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The declaration of Higher Secondary Certificate (HSC) results by the Maharashtra State Board of Secondary and Higher Secondary Education (MSBSHSE) has triggered a surge in calls to board-appointed counsellors. While these counsellors were primarily intended to provide mental health support to students navigating the post-result landscape, they are finding themselves fulfilling a dual role: addressing emotional distress and resolving technical queries related to board procedures. This unexpected combination of responsibilities highlights the multifaceted challenges students and their parents face during this crucial juncture in their academic journey. The initial expectation was that the helpline would primarily cater to students grappling with anxiety, disappointment, or the fear of failure. However, a significant portion of the calls are related to practical questions about verification of marks, re-evaluation processes, and procedures for applying for re-exams. This suggests that many students, overwhelmed by the immediate aftermath of the results, are seeking clarity and guidance on the administrative steps they need to take. The counsellors, in turn, are adapting to this demand by acting as conduits of information, liaising with board officials to obtain accurate and up-to-date answers to the students' queries. While the technical aspects of these calls might seem detached from the emotional core of the counselling service, they often serve as crucial gateways to deeper conversations about the stress and anxieties students are experiencing. By addressing the immediate practical concerns, the counsellors create a space of trust and rapport, allowing students to gradually open up about their feelings of disappointment, fear, and uncertainty. This underscores the importance of providing holistic support that encompasses both the practical and emotional needs of students during this vulnerable period. The article highlights a specific instance where a student called to inquire about the possibility of reappearing for only one subject. As the counsellor explained the re-exam process, the student hesitantly confessed his fear of informing his parents about failing a subject. This exemplifies how technical inquiries can often mask underlying emotional turmoil. The counsellor recognized the student's distress and seamlessly transitioned into a supportive role, providing both information and emotional reassurance. By the end of the call, the student felt more composed and better equipped to face the difficult conversation with his parents. This anecdote underscores the critical role counsellors play in providing a safe and non-judgmental space for students to express their fears and anxieties. Furthermore, it highlights a potential lack of awareness among students about the availability and importance of mental health support following the release of exam results. Many students may not recognize that academic setbacks can trigger significant stress and emotional distress, leading them to neglect their mental well-being. This suggests a need for increased awareness campaigns and outreach programs to educate students about the resources available to them and to encourage them to seek help when needed. The counsellors also noted that a common concern among students is scoring less than expected. This can lead to anxieties about future academic opportunities, such as gaining admission to desired colleges or courses. In these cases, the counsellors often find themselves providing basic career counselling, guiding students to explore alternative options and encouraging them to seek more comprehensive career guidance from their schools or colleges. This underscores the interconnectedness of academic performance and future career prospects in the minds of many students. The pressure to succeed academically is often driven by the desire to secure a fulfilling and successful career. Therefore, addressing students' anxieties about their academic performance requires acknowledging and addressing their broader career aspirations. The role of parents in shaping students' emotional well-being during this period is also highlighted. The counsellors estimate that approximately 15-20% of the calls they receive are from parents who are equally, if not more, anxious than their children. This underscores the pervasive stress that exam results can inflict on the entire family. The article recounts an instance where a mother initially called to inquire about re-exam procedures for her daughter but broke down mid-call, comparing her daughter's HSC marks unfavorably with her SSC scores from two years prior. This highlights how parental expectations and anxieties can inadvertently amplify a student's emotional turmoil. In such cases, the counsellors play a crucial role in calming the parent down and helping them to adopt a more supportive and understanding approach towards their child. The article also provides a contrasting example of a father who called seeking guidance on how to support his son, who had become withdrawn and uncommunicative since the results were released. This illustrates the diverse range of parental responses to exam results and the need for tailored support and guidance for parents as well. The counsellor provided the father with practical advice on how to initiate a conversation with his son and reassure him that academic setbacks are not the end of the world. This underscores the importance of empowering parents to play a proactive role in supporting their children's emotional well-being during this challenging time. The provision of helpline numbers by the Maharashtra state board is a commendable initiative, demonstrating a commitment to supporting the mental health and well-being of students. However, the article also highlights the need for ongoing evaluation and refinement of these services to ensure that they are effectively meeting the evolving needs of students and parents. This includes raising awareness about the availability of mental health support, providing counsellors with adequate training and resources, and developing strategies to address the specific anxieties and concerns that students and parents commonly face. By continuously improving and adapting these support services, the Maharashtra state board can play a significant role in fostering a more supportive and compassionate educational environment for all students.
