By Osordi Ayomide
In recent days, the release of JAMB results in batches has once again stirred a familiar wave of anxiety among Nigerian students.
The anticipation that follows the Unified Tertiary Matriculation Examination (UTME) is often intense, with candidates eager to assess their performance immediately after sitting for the exam.
While some are fortunate to access their results promptly, others experience delays due to technical or administrative reasons, further heightening tension.
As results continue to roll out, reactions have been mixed. For many students, the outcome does not reflect the effort they invested in preparation.
Each year, a significant number of candidates fall short of their desired cut-off marks. While some institutions offer an additional opportunity through post-UTME screenings, others leave students with limited options, either to rewrite the examination or to accept a change to a less preferred course of study.
This reality often brings emotional distress. Students compare their scores with peers, and in many homes, expectations are set unrealistically high.
It is not uncommon to find a student who scores between 170 and 220 feeling like a failure simply because peers scored above 270, or because parents have defined excellence within a narrow range of 250–320.
Such pressure creates an unhealthy environment where self-worth becomes tied to numerical scores.
However, it is important to understand that poor performance in JAMB is not always a reflection of a lack of intelligence or preparation.
Several external factors can influence outcomes, such as long distances to examination centres, health challenges, technical issues at CBT centres, or even anxiety and lack of confidence on the exam day.
More concerning is the disturbing trend, observed over the years, of students slipping into depression, and in extreme cases, taking their own lives, following disappointing results.
This tragic development is often fueled by stigmatization from peers, harsh criticism from parents, and societal expectations that equate examination success with life success.
The truth is simple but often ignored: not every student will achieve their desired score at the first attempt. And that is okay.
Failure, as society defines it, is largely a construct. A single examination does not determine a person’s intelligence, potential, or future.
It is neither a death sentence nor a permanent setback. It is, at most, a temporary outcome that calls for reflection, adjustment, and renewed effort.
Students must be reminded that there is always another chance, whether through rewriting JAMB, exploring alternative academic paths, or discovering different opportunities altogether.
Success is not a straight line, and many who eventually excel have experienced setbacks along the way.
Equally important is the role of parents, teachers, and guardians. The words spoken in moments like this carry lasting weight.
Children and young adults are impressionable, and negative reinforcement can push them into feelings of inadequacy, isolation, and despair.
Parents must resist the urge to compare their children with others or measure their worth solely by academic performance.
Encouragement, patience, and understanding are far more powerful tools than criticism. Teachers, too, must be mindful of how they address students during such vulnerable periods.
Raising children should not be about imposing unrealistic expectations but about nurturing resilience, confidence, and a healthy mindset.
When a child falls short, the responsibility of an adult is not to condemn but to guide, to help them see that the journey is not over, and to support them in preparing for the next step.
To every student reading this: your JAMB result matters, but it does not define you. It does not measure your worth, your intelligence, or your future potential. No examination result is worth your life.
Do not suffer in silence. Speak to someone. Reach out to a trusted friend, family member, teacher, or counselor.
There is always another path, another opportunity, and another chance to rise. Sometimes, what feels like a delay may lead to a better destination.
As a society, we must collectively rethink how we define success and failure. Let us build an environment where students feel supported rather than judged, encouraged rