Indian Journal of Health Social Work
(UGC CARE List Journal)
Paper Leaks and Youth Mental Health: When Examination Injustice Becomes a Public
Mental Health Concern in India.
INTRODUCTION
A student sits at a study table late at night. Books
are open, notes are scattered around, and the
examination date is getting closer. For months,
sometimes years, the student has prepared for one
i mportant examination. Parents may have spent
money on coaching, books and travel. Teachers have
encouraged the student to work harder, while relatives
ask about marks, rank and future plans. Slowly, the
student may begin to believe that one examination
will decide the next stage of life.
Then comes the news: the question paper has been
leaked.
For an examination authority, this may be a security
failure or a criminal matter. For students, the
experience can be very different. Years of hard work
may suddenly feel uncertain. Confidence may be
replaced by anger, fear, disappointment and
helplessness. In India, where competitive
examinations can strongly influence higher education
and career opportunities, a paper leak is therefore
not only an examination problem. It is also a social
justice and public mental health concern.
ACADEMIC PRESSURE AND EMOTIONAL
DISTRESS
Indian students already experience considerable
academic pressure. NCERT’s nationwide survey of
more than 3.79 lakh school students found that 81%
identified studies, examinations and results as a major
source of anxiety. The survey also reported that
satisfaction with personal and school life declined as
students moved into higher stages of schooling. Some
students feared that people would think less of them
if they did not perform well academically (National
Council of Educational Research and Training (NCERT,
2022).
This does not mean that 81% of students have an
anxiety disorder. It shows how closely academic
performance is connected with students’ emotional
and social lives. In India, an examination often means
much more than a test of knowledge. A good rank
may be connected with family pride, social status,
employment and financial security. Poor performance,
in contrast, may bring disappointment, criticism or
shame. Families, schools, coaching institutions, social
media and constant comparison with successful
students can increase this pressure. As a result,
students may begin to see examination success as
proof of their personal worth. When a paper leak
occurs, the emotional impact can be greater than the
cancellation of an examination. Students may question
whether their hard work mattered, whether the
process was fair and whether they can trust the next
examination.
PAPER LEAKS AS AN ADDITIONAL MENTAL
HEALTH STRESSOR
Research suggests a clear association between
academic pressure and mental health difficulties. A
systematic review of 52 studies found that 48 reported
a positive association between academic pressure or
examination-related periods and at least one mental
health outcome, including anxiety, depression, self
harm or suicidal behaviour (Steare et al., 2023). Most
of these studies were cross-sectional. Therefore, the
findings show an association and do not prove that
academic pressure alone causes mental health
problems.
The same scientific caution is necessary when
discussing paper leaks. It would be incorrect to say
that a paper leak directly causes depression or suicide.
A young person’s mental health is influenced by many
factors, including previous psychological difficulties,
family relationships, financial problems, social isolation
and other stressful experiences.
Nevertheless, examination injustice can become an
additional major stressor. A student who is already
struggling emotionally may find it harder to cope when
an examination is cancelled, postponed or questioned
because of malpractice. The loss of control can be
particularly difficult. Students are generally taught
that studying hard and preparing well will improve
their chances of success. When the examination
system itself appears unfair, some may begin to feel
that their effort is no longer enough. This can lead to
frustration, helplessness and reduced motivation.
INEQUALITY MAKES THE BURDEN WORSE
The consequences of a paper leak are not the same
for every student. Social and economic background
matters.
Imagine two students whose examination is cancelled.
One belongs to a financially secure family and can
afford another year of coaching, books,
accommodation and travel. The other student’s family
may already have borrowed money or made major
sacrifices for the first attempt. For that student,
another examination does not simply mean more
preparation. It may mean another year of financial
strain for the entire family.
Imagine two students whose examination is cancelled.
One belongs to a financially secure family and can
afford another year of coaching, books,
accommodation and travel. The other student’s family
may already have borrowed money or made major
sacrifices for the first attempt. For that student,
another examination does not simply mean more
preparation. It may mean another year of financial
strain for the entire family.
Students from economically disadvantaged families
may also have fewer resources to manage repeated
delays. The same disruption can therefore produce
different levels of hardship depending on family
i ncome, location, social support and access to
educational opportunities.
This is where social work has an important role.
