While the world makes strides in improving its productivity and output, there is a significant workforce requirement to improve each year. Naturally, policymakers focus on making sure that their jurisdictions are as efficient as possible, but it is time that they started paying attention to the double-edged sword it parallels.

Students in secondary and tertiary education settings face a wide range of ongoing stressors related to academic demands. Previous research indicates that academic-related stress can reduce academic achievement, decrease motivation and increase the risk of school dropout. The longer-term impacts, including the reduced likelihood of sustainable employment, cost Governments billions of dollars each year (Pascoe et al., 2020). For example, the Organisation for Economic Co-operation and Development (OECD) recently conducted a survey involving 72 countries consisting of 540,000 student respondents aged 15–16 years. On average, 66% of students reported feeling stressed about low grades across OECD countries, and 59% said that they often worry that taking a test will be difficult. In India, a place known for its rigorous academic structure, a survey too was carried out. Out of the 1,224 respondents, 299 (24.4%) experienced stress. Among them, 115 (38.5%), 102 (34.1%) and 82 (27.4%) were dental, medical and engineering students, respectively. There was a statistically significant association between stress and the field of education. The pressure was observed in 187 (27.7%) females and 112 (20.4%) males; the association with gender was statistically significant. (Waghachavare et al., 2020).

A country may pride its workforce on being highly skilled, but a higher stress tolerance indicates mental health issues. Policymakers should focus on making sure that students go through an efficient stream of being marked and judged on their performance. A good example is Finland, where they don’t have exams in high school; they also boast a very educated and skilled workforce. Children are often touted as being the future of the nation, and hence countries around the world make sure that their education systems facilitate the growth of these minds rather than hinder it. At ATMS, we realise the effects of this and provide dedicated support to our students to ensure they are never subjected to any of the ill effects discussed in this article. This is why we also constantly update the curriculum and teaching methods to align with the best available in the industry. Hence, we believe we provide the best B.B.A., M.B.A. and D.B.A. in the U.A.E

Ashutosh Singh
Vice President
Al Tareeqah Management Studies


Pascoe, M.C., Hetrick, S.E. and Parker, A.G., 2020. The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), pp.104-112.

Waghachavare, V.B., Dhumale, G.B., Kadam, Y.R. and Gore, A.D., 2013. A Study of Stress among Students of Professional Colleges from an Urban area in India. Sultan Qaboos University Medical Journal, 13(3), p.429.

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