Decoding Suicides in students preparing for competitive exams and higher education:Causes and Solutions

The recent spate of suicides by students in Kota, Rajasthan, has sent shockwaves across the country and ignited a debate on why this is happening. A closer look at the situation reveals that the students are under tremendous pressure to perform, while they are unable to cope with the expectations of their families and the society at large. It is important to understand the underlying causes of these suicides and to put in place measures to ensure that such tragedies do not recur in the future. We need to come up with strategies that will help students to cope better with their academic and personal challenges and to ensure that their mental health is taken care of. This article will take an in-depth look at the causes of the Kota suicides and suggest possible solutions.

Some Facts about the  three suicides  in Kota recently

There were two students from Bihar, ages 17 and 18, living near each other in a PG and attending the same coaching classes. Both were studying for different entrance exams, one for medical and the other for IIT. The two students kept in close contact with their families, talking to them and their parents daily. The night before their death, the two students had met, and both were found to have died from hanging. Neither of them was doing well in their exams or attending classes. A third student from Madhya Pradesh studying for NEET consumed poison after having a conversation with their parents and eating his dinner.

Causes of suicides among students studying in Kota coaching classes

The recent spate of suicides in Kota, Rajasthan, has put the spotlight on the mental health of students. Many parents and students have raised concerns about the level of stress faced by students and the general lack of assistance for students dealing with mental health issues. The media has also speculated about the academic pressure faced by students and the high fees charged by private coaching institutions. This article takes a closer look at the possible causes of the Kota suicides and suggests possible solutions to address them. 

a. Academic pressure

Students often feel that they are not able to cope with the academic pressure and the expectations that are on them. They feel that they need to perform well in their examinations and often feel that they are not able to achieve this. This can lead to a sense of failure and frustration, and put pressure on the students to improve their performance. People also often compare their performance with others and may expect others to perform poorly and be judgmental about other’s academic performance. This can also put pressure on students and make them feel as though they are not able to live up to their own expectations or the expectations of others. Students may also be sensitive to social judgment about their performance. They may feel that their classmates and others in the society may judge them for performing poorly and expect them to perform better in their next examination. This may put pressure on students and make them feel that they have to live up to the expectations of others and perform better.

b. Financial constraints

Parents often have to take loans and take money from their relatives and friends to be able to afford the tutoring fees in Kota. They are also expected to bear the expenses related to their travel and food. This may put students under a lot of stress and add to their problems of academic performance.Some students may have to travel to Kota from other parts of the country, leaving their homes and their parents behind. This can add to their feelings of stress and anxiety, and make them feel a lack of support from their parents. As a result of the removal of parental supervision, students are more left alone. Living in close quarters with other similarly-placed students who are in a cutthroat competition with one another academically is a recipe for disaster. They are struggling emotionally and are looking for support from others, but all they can find are rivals.

Coaching Classes like these are like psychological pressure cookers just waiting to blow.

c. Lack of emotional support

Involvement of Mirror Imaging in 2 Student Deaths in Bihar. One got depressed, while the other shared his reactions and feelings. The already heavy depression was amplified, and so were the ramifications of any terrible decisions made. To the contrary, they were mutually reinforcing each other's destructive behavior rather than pulling them out of the despair.

Many Kota students feel that they have no one to turn to in their moments of crisis. They may feel that they are too ashamed to share their feelings with their parents and may have difficulty in sharing their feelings with their friends and relatives. This can increase their feelings of isolation and make them more prone to suicide. 

Sometimes, students will place unreasonable expectations on themselves and then be harsh on them when they fall short of those benchmarks.

Some students are more sociable than others and, as a result, have a greater need for regular social interaction; however, due to intense competition and demanding time commitments, these students often find themselves isolated.

Students were excessively hard on themselves for not performing well in class and could not accept failure as an option.

In addition, their parents' negative comments reinforced their sense of doom, so they couldn't think about anything but the exam.

d. Warning signs of suicide

Altered conduct: Both became absentee due to stress and depression brought on by the intensity of the competition. They were attempting to escape confrontation with their classmates by running away.Withdrawal is the primary symptom of depression,as a result, we had fewer interactions with other people.When combined with the other friend's already-present depression, this was a recipe for disaster.

Impact of suicides on society

The media reports of suicides in Kota have led to people questioning whether coaching centres are in any way responsible for the tragic deaths. Some parents have also expressed concerns about the high fees that these coaching centres charge, as well as the general pressure that their children face to perform in their examinations. There have also been reports that coaching centres may have taken advantage of the desperation of students by asking them to pay extra money and to take loans to pay the tutoring fees. While the reasons for the Kota suicides may be different from person to person, the fact that this is happening in a significant number of cases cannot be denied. Therefore, it is important for the authorities to understand the underlying causes of these suicides and to put in place measures to ensure that such tragedies do not recur in the future.

Solutions to reduce suicides among students

One way to reduce the number of suicides among students in Kota is to improve the learning environment. This can be done by reducing the number of students in a class, providing adequate space for students to think and reflect, and allowing students to take periodic breaks from their studies. It is important that parents and teachers be more aware of the signs of mental health issues and help students manage their stress better. Mental health issues affect a person’s ability to think clearly and make decisions, and can develop into a serious condition if left untreated. Mental health awareness programmes can be conducted regularly  in coaching classes to help students become more aware of mental health issues, know how to deal with them and seek professional help if needed. 

Message for Parents 

If your child is residing at a hostel, it is imperative that you keep a close eye on them and pay frequent visits. Students' capabilities must be recognised and respected, and they must not be pushed beyond their limits. If a student is struggling academically, parents should avoid making any disparaging comments to them. Pay more attention to the steps taken to prepare for the exam and reward that instead of the total result. Rather than viewing failures negatively, try viewing them as learning opportunities. It is important to integrate mindfulness training into their routine study routine.

In case your planned career path doesn't work out, know that there is always another option that will not always lead to a worse future.

One foe that both parents and children must contend with: exams

Anxiety is sprouting in many of our children at this time of year, when the weather is cooling down.Soon as summer approaches and the weather starts warming up  again and the flowers are blooming their brightest hues. The "all or nothing" atmosphere of high stakes testing creates swarms of fear and anxiety in the minds of pupils during the summer months.

When we're parents, we may experience how these feelings materialize personally. The question, "Mom, do you think I'll pass?" has been asked so many times. It's hard for my coworker's 10-year-old kid to sleep at night because he's worried about missing just one or two questions on his next high school exam. As a result, students in all grades appear to be under a great deal of stress as a result of the tremendous focus placed on test achievement.

Even though some uneasiness is normal, over-anxiousness and obsessing over the worst-case scenario might actually harm your performance.

Confidence can be disrupted by physical symptoms such as tense shaking, sobbing, and "butterflies" in the stomach. Fear and negative thinking can cause youngsters to "blank out" or second-guess themselves during an exam, even if they have studied and are confident in their answers. Test anxiety can be alleviated by encouraging youngsters and assisting them in focusing on good outcomes.

In the midst of supporting your child through exams, here are some pointers for parents:

How well your teachers are educating you is not what the test is measuring.."

If a child's performance is personalized (good or negative), they are more likely to associate that performance with feelings of self-worth or lack thereof, according to research. A alternative strategy is possible instead of allowing her youngster to personalize his performance. It was a father of a 10-year-old boy who was suffering nightmares and was on the verge of an emotional collapse, despite being a school topper in his grade.

That's why she explained to her son that examinations are meant to measure how successfully a school or school district educates its kids, and the only way to do that is by asking pupils questions to find out what they've learned. She was able to alleviate her son's anxiety by handing over some of the duty to the school. A lesson learned from this experience helped him to realize that standardized tests are not the only way to measure his intelligence.

As a result, "the test is not a reflection of the complete YOU."

Suppose a mom has an anxious 7th-grader and identical twin boys. It was common for people to note on how different each of the twins looked when they were pictured together. Isn't it obvious that they're different? A photograph is a moment in time that captures the twins performing various things at the same time. It is possible that one twin may be smiling while the other is not; one may be tilting his head to the right while the other is gazing at the camera, making them appear different in that particular moment. In other words, it doesn't indicate that they aren't identical.

She utilized the same example to assist ease her older children's exam-related stress. A single snapshot of time is captured by the test, she explains to him. The photo just shows one facet of his brothers, and a single test does not tell the complete story about him. When she spoke to him, she reminded him of his academic achievements. Highlight their non-academic triumphs, such being named Junior Coach and receiving the "Student Of The Week" award, in an effort to help him realize that a single test does not define him as either a student or as an individual.

"The most important thing is to try your best," as the saying goes.

Encourage children by praising their efforts as well as their results. There is a direct correlation between effort and success, according to studies. It is possible for children to recognize that their "smartness" or lack thereof is not a limiting factor in their achievement if they understand that hard work and dedication lead to success. The growth mentality is a term for this type of thinking. When children have a development mentality, they can see that their entire achievement is not limited by one test on one day, but rather by their performance throughout the school year, their hard work, their commitment, and their character.

"Put your ideas in a favorable direction."