Student distress should not be seen only as an
individual problem. Anxiety may be connected with
poverty, family expectations, lack of information,
social isolation and limited access to support. A
meaningful response must therefore address both
emotional distress and the social circumstances
surrounding the student.
NEET-UG 2024 and the Importance of Trust
The NEET-UG controversy showed how widely
examination uncertainty can affect young people.
More than 23 lakh candidates appeared for the
examination across 4,750 centres in 571 cities,
including 14 cities outside India (Supreme Court of India, 2024). The Supreme Court examined allegations
relating to irregularities and paper leakage and
concluded that the available material did not justify
cancelling the examination for the entire group of
candidates (Supreme Court of India, 2024). The
importance of this case is not that every candidate
experienced severe psychological distress. Rather, it
demonstrated how uncertainty surrounding a high
stakes examination can affect a very large population
at the same time.
Trust is essential. Students need to believe that the
same rules apply to everyone. When this trust is
questioned, anxiety may continue even after the
examination ends. Students may ask: Was my result
fair? Did someone receive an unfair advantage? Will
the next examination be safe? In a highly competitive
system, loss of trust can itself become a source of
distress.
SUICIDE REQUIRES CAREFUL DISCUSSION
The relationship between examinations and suicide
must be discussed responsibly. Suicide cannot be
explained by one examination, one result or one
paper leak. It is a complex outcome shaped by multiple
psychological, family, social and economic factors.
Academic stress is one of the reported risk factors in
the literature on suicide among Indian adolescents. A
2024 scoping review identified mental health problems,
family difficulties, academic stress, violence, social
factors and economic difficulties among important
reported risk factors (Senapati et al., 2024). A paper
leak should never be described as a direct cause of
suicide. However, it may become an additional serious
stressor for a young person who is already vulnerable
or experiencing severe distress. Students showing
persistent hopelessness, serious withdrawal, major
sleep problems, inability to manage daily activities or
thoughts of self-harm need early and appropriate
support.
A STUDENT-CENTRED RESPONSE
India has recognised examination malpractice as a
serious legal issue. The Public Examinations
(Prevention of Unfair Means) Act, 2024 addresses
unfair practices, including the leakage of question
papers or answer keys and other actions that
compromise examination integrity (Government of
India, 2024).
Strong laws and accountability are necessary, but
legal action alone cannot address the psychological
and social consequences for students. India needs a
student-centred response.
First, prevention: Examination authorities must
strengthen security during the preparation, storage,
transport and distribution of examination materials.
Second, transparent communication: When an
examination is disrupted, students and families need
timely, clear and reliable information. Delays, rumours
and conflicting messages can increase fear and
uncertainty.
Third, mental health support: Schools, colleges
and examination authorities should establish clear
counselling and referral pathways. Support should
begin when the crisis occurs, not only after a tragedy.
Fourth, social support: Parents and teachers
should reduce blame and excessive pressure.
Students need to hear that an examination is
important, but it does not define their value as a
person.
Social workers can contribute through psychosocial
assessment, family counselling, crisis intervention,
psychoeducation, referral and linkage with
educational, welfare and mental health services. They
can also help identify students who may be especially
vulnerable because of poverty, family conflict, social
isolation or limited access to support.
BEYOND THE EXAMINATION HALL
The deeper problem is not only the leaking of question
papers. It is also the enormous weight society has
placed on a single examination. Examinations are
necessary, but academic setbacks or administrative
failures should not become emotionally unbearable.
India needs fair opportunities for re-examination,
transparent admission systems, career counselling,
multiple educational pathways and stronger mental
health services for students. Parents and teachers
also need to change the message given to young
people. Instead of saying, “You must succeed at any
cost,” we need to say, “Do your best. We will support
you whatever happens.”
A paper leak does more than compromise a question
paper. It can disturb a student’s sense of fairness,
security and hope. It can create emotional and
financial pressure for families and uncertainty among
thousands or even millions of young people.
Examination integrity must therefore be understood
as more than an administrative responsibility. It is
also a mental health responsibility, a social justice
responsibility and a responsibility towards the dignity
of young people. An examination should measure what
a student knows. It should never determine whether
a student feels worthy, respected or hopeful about
life. If India wants a stronger and fairer education
system, it must protect not only the question paper
but also the young person sitting behind the answer
sheet.
(Dr. Narendra Kumar Singh)
Chief Editor
ISSN: 2582-1393 (Online)