The dual role of counsellors, addressing both technical queries and providing emotional support, is a testament to the complex interplay of factors influencing students' well-being after the HSC results. The initial call might be about re-evaluation procedures, but it quickly becomes a conversation about fear, disappointment, and the pressure to meet expectations. This highlights the importance of active listening and empathetic communication skills for counsellors, enabling them to identify underlying emotional needs and provide appropriate support. Furthermore, the article underscores the critical role of parents in shaping students' emotional responses to academic results. While some parents may inadvertently amplify stress through comparisons and unrealistic expectations, others actively seek guidance on how to provide support and reassurance. This highlights the need for parent education programs that equip them with the skills and knowledge to navigate this challenging period effectively. Such programs could cover topics such as active listening, empathetic communication, and strategies for managing their own anxieties. The lack of awareness about mental health support post-results, as mentioned by one of the counsellors, is a significant concern. Many students may not recognize that academic setbacks can trigger significant emotional distress, leading them to neglect their mental well-being. This underscores the need for increased awareness campaigns and outreach programs that educate students about the importance of mental health and the resources available to them. These campaigns could utilize various platforms, including social media, school assemblies, and informational brochures, to reach a wide audience and normalize seeking help when needed. The article also sheds light on the anxieties students face regarding future academic opportunities and career prospects. The pressure to perform well academically is often driven by the desire to secure a fulfilling and successful career. Therefore, addressing students' anxieties about their academic performance requires acknowledging and addressing their broader career aspirations. This highlights the need for comprehensive career guidance services in schools and colleges that help students explore their interests, identify their strengths, and develop realistic career goals. These services should also provide information about various educational pathways and career options, empowering students to make informed decisions about their future. The article concludes by emphasizing the importance of ongoing evaluation and refinement of the counselling services provided by the Maharashtra state board. This includes monitoring the types of calls received, assessing the effectiveness of the interventions provided, and gathering feedback from students and parents. This data can then be used to identify areas for improvement and to ensure that the services are effectively meeting the evolving needs of the community. The challenges highlighted in this article are not unique to Maharashtra. Students across the globe face similar pressures and anxieties surrounding academic performance. Therefore, the lessons learned from this case study can be applied to other educational contexts to improve the support provided to students during crucial academic transitions.
In conclusion, the article paints a nuanced picture of the challenges faced by students and parents in the aftermath of the HSC results. It highlights the crucial role of board-appointed counsellors in providing both technical assistance and emotional support. The unexpected volume of technical inquiries underscores the need for clear and accessible information regarding board procedures, while the prevalence of anxiety and stress among students and parents underscores the importance of mental health support services. The article also emphasizes the need for greater awareness about mental health resources, parent education programs, and comprehensive career guidance services. By addressing these needs, the educational system can create a more supportive and compassionate environment for students to navigate the challenges of academic life. The helpline numbers provided in the article serve as a valuable resource for students and parents seeking immediate assistance. However, it is important to remember that these helplines are just one component of a broader support system. Schools, colleges, and families all have a role to play in promoting the well-being of students. By working together, we can create a culture where students feel supported, valued, and empowered to overcome challenges and achieve their full potential. The issues highlighted in this article resonate with broader societal trends. The increasing pressure to succeed academically, the growing prevalence of mental health issues among young people, and the changing landscape of education and career opportunities all contribute to the challenges faced by students today. Therefore, addressing these challenges requires a multi-faceted approach that involves not only the educational system but also families, communities, and policymakers. By investing in mental health services, promoting positive parenting practices, and creating more equitable and accessible educational opportunities, we can create a brighter future for all students. The story of the HSC results and the role of counsellors serves as a reminder that education is about more than just grades and exams. It is about fostering the holistic development of young people, nurturing their emotional well-being, and empowering them to become confident, resilient, and successful individuals. By embracing this broader perspective, we can create an educational system that truly serves the needs of all students.
Source: Campus Talk: HSC results out, board-appointed counsellors step up to guide students through stress