Motivation can be increased by cultivating an attitude of gratitude.

When we experience negative emotions, our bodies are wired to shut down all other thoughts and focus only on what's causing the emotion. This makes it difficult for the mind to work optimally. The opposite is true: thinking positively helps people widen their perspectives and focus their attention, both of which lead to increased productivity.

It's important for parents to assist their children cultivate a positive mindset by encouraging them to focus on their accomplishments rather than their failures on tests.

When given an incentive, such as a trip to the mall with the family after the test, youngsters are more likely to focus on the end result than than the process of taking the test.

Having children write down their ideas can also be a terrific method to help them deal with their anxieties. It has been found that writing about test-related anxiety before the test improves performance.

It is understandable that teachers and schools place a great deal of importance on grades. Many more often than I realize, parents instill a sense of urgency by bringing up the upcoming test, saying things like, "We need to make sure that you [my son] are [ready for the boards]" or "You're in 4th grade; we have to take studies seriously. In addition to reflecting the adults in their lives, children often seek to adults for guidance on how to deal with stressful situations. Anxiety in adults can cause anxiosity in children, as well. Alternatively, they can try to remain calm, grounded, and positive.

Parental support can be crucial in helping youngsters cope with test anxiety. You need to be mindful, encouraging and make sure your youngster knows that you support him or her.

How does failure kick you in the butt in order to achieve your goals?

The need to associate only good feelings with our heroes is innate in us.

As a result, our heroes have taken on a life of their own. We don't want our favourite athletes to engage in doping or other unethical behaviour. We don't want our humanitarian or political heroes to be embroiled in sleazy scandals or illegal behaviour.. Our heroes in science should avoid the greatest of all scientific sins: admitting that they were mistaken.

When they fail to match our expectations, we feel justified in criticising them.

We think they're entitled to this humiliation.

Because of their failures, those who backed them in the past have always been questioned by history.

When people establish unrealistically high expectations for themselves, they react by judging themselves harshly for even the slightest accomplishments, such as proving a point in politics or winning an argument. They wind themselves in bitter arguments and ruminating for days about it for no good reason.

Rather than being a solo undertaking, living is an experience shared with millions of other people throughout the world. When you get it wrong, it's not a death sentence, but rather a springboard for more achievement.

The adage "once a failure, always a failure" is simply not true. Some of history's biggest failures were followed by a success that no one could have imagined, even our greatest heroes.

Despite this, we persist in our pursuit of perfection and accuracy as our two closest allies on the road to greatness. Is it true that failure weakens our thinking? Is it possible that by embracing failure, we are making the other person less driven and callous? People who believe that being severe on failure is a good approach to spur growth will be relieved if that response is yes.

Failure is a scientific fact

An MRI study by the University of Southern California and a team of international researchers has found that failure may be turned into a good experience by the brain if it chose to learn from its mistakes. 2.

Researchers have known for years that our brains learn in two different ways.

Avoidance learning is the practise of teaching children to avoid making the same mistakes again by punishing or condemning them when they make mistakes.

The reward-based learning approach is less common, but it works by rewarding the neurons in the brain each time they arrive at the correct response and rewiring their connections in the process.

Redefining mechanisms are activated in instances where there is enough information to assess and analyse the options, rather than defaulting to avoidance.

The finding of a brain region that makes you ponder if you've made a mistake and whether you've been urged to learn, take things in stride, and work on your mistakes was made by Oxford University scientists.

There are a dozen smaller areas in this part of the brain based on scans from 25 men and women. Afterward, the brain scans were compared to those of monkeys.

Incredibly, the brains of the macaque monkey and humans were found to be very different, even though they are our closest cousins. Why we are so good at working with our species and growing to a stage that no other species has even come close to reaching is most likely explained by this fact.

Among the 12 sections of the network, 11 were present in both humans and monkeys, and they were related to other parts of the brain in similar ways.

However, the macaques lacked the lateral frontal pole prefrontal cortex, which is one of our closest relatives.

It's not the first time the brains of humans and monkeys have diverged, but this is the first time a shift this pronounced has been discovered in the region responsible for the ability to change one's mind.

Rather than dwelling on what we could have done differently in other portions of the brain, this new region muses on what we may have done in the first place.

Basically, the lateral frontal pole is like a spouse who is always ready to tell you how easy it would have been to get it right if you'd just listened. To ensure that you don't do it again, the voice of authority advises you to retire to your room and ponder the consequences of your actions...

As a result, failing serves as a catalyst for growth in these areas. There would be no stress if the brain were not distracted by the negative feedback loops, which in turn stimulate our emotional brain (the amygdala). The rumination and disappointment that follow failure are caused by this self-judgement or criticism from others.

