As a parent who has watched two daughters navigate the final stretch of school—the elder daughter who completed her 12th two years ago and the younger one currently in 12th—I have lived the questions that millions of Indian families ask every year. Why do entrance tests like NEET, JEE, CLAT, IPMAT, etc. operate on a curriculum and assessment style that diverges so sharply from the board syllabus? Why has a parallel ecosystem of private coaching become almost mandatory? And does the 12th standard marksheet still carry real value, or has it been reduced to a mere eligibility checkbox?
These are not abstract policy debates. They are lived realities of stress, time poverty, financial strain, and the quiet erosion of genuine learning—and, most painfully, of young people’s mental health.
The Parallel Universe of Coaching
In theory, Class 11 and 12 are meant to build foundational knowledge in Physics, Chemistry, Mathematics or Biology, along with language and elective subjects. In practice, for any student aiming at medicine, engineering, or certain management programmes, the real game is elsewhere. Coaching institutes teach a different depth, speed, question pattern, and exam temperament. Negative marking, high-volume MCQ practice, and “exam-specific” tricks dominate.
Students effectively study two (or three) curricula at once: the board syllabus for school and the entrance syllabus for rank. Many end up in “dummy schools” that provide formal enrolment, which I am strongly not in favour of, and attendance certificates, while the actual hours are spent in coaching centres. The school classroom becomes secondary. Consistent year-long performance in school is devalued in favour of performance on one or two high-stakes days.
This is not an accident of the market. A recent government committee examining coaching dependence has flagged a substantial gap between school curriculum competencies and what NEET, CLAT, IPMAT, JEE, etc. actually test. Physics in NEET has repeatedly been described as “too hard” relative to what the average candidate has been taught in school. When the entrance paper sits well above the school level, specialised coaching becomes the rational response for families who can afford it—and a crushing barrier for those who cannot.
Does the 12th Marksheet Hold Value?
Under the current system for most medical and many engineering seats, the answer is largely “only for eligibility.” For NEET UG, the final rank is determined solely by the entrance score; board marks mainly need to meet a minimum qualifying threshold. For JEE Main (leading to NITs, IIITs and many other institutions), a 75% board aggregate (or top 20 percentile) is required for eligibility in certain categories of institutions, but the rank itself is based on the entrance percentile. Board performance does not feed into the merit list in a meaningful way for the most sought-after seats. A similar story goes with other entrance exams.
This creates a perverse incentive. Why invest deeply in school teaching and learning when the decisive filter lies elsewhere? The result is the coaching economy—estimated in the tens of thousands of crores—and the phenomenon of students treating boards as a side show.
Recent policy discussions have begun to challenge this. A high-level committee under the Ministry of Education has examined proposals to give Class 12 board marks up to 50% weightage (after suitable normalisation) in the final merit for NEET- and JEE-linked admissions, alongside closer alignment of entrance syllabi with school curricula, multiple attempts, and a shift toward reducing one-shot pressure. The stated aims include lowering coaching dependence and restoring value to consistent school performance. Critics correctly point out the practical difficulties: different boards have different marking standards and difficulty levels, so normalisation is non-trivial, and the entire admission calendar could be delayed by the slowest board. Still, the fact that the conversation is happening signals recognition that the status quo is broken.
The Unwanted Necessity: Coaching’s Toll on Mental Health
What makes this system especially damaging is that coaching is widely experienced as both unwanted and unavoidable. Coaching fees for some subjects are higher than school fees. Families do not choose it lightly. They choose it because the gap between school teaching and entrance demands leaves them little alternative if their child is to compete for limited seats. The result is a culture of chronic overload that exacts a heavy psychological price.
Studies of aspirants in coaching hubs such as Kota consistently show high levels of academic stress (often above 80%), anxiety, sleep disturbance, physical symptoms such as headaches and fatigue, loss of motivation, and, in a smaller but alarming share, suicidal ideation. Students face relentless test rankings, batch segregation by performance, isolation from family (especially when living in hostels far from home), and intense parental and social expectations. Many describe the experience as all-or-nothing: success validates the sacrifice; anything less feels like personal failure.
The human cost is visible in the numbers. Student suicides in India have risen sharply over the past decade, outpacing the overall suicide rate. In coaching centres, particularly in Kota, the pattern has been especially stark—dozens of young lives lost in peak years, often linked to exam pressure, result days, or the fear of disappointing families who have invested heavily. Even when formal counselling services exist, stigma, fear of judgment, and the sheer intensity of the schedule mean many students suffer in silence. Negative coping mechanisms, withdrawal from social life, and a narrowing of identity around marks become common.
As a parent, I have seen milder versions of this pressure in my own home: the compressed schedules, the anxiety before mock tests, the sense that every hour not spent studying is an hour lost. Multiply that by the intensity of full-time coaching away from family support, and the outcome is predictable—and preventable. Coaching has become a necessity created by a misaligned system, yet the system continues to treat the resulting mental-health crisis as a side-effect rather than a core design failure.
What Parents Actually Experience
Raising an elder and a younger daughter through this phase has made the human cost concrete. The pressure is not merely academic; it is temporal and emotional. A child in 12th is expected to master board material for school exams, simultaneously drill entrance-level problems, manage practicals, projects, and internal assessments, and somehow retain some semblance of adolescence. Sleep, hobbies, family time, and mental health often become the residual categories.
Coaching is expensive. Even when families stretch to afford it, success rates remain low relative to the number of aspirants. The system produces a small number of high ranks and a much larger number of exhausted, anxious young people who feel they have failed if they do not clear a particular threshold on a particular day.
Towards a More Coherent System
A healthier system would reduce the double burden rather than institutionalise it. Closer alignment of entrance exams with the school syllabus (as the recent committee has recommended) would help. Giving meaningful weight to board performance—provided boards themselves maintain integrity and comparable standards—would restore incentive for schools to teach rigorously. Multiple attempts and a clearer gap between boards and entrances could lower the single-day catastrophe risk. Expanding quality seats and improving the overall quality of undergraduate education would reduce the zero-sum intensity of the current filters. Equally important is treating mental health as a structural concern: accessible counselling without stigma, realistic expectations from parents and institutes, and a cultural shift away from equating a young person’s worth with a rank.
None of this is simple in a country of India’s scale and diversity. Board standardisation, evaluation integrity, and capacity in higher education are hard problems. But the current arrangement—where 12th results are largely ceremonial for the most competitive pathways, children must master an extra parallel curriculum, and the psychological cost is borne largely by the students themselves—has clear costs in well-being, equity, and the authenticity of school learning.
As a parent who has walked this path twice, I am left with a simple conviction: a marksheet earned through two years of consistent school work should mean more than a ticket to sit another exam. Until the system treats it that way, families will continue to pay—financially, emotionally, and in the lost breadth and mental health of a young person’s education—for a parallel system that should never have become necessary.
The debate is not new. The lived experience of students and parents, and the quiet statistics of stress and loss, make the urgency unmistakable.