59% of Class 12 students report low satisfaction with school life

For many students, Class 12 is the final stretch before college, marked by board exam preparation, career choices and growing expectations about the future. But a nationwide survey suggests that this crucial stage of schooling is also taking a toll on students’ well-being, with a majority reporting low satisfaction with school life.

The 2025-26 Student Well-being Pulse Report, published by the IC3 Institute in collaboration with the Council for the Indian School Certificate Examinations (CISCE), surveyed 8,515 students and found that 59% of Class 12 students reported low satisfaction with school life. Only 19% reported high satisfaction.

The findings reveal a sharp contrast with younger students. In Class 8, 57% reported high satisfaction with school life, while 23% expressed low satisfaction.

The widening gap raises concerns about how students experience school as academic demands intensify and decisions about higher education and careers draw closer.

Happiness and confidence decline with age

The decline extends beyond school satisfaction. The proportion of students reporting high overall mental well-being fell from 62% in Class 8 to 43% in Class 12.

Positive emotions also became less common as students progressed through school. The share who often or always felt happy at school dropped from 65% in Class 8 to 48% in Class 12. Confidence declined from 64% to 47%, while motivation fell from 64% to 49%.

At the same time, signs of emotional distress became more prevalent. The proportion of students who often or always felt anxious rose from 22% in Class 8 to 37% in Class 12. Those reporting low energy with the same frequency increased from 27% to 44%.

The findings point to a worrying pattern: students approaching the end of school are reporting lower happiness, confidence and motivation, alongside greater anxiety and fatigue.

This is also the stage when many face intense academic expectations, competitive entrance examinations and pressure to make decisions that could shape their future. Although the survey does not establish a direct cause for the decline, the results underline the need to pay closer attention to students’ emotional health during these years.

Personal relationships offer a brighter picture

Despite the concerns about school life, the findings suggest that many students continue to find satisfaction in their personal lives. Across all respondents, 63% reported high satisfaction with their personal lives, including their relationships with friends and family.

The contrast suggests that students may find support and fulfilment outside school even as their experience in the classroom becomes less satisfying.

However, positive personal relationships alone may not be enough to offset the pressures associated with academic performance, examinations and uncertainty about the future.

The report identifies academic pressure, career uncertainty and the transition to higher education as possible factors contributing to the challenges faced by older students. It does not, however, establish that any single factor is responsible for the trends.

Schools need to look beyond academic performance

The findings raise an important question for schools and families: are students receiving adequate emotional support as examination pressure mounts and career decisions become more immediate?

Academic progress is routinely tracked through marks, mock tests and board examination results. Emotional distress, by contrast, may remain unnoticed when students continue attending classes and preparing for examinations.

The report calls for stronger and more accessible well-being support systems in schools, highlighting the importance of addressing students’ emotional needs alongside their academic development.

For schools, the challenge is not simply to prepare students for examinations and college admissions, but also to ensure they can navigate these crucial years with confidence and support. The findings suggest that student well-being deserves sustained attention well before distress begins to affect academic performance or everyday life.