Illinois Global Review

Most students from around the world feel the anxiety and stress that comes with meeting the demands of school, from maintaining a schedule, getting good grades, to having a personal life. However, in many Asian societies, cultural values alter education into a high-stakes game that can significantly impact one’s life.

Countries, such as China, Japan, and South Korea, share a dominant culture that follows the teachings of Confucius. His philosophies have a deep influence on the concept of education, viewing it as necessary for the improvement of both a person and society, while emphasizing familial piety and social harmony. For instance, students are presumed to respect and follow the expectations of their elders, such as their parents and teachers, often being seen as valuable sages of wisdom and knowledge. Not only that, but young individuals strive for success through their own academic achievements in the hopes of making their families proud of their scholastic performance, which can lead to pressure, stress, and competition in a school environment.

In China, “The Nationwide Unified Examination for Admissions to General Universities and Colleges” or simply referred to as “gaokao,” is an annual two-day undergraduate exam held in early June. This plays a crucial role in determining students’ admission to universities. Yet, for many high school seniors that take it every year, it is more than just a test. It serves to change one’s position in society, shape a person’s career trajectory, and improve financial well-being, especially for those who come from low-income backgrounds.

While some may study out of interest, others may do so to please their families. But many prepare and study for the exam in order to obtain future employment. In school, students experience pressure to excel in classes, feel the need to get the best marks, and become exposed to intense academic competition, all of which can generate an atmosphere of general distrust among their peers. Due to this environment, young people often develop psychological disorders, self-loathing, and personality suppression during their adolescence.

According to Social impact of Gaokao in China: a critical review of research, a study on Gaokao and its impacts in Chinese society, 71% of Chinese students realized that they did not know their true interests, 66% were unsure of how to match their potential with an area of study or a career, and their sense of creativity and imagination was deemed to be nearly diminished by the end of the examination period.

The researchers have also shared that learners felt frustration as they felt no sense of achievement, while others were primarily exhausted due to the pressure to meet its high demands and aptitudes.

Liang Qian, a student who took the gaokao in 2022, recalled that high school seniors only have a few days of winter vacation and study each night until 10:30 PM, and how he continued to feel anxious and reluctant to take the exam. “I don’t know how they adjusted,” he said in an interview.

In the same region, South Korea holds a similar examination called “The College Scholastic Ability Test (CSAT)”, often referred to as “suneung.” It is held on the third Thursday of November each year. Much like China, this is also a significant factor in college admission across the country and has life-changing impacts after a student completes their secondary education.

However, unlike its Chinese counterpart, students take it within a day, with an estimation of 8 hours. To prepare for this, the average Korean student spends 50 hours a week studying. Furthermore, it is common for them to attend private cram schools or “hagwons” after school. Since most of their days are devoted to academics, they often lack the time for other activities that may be beneficial for their personal development and physical well-being. As a result, many suffer from sleep deprivation. Without proper and adequate rest, this increases their risk of developing mental disorders, such as depression, anxiety, and risk-taking behaviors.

Due to these stressors and a lack of leisure time, suicidal ideation and attempts are often linked to school, while suicidal risk is specifically associated with grades and depression. In 2020, a survey stated that 27% of Korean adolescents reported that it was related to academic stress. Another conducted in 2022 stated that 20.3% of middle-school and high school-aged children had similar anxieties, particularly regarding their futures and career prospects.

In 2021, BBC interviewed several Korean students regarding their experiences taking the suneung. One student, Kim Min-seo, stated that the hardest part was the repetition. She would wake up and study, while on the weekends, she would get up earlier to study more. Later on, she admitted that there were many instances where she felt tired, wanted to cry, and even expressed a desire to quit.

Yet, academic pressure is not just limited to countries that have prominent Confucian teachings in their culture. Students from India also have similar encounters due to policy structures, its population, and how academic success is heavily integrated into self-worth and personal identity at a young age.

In particular, the Indian education system is textbook-oriented. It places focus on rote memorization and long school hours spanning from early in the morning to late into the evening. This routine can overwhelm students with their workload and can exacerbate stress. Additionally, due to the country’s large population size, there is a lack of sufficient institutions to help with the growing demand for children attending school. This results in competition among students at a young age, often starting at a pre-school level.

Furthermore, as self-esteem is tied to school merit, many adolescents are often admitted and referred to psychiatric units due to stress linked to their academic performance with symptoms of depression, anxiety, burnout, irritability, and school avoidance. Furthermore, the fear of failing in school is correlated to parents and teachers because of the emphasis on grades over individual holistic development, along with the possibility of facing judgment, scrutiny, and shame from their communities.

Due to the culture regarding education and academics, India’s youth has one of the highest suicide rates in the world, and it has become the leading cause of death for individuals between the ages of 15 to 29 years old. Indian men double the global average of suicide rates, while women are 6 times higher. These numbers are likely attributed to the country’s shortage of mental health professionals, a lack of resources and infrastructure, and surrounding stigmas on the topic.

Devika Kapoor, a counseling psychologist who was interviewed by CNA Insider in 2025, described that the presentation of academic fields, especially with the competitive nature of those in medicine, engineering, business, is like a "do or die” type of situation.

“It is living in this constant fear that if I don’t [do] this,” she said, “I will make nothing out of my life.”

Fortunately, there have been actions to improve what has been going on in these countries. For instance, the gaokao system has received criticism for its standardized testing, emphasis on rote learning, limitations on the students’ independent thinking, and educators being pressured to prioritize test scores over individual development. Recently, there have been calls to take on a more holistic approach and to promote the personal growth of students. This is to ensure that students will be better prepared for the curriculum in higher education while providing aid with their career prospects.

In 2023, the South Korean government made an effort to make the CSAT easier for students by removing “killer questions” from the exam, which are infamously challenging questions that sometimes aren’t covered by the material in the public-school curricula. According to then-Education Minister Lee Ju-Ho, their presence “gives an unfair advantage to students with access to private tutoring.” However, the public response has been mixed. Some civic groups have welcomed the change, while others have deemed it a superficial answer to a complex problem present in Korean society and culture.

The Indian government introduced a policy change in 2020, the New Education Policy (NEP), as a means to address the challenges in its educational system. It incorporates flexibility, aligns with global standards, and takes on a multidisciplinary approach. While it represents an important step towards improving the education system, its success is still being evaluated.

As China, South Korea, and India rethink their policies and amend the errors of their academic structures, their youths continue to face high demands for the time being, for better or for worse. But to continuously require greatness, almost to a point of perfection, from the younger generation does not often guarantee the ideal results these entities expect. While it is true that learning is an essential part of school, if students are pressured to be the best from the start, grades are treated as a mere reward, and their actual progress is dismissed, then the value of said education is going to be questionable at best.

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