Dear Editor,

As the Caribbean Examinations Council (CXC) prepares to release the 2025 Caribbean Secondary Education Certificate (CSEC) and Caribbean Advanced Proficiency Examination (CAPE) results on August 15, thousands of students across the region wait in deep anxiety. For many, these grades represent more than just academic feedback — they symbolise approval, self-worth, and future opportunity.

But what happens when the results don’t match expectations? And what are the psychological costs of the pressure leading up to this day?

A recent Global School Health Survey in The Bahamas revealed that one in five teenagers has attempted suicide, and nearly 25 per cent have seriously considered it. These findings are a sobering reminder that academic stress is no longer just about nervous butterflies before a big test, it’s about survival. Prime Minister of The Bahamas Philip Davis described these statistics as “shocking”, pointing to “pressure, silence, bullying, economic strain, and social media” as key contributors.

In Jamaica, a report by UNICEF titled ‘Crazy Expectations Driving Children to Suicide’ outlines how children facing unrealistic academic demands are increasingly vulnerable. It describes the immense pressure children face to meet the “dreams” of their parents, teachers, and wider society. As one youth counsellor put it, “We’re seeing children who don’t just fear failing an exam — they fear disappointing everyone they love.”

Meanwhile, in Saint Lucia, a national youth survey showed that 25.5 per cent of students had suicidal thoughts and 17.5 per cent had attempted suicide. The top risk factors included loneliness, worry, and bullying, all of which are often intensified by poor exam performance and the stigma that follows.

What do these numbers tell us? They suggest that we need to rethink how we define success, failure, and support. The release of exam results should not be a do-or-die moment for our youth. Academic achievement is important, but so too is emotional resilience, mental well-being, and unconditional support from the adults in their lives.

I urge parents, teachers, and school leaders to approach this season with compassion: Don’t weaponise grades. A child’s performance does not reflect his/her worth or your parenting. Create safe spaces to talk, vent, cry, or be silent. Focus on effort and progress, not just grades or comparisons.

Remind them: “You are more than this moment.”

Finally, I urge the ministries of education and school boards across the region to implement mental health first aid training in schools, expand counselling access, and run public awareness campaigns during major exam periods. Let’s use this anxious season as a turning point when we build not only better students but stronger, more emotionally resilient citizens.

Kewayne Davidson

kewayned11@gmail.com