There are two equally sized areas in the prefrontal cortex, one of which Antoine Bechara, a professor of psychology and neuroscience at the University of Southern California, believes is the source of our fear of failure and our desire for achievement. The argument between risk and reward arises in this context, he explains. These areas interact during the decision-making process in a way that is reminiscent of the devil and the angel sitting on our shoulders. This is a winner-takes-all situation. The conclusion of the debate, therefore, has a significant impact on our reactions. In the event that our previous failures have permanently etched their unfavourable impressions on our brains, there isn't much we can do to reverse the process.

4.    Endorphins, dopamine, and serotonin are released in our brains when we achieve accomplishment, which encourages us to continue the activity.

Failure causes our bodies to release cortisol, which causes us to feel rejected and unsafe.

Repetitive patterns of neural activity and brain regions connected with stress have been found in neuroimaging investigations. Scan results show a decrease in activity in the higher, reflecting brains at times of acute stress. Emotional and behavioural reactions are influenced by increased activity in the lower, reactive brain. Reactive networks in the lower brain get more dense and faster, while prefrontal cortex conscious control centres become less connected to each other.

It's better to rewire your brain to grow acclimated to the sense of success than to expect failure, because concentrating on outcomes can strengthen and autonomous neural networks. It is because of this that we react to failure before we are even aware of it. It's easy to remember how many times you've had that sinking feeling before the results are announced.

It is possible to use failure as a springboard to reevaluate our approach and turn adversity into opportunity.

Basically, there are two types of mindsets: one that pushes for perfection and the other that expects it. In order to achieve perfection, one must be willing to recognise that mistakes are a part of the process.

In contrast, we know that perfection is nearly impossible, thus demanding it might lead to a lot of terrible experiences.

Emotional exhaustion and burnout can occur in those who believe that failure is not an option, or who place an unrealistic standard of perfection on themselves and are emotionally exhausted all the time because nothing they do is good enough.

Checking in on the facts

It's an ancient saying that "failure is a good teacher," yet most of us, deep down, believe that 'errorless learning' is better. Failure is no longer an option in today's fast-paced environment. It is widely accepted that if educators, managers, and parents encourage failure, it will lead to a negative future for the person who fails. Some people end up producing a horrible experience because they think they won't do it again.

Suicides and mental health issues in schools and universities are on the rise. This isn't only a problem in the United States; it's a worldwide phenomena. Burnout at work and the desire to change jobs every day is nothing more than an attempt to live up to one's own unrealistic ideals. Boredom is the most frequent disease of the previous decade, and it is simply the human brain's way of expressing "enough" to itself.

Do you have any ideas?

If you're passionate about what you do, failure will sound like a beautiful melody. It will inspire you to keep going.

Set goals that give you "regular acknowledgment feedback of incremental success." Dopamine is a neurotransmitter that promotes motivation, curiosity, perseverance, and memory when it is released by achieving these goals."

If you genuinely want to succeed, you may re-wire your brain's expectations so that your efforts will generate improvement even as the issue grows more difficult. Now is not the time to put yourself through something you don't want to do, like dieting, climbing stadium stairs, or flossing after every meal because you feel like you should. Select a goal that you will like both on the way and at the end of the journey."

Remember that there is a silver lining to stress. It's a good idea to write down all of the things that are stressing you out when you're feeling overwhelmed. Make a list of the things you can control and the things you can't manage, and then choose one of the things you can control and come up with a tiny, tangible measure you can take to lessen that one thing. Your brain can be nudged in the right direction by doing this.

It'Is a good idea to learn how to give constructive feedback to those around you. Your husband or child will be surprised when you compliment them on their blunders. A cascade effect on your approach to failure will be the result of this change.

CCreating a Growth Machine from Failure

After putting in so much effort, it is difficult to have an optimistic outlook, especially if we fail. Changing one's view of failure is a long-term process. We need to rewire our brains in order to break the automation that has been built up in our minds. It's better to look at a broken relationship or a lacklustre performance as a chance to learn rather than dwell on the repercussions.

Learning and dealing with failure should be integrated into the education system, so that we are prepared and learn how to trigger the gamma waves in our brains from an early age. We can become more resilient and successful if we learn to respond rather than react to failure.

Next time we encounter failure, let's remember that "Leaders who have developed a development storey have befriended their worst fear, "Failure," and made them their escorts to drive their success waggon. "

Early childhood brain development-Whats The science dude?

                    Radha was a software engineer and a perfectionist. She was  highly proficient  in her work and was appreciated by everyone with her problem solving skills and her dedication.She was very particular about any project she undertook. She would research the project in length and then after analyzing it, would give the appropriate solutions. She was working from home since the last 4 months as it was mutually decided  by the couple that she was not going to take stress .She was 6 months pregnant and was taking good care of her physical as well as mental health. She planned to get back to work after 3 months of pregnancy and she goes to the doctor to find out how she should manage the child after delivery  and get to work without having any negative effects on the child. She was confused as schooling starts after 3 years and wanted to know how she can nurture her child's early days.This is a very common dilemma of  majority of the working woman .The early childhood years are a period of rapid change in the brain. During early and middle childhood, the brain forms and refines a complex network of connections in the brain through synaptogenesis, pruning, and myelination.

 A child’s brain undergoes an amazing period of development from birth to three years—producing more than a million neural connections each second.
There has been an explosion of research over the past decade that shows how important the first few years of a child’s life are in terms of brain development. 

A newborn at birth has most of the brain cells that we will have for our entire life, but relatively little of the connections, the circuits among the different cells. What happens very, very rapidly is that the brain is building connections, it’s building synapses(connections).  A baby forms 700 new neural connections per second in the first years of life. This process of building the architecture of the brain is dramatically influence by life experiences. It is not genetically hardwired. Literally our environment shapes the architecture of our brain in the first year of life. This we term as neuroplasticity. 
The process of forming connections is biologically driven, but experiences also promote synapse formation. The brain produces many more synapses than it will ultimately use. Researchers describe this process as synaptic overproduction. This rapid synapse formation continues throughout early childhood.The process of myelination(covering of nerve fibres with myelin sheath so can process impulses faster) also continues during early childhood and is the major cause of the increase in a child's brain size.  In the first four years of life, the brain increases to 80% of its adult weight of 2.6 - 3.3 pounds (1200-1500 grams).

Pruning(eliminating unused nerve fibres) is a key process that shapes the brains of young children. Synaptic overproduction causes synapses to develop extremely rapidly. The pruning process refines these connections based on experience. Connections used regularly become stronger and more complex. Connections not used are considered non-essential, and the brain eventually prunes them away to increase efficiency.

As an example, an infant's brain has connections that allow her to hear sounds from all languages in the world. During the early years, the brain strengthens connections for sounds in the languages she hears regularly. Over time, the brain eliminates the connections for other sounds. This is why most adults have trouble distinguishing sounds that are not in our language.An infant's brain is dependent on responsiveness from adults. So all those adorable things that babies do right from the beginning -- coos, gurgles, sounds and smiles -- how an adult responds to those coos and gurgles help shape the brain circuitry. The first sound that a n newborn hears is the mothers voice which is the only familiar voice it hears on birth. This is the probable reason in adulthood when we hear our mothers voice it has a calming effect because of the strong connection.
The baby does something, the adult responds back. Vice versa. And it's the back and forth, the responsiveness, that shapes the brain circuits. We begin to see differences in the size of a child’s vocabulary as early as 18-24 months."These differences are not genetically hardwired. They're based in the differences in the kind of language environment and interactions the child grows up in.

Some of the core principles on which foundation of  brain development rest are

1.   Human development is shaped by a dynamic and continuous interaction between change in structure and experience.
2. Culture influences every aspect of human development and is reflected in child rearing beliefs and practices designed to promote healthy adaptation.

 3. The growth of self-regulation is a cornerstone of early childhood development that cuts across all domains of behavior.

4. Children are active participants in their own development, reflecting the intrinsic human drive to explore and master one's environment.

5. Human relationships, and the effects of relationships on relationships, are the building blocks of healthy development.

6. The broad range of individual differences among young children often makes it difficult to distinguish normal variations and maturational delays from transient disorders and persistent impairments.

7. The development of children unfolds along individual pathways whose trajectories are characterized by continuities and discontinuities, as well as by a series of significant transitions.

8. Human development is shaped by the ongoing interplay among sources of vulnerability and sources of resilience.

9. The timing of early experiences can matter, but, more often than not, the developing child remains vulnerable to risks and open to protective influences throughout the early years of life and into adulthood. 

10. The course of development can be altered in early childhood by effective interventions that change the balance between risk and protection, thereby shifting the odds in favor of more adaptive outcomes.
Early intervention is the most promising strategy to build the nation and form a compassionate and peaceful society  and is the need of the hour.

Radha left the doctors clinic with a firm resolution to dedicate as much as time possible and spending time with her to-be-born child at least for the first two years . 

“Nothing that happens early childhood is going to make a difference .”is not an acceptable statement after  findings of  scientific research on neuroplasticity and early childhood.