student mental health – Bharat Pulse News

The death of a second-year IIT Bombay student on September 18 has once again forced India to confront an uncomfortable question about life inside its most prestigious educational institutions. Earlier that day, the 19-year-old Energy Science and Engineering student had been found using a mobile phone during an examination. IIT Bombay later said that the examination paper had been uploaded to ChatGPT seeking answers. According to the institute, no disciplinary proceedings were initiated and the student was counselled by his instructor and Head of Department and assured that the incident would not adversely affect his academic career. He was found dead later that evening, while students subsequently protested and demanded greater transparency about what had happened. The circumstances of his death are now being investigated, and it would be wrong to pretend we know precisely what was going through his mind. But the episode raises a larger question that deserves attention regardless of what investigators eventually establish. Why would a student intelligent enough to reach IIT feel the need to upload an examination paper to ChatGPT for answers? Cheating is wrong, and academic institutions cannot simply look the other way. But identifying the offence is only half the job of an institution whose purpose is supposed to be education. The other half is understanding why an otherwise highly capable young person felt the need to take that shortcut. From the Biggest Fish to Just Another Fish Getting into an IIT is an achievement most students can only dream about. In JEE Advanced 2026, 179,694 candidates appeared in both papers and only 56,880 qualified. Qualification itself does not guarantee admission because IIT seats remain considerably fewer than the number qualifying. These are students who have already survived years of school examinations, coaching classes, mock tests, entrance preparation and relentless competition. Many arrive on campus having spent most of their childhood being among the brightest students wherever they studied. Then something psychologically fascinating happens. Put thousands of school toppers into the same system and a new hierarchy immediately develops. The child who was always first in school might suddenly find himself twentieth or fiftieth in a class filled with equally gifted students. Someone who solved mathematics faster than everyone in his coaching class might discover classmates who solve it even faster. Someone accustomed to receiving praise for every result may suddenly struggle to stay above average. The student has not become less intelligent. The pond has simply changed. Psychology has a name for part of this phenomenon, the Big-Fish-Little-Pond Effect. Research has found that students surrounded by very high-achieving peers can develop a lower academic self-concept even when their own ability remains high. In simple language, a brilliant student can begin feeling ordinary because everyone around him is brilliant too. When Intelligence Becomes Your Identity That change matters because for many high-achieving children, academic performance is not simply something they do. It becomes part of who they believe they are. For years they may have heard parents proudly describing them as the intelligent child, teachers holding them up as examples, relatives discussing their marks and coaching institutes celebrating their ranks. Their identity gradually becomes connected to being academically exceptional. Now place that student inside an IIT classroom. Suddenly another student understands the lecture faster. Someone else scores five marks more. Another gets the prestigious internship. Another begins working on a start-up while you are struggling with coursework. For the first time, a young person whose confidence may have been built around always being academically superior has to confront a disturbing thought: perhaps I am no longer the smartest person in the room. Nobody enjoys feeling dumb, particularly somebody who has spent most of childhood being told the opposite. Some students will adapt beautifully. They will accept the competition, work harder, discover other strengths and eventually thrive. Others will struggle with that transition. And some will inevitably begin looking for ways to level up, particularly when marks, placements, internships and family expectations seem to be hanging over every examination. Then ChatGPT Arrives in Their Pocket Cheating did not begin with artificial intelligence. Students have copied homework, hidden notes, exchanged answers and found ingenious ways around examinations for generations. What AI has changed is the accessibility of the shortcut. A student no longer needs elaborate notes or somebody sitting nearby with the answer. A difficult question can potentially be typed or photographed and fed into an AI system within seconds. That makes the temptation much more immediate for somebody who believes they are falling behind. When everyone around you appears to be performing better, and an incredibly powerful tool is sitting inside your pocket, some students will use it. That does not make the cheating acceptable. It makes understanding the pressures producing such behaviour even more important. Universities therefore cannot treat AI-assisted cheating only as a policing problem. Better invigilation, examination rules and technological controls will certainly be necessary. But an institution that merely becomes better at catching students without becoming better at recognising why students are struggling will only be treating the symptom. Catch the Cheating, But Catch the Student Too When a student is caught cheating, the immediate institutional question is naturally, “What rule did you break?” There should be another question immediately behind it: “Why did a student capable of reaching this institution believe that breaking the rule was necessary to keep up?” Perhaps the student is struggling with a particular subject. Perhaps the pace of teaching is overwhelming. Perhaps everyone else seems to understand something that he cannot. Perhaps there is enormous pressure from home to maintain grades. Perhaps the student is ashamed to admit that after years of being a topper, IIT is proving much harder than expected. This is where faculty members and institutions can make an enormous difference. Instead of the first response being demerits, suspension or the threat of disciplinary escalation, a first serious academic violation can also trigger counselling, mentoring and additional academic support. Give the student extra tutorials. Pair them with an academic mentor. Identify precisely where they have fallen behind. Offer remedial classes. Make counselling easily available without making students feel that seeking help itself means they have failed. The message should be clear: cheating is unacceptable, but struggling is not. Education Cannot Become Only Punishment IIT Bombay has said that in this particular case no disciplinary action had been initiated and that the student was counselled and reassured about his academic career. Students have disputed aspects of the circumstances surrounding the incident, which is one reason a proper investigation matters. But the wider argument should not depend on what ultimately emerges from this individual case. Across elite educational institutions, disciplinary systems must recognise that they are dealing with young adults who are still learning how to cope with failure, competition and expectations. A university is not merely a court that identifies an offence and imposes a sentence. It is supposed to educate. There will obviously be cases of deliberate, repeated or organised academic fraud where serious disciplinary action becomes necessary. But punishment should not become the reflexive answer to every stumble. A student caught taking a shortcut for the first time may be telling the institution something important about where he or she is academically, even without saying a word. IITs Are Supposed to Mould the Next Generation India did not build the IIT system merely to discover which young people can survive maximum pressure. These institutions exist to mould engineers, scientists, researchers, entrepreneurs and future leaders. That responsibility is much larger than setting difficult examinations and maintaining high academic standards. Students must certainly learn discipline, integrity and accountability. But they must also learn how to fail without believing their lives have collapsed. They need to understand that being average in a room filled with extraordinary people does not make them failures. They need to learn how to ask for help, how to recover after a poor examination and how to accept that somebody else may occasionally be smarter, quicker or better prepared. Perhaps that is one of the most important lessons an IIT can teach. Excellence requires competition. Excellence requires hard work. Excellence occasionally requires pressure. But excellence does not require keeping young people permanently inside a pressure cooker. Stop Turning Up the Heat When a student begins falling behind, catch him before he falls further. When he cannot understand something, teach him again. When the competition becomes overwhelming, give him someone to speak to. When a former school topper suddenly discovers that he is an average IIT student, remind him that being average among some of the country's brightest young people is hardly a mark of failure. And when a student cheats, hold him accountable, but do not stop at the disciplinary file. Ask what went wrong. Find out whether he needs mentoring, counselling or additional tuition. Give young people an opportunity to correct mistakes without making every mistake appear capable of destroying the future they spent their childhood building. India's elite institutions should not behave like pressure cookers that simply keep turning up the heat. Their purpose is to mould young minds. Sometimes moulding a brilliant mind means challenging it. Sometimes it means correcting it. And sometimes it simply means helping a frightened young person calm down, recover and find his footing again.

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