Listening to the Unheard: A Qualitative Exploration of Children’s Attitudes Towards Secondary Examinations in India

This paper explores the attitudes of secondary school students in India toward high-stakes examinations, using the ABC Model of Attitude as a conceptual framework. Drawing on qualitative data from student interviews and thematic analysis, the study examines the emotional, behavioral, and cognitive dimensions of students’ experiences with board examinations. Findings reveal that students often associate examinations with anxiety, fear, and emotional exhaustion. Their behavioral responses — such as rote memorization or avoidance — reflect strategies shaped by pressure rather than intrinsic motivation. Cognitively, many students expressed critical views about the relevance, fairness, and effectiveness of examinations as a measure of learning. Educational schemes like Continuous and Comprehensive Evaluation (CCE), the Chunauti programme, and the Patrachar system were found to have limited resonance or visibility in students’ lives. The study concludes that despite numerous reforms, the examination system continues to function as a source of stress rather than support. It recommends integrating student voices into educational policy design, rethinking assessment practices, and foregrounding emotional well-being within academic institutions. By centering children’s perspectives, this study highlights the urgent need for a more humane, inclusive, and meaningful approach to learning and evaluation in Indian schools.