely about fear of failure; it is a complex issue rooted in academic pressure, poor scheduling, unrealistic expectations, and a lack of understanding of students’ diverse capabilities. If not addressed properly, this stress can severely affect students’ mental health, physical well-being, academic performance, and even their future opportunities.
One of the major causes of pre-exam stress is the absence of adequate preparatory leave. Ideally, students should be given at least one full week of preparatory leave before final examinations. If this is not possible, then the syllabus should be wound up gradually, leaving proper gaps between assessments. The last week before exams should be reserved for revision, not for quizzes, assignments, presentations, or project submissions. In reality, however, students often face the opposite situation. During the final week, they are burdened with continuous academic tasks, leaving them exhausted even before exams begin.
It is important to understand that a university student does not study only one subject. Most students have six to seven subjects in a single semester. Expecting them to revise all subjects while simultaneously preparing quizzes, completing assignments, and delivering presentations creates intense pressure. Instead of focusing on understanding and revising concepts, students spend the last crucial days simply trying to meet deadlines. This directly increases anxiety and reduces academic efficiency. the situation becomes even more challenging for hostel students.
Along with academic responsibilities, they must manage daily life tasks such as laundry, dishwashing, room cleaning, and other personal chores. When these routine activities are not completed on time due to academic workload, stress further accumulates. This combination of academic pressure and daily responsibilities creates severe pre-exam stress, which negatively affects both mental and physical health.
In some universities, strict policies regarding year back, dropouts, or academic probation further worsen the situation. A student may fail or repeat a year, leading to double stress financial loss due to wasted fees and emotional stress due to delayed graduation. Even if a student manages to pass and move forward, most scholarships still demand a high CGPA, which remains out of reach. This pushes students into financial stress, affecting their confidence, motivation, and mental health.
Many students are unable to cope with this level of stress. They begin to doubt their abilities and question whether they are capable of higher education at all. Thoughts of withdrawal, self-doubt, and failure become common. During this phase, students often start comparing themselves with others, which worsens their anxiety. Unfortunately, both society and sometimes even teachers fail to recognize that not all students have the same capabilities, learning styles, routines, or study patterns. Expecting uniform performance from diverse individuals is unrealistic and unfair.
In such circumstances, students face a painful dilemma: should they prioritize their health or their studies? Maintaining a good CGPA under extreme stress becomes increasingly difficult. When a student appears in exams while already mentally exhausted, the results rarely reflect their true potential. This directly impacts academic performance and future opportunities.
The consequences are even more severe for students from middle-class families. Many of these students witness their parents struggling financially, especially in times of inflation, to afford high university fees. Naturally, such students aim for scholarships, which often require a CGPA of 3.0 or higher. However, due to unmanaged stress and poor academic scheduling, students fail to maintain the required CGPA. As a result, they lose scholarship opportunities despite their effort and potential.
In some universities, strict policies regarding year back, dropouts, or academic probation further worsen the situation. A student may fail or repeat a year, leading to double stress financial loss due to wasted fees and emotional stress due to delayed graduation. Even if a student manages to pass and move forward, most scholarships still demand a high CGPA, which remains out of reach. This pushes students into financial stress, affecting their confidence, motivation, and mental health. Therefore, it is crucial for universities to reshape the education system in a more student-centered manner. Academic planning should allow students to balance studies with daily life, understand concepts deeply, and utilize in practical life without constant academic stress.
Universities should focus on learning rather than merely grading, and on student well-being rather than rigid schedules. A typical example from everyday life is a student who stays on campus all day and gets up early to attend back-to-back lectures. The student is required to finish unfinished tasks, make presentation slides, and reply to group project texts after returning to the hostel in the evening rather than editing schoolwork. Mental exhaustion comes in by the time these tasks are completed, leaving little energy for significant correction. The student consequently goes to bed late, wakes up tired, and continues the same cycle the next day.
In conclusion, pre-exam stress is not a personal weakness of students but a systemic issue. By providing preparatory leave, reducing last-minute academic pressure, acknowledging individual differences, and adopting flexible policies, universities can create an environment where students learn effectively and thrive academically. A stress-free academic system is not a luxury; it is a necessity for meaningful education and a healthier future generation.
