Together in care: There must be clear and accessible mental health support systems that students can easily reach when they need help. – 123rf.com
Universities must act early and with care to prevent academic struggles from spiralling into tragedy
Our approach to academic progression is long overdue for reform.
The traditional model, which often treats academic failure as a personal flaw, fails to recognise the complex realities students face.
It is time to shift the narrative and embrace a more compassionate, accountable and inclusive framework.
Earlier this month, I read a BBC report about a student in Scotland who took his own life three months after learning he could not graduate.
The tragedy was the result of an administrative error that set off a cascade of devastating consequences, ultimately leading to his death.
In light of this, we in higher education institutions must do better. We need to thoroughly review our policies and cases where students are unable to progress, pass or graduate.
I have pushed for a new policy on campus that takes a deeper look at our values and methodology, where every instance of failure compels us to ask if we have done enough to teach, prepare and nurture our students.
Every failure deserves a second look, not to excuse poor performance but to ensure that as an institution, we have done our part.
Did we provide adequate support? Did we consider personal factors such as mental health and well-being?
These are the questions we should be asking, not just “Did the student pass?”
Shared responsibility
Student suicide rates have been climbing at an alarming pace.
The pressure to perform academically and socially, alongside the stigma surrounding mental health, has created a toxic cycle where many students feel trapped and isolated.
Academic institutions, from secondary schools to higher education institutions, often contribute to this sense of despair.
Students are expected to maintain high grades, excel in extracurricular activities, and prepare for an uncertain future, all while navigating the pressures of adolescence and adulthood.
When they fail to meet these standards, it can lead to feelings of worthlessness and hopelessness.
While academic stress is a significant factor in student suicides, we must also recognise that the erosion of ethics and morals in the education system plays a crucial role in exacerbating this crisis. But that is a topic for another day.
This then reframes failure as a shared responsibility. In every student who fails, we have failed too. It is not meant to lower standards but rather to raise expectations of how we can support students.
This is the kind of accountability we need, not just for our students, but for our institutions too.
Early warning signs
Early identification and support are crucial. Too often, we wait until a student is on the brink of failure before intervening. By then, most of the damage has already been done.
If we are serious about our students’ success, we need systems that flag early warning signs such as poor attendance, disengagement and low performance, and respond with empathy by asking questions and taking action, be it through tutoring, workshops or counselling.
Timely support can make a world of difference.
There must be clear and accessible mental health support systems that students can easily reach when they need help.
Having resources available is not enough – help should be actively promoted.
Mental health awareness must be embedded into campus culture, ensuring that all academic and administrative staff are trained to spot signs of mental health struggles and are able to respond appropriately, so that no student “falls through the cracks”.
Academic achievement and well-being go hand in hand. I have seen students struggle silently, afraid to ask for help or unsure where to seek it. This is why I have pushed to integrate well-being into the student experience, not as an add-on, but as a core component.
Of course, this requires that staff be trained and empowered, referral pathways be made clear, and students feel safe when seeking help, without fear of stigma.
Another crucial area that deserves attention is how we treat final-stage students on the verge of graduation. These students often face immense pressure, and when failure occurs at this stage, it can be devastating.
We must ensure fairness and transparency in assessments and provide clear, compassionate support. Internal review panels in such cases can no longer be seen as just procedural.
Proactive support
At the end of the day, reforming academic progression is not about making things easier, but about making them fairer.
We need to recognise that success is built on a partnership between students who take responsibility for their learning and institutions that provide the tools, support and environment to help them thrive.
We must take greater responsibility not only for academic success but also for the welfare of our students, particularly those struggling with deeper personal issues.
As I write this, another tragedy has happened: a school stabbing. Bullying, gang-rape and now stabbing in our schools – these are deeply troubling concerns.
Leadership, management and staff must be held accountable for ensuring that student well-being is prioritised across the board.
All these issues and tragedies underscore the need for a holistic approach to student support – one that no longer focuses only on academic outcomes but also addresses the personal and emotional challenges students face.
We must work towards a vision of shared accountability, holistic review, and proactive support. This is no longer just a policy; it is a philosophy. If we truly want to empower students to reach their potential, this is the direction we must take.
By creating comprehensive and accessible support systems, and by adopting a more compassionate and proactive approach to student care, we can hopefully prevent such tragedies from recurring. Every student deserves to feel safe, supported and valued.
Education should not be a pressure cooker that drives students to despair but a nurturing space where they can grow, learn and find meaning in both their academic and personal journeys.
Prof Datuk Dr Elizabeth Lee is the chief executive officer at Sunway Education Group. A veteran in the field of private higher education, Prof Lee is also an advocate for women in leadership. She has been recognised both locally and internationally for her contributions to the field of education. The views expressed here are the writer’s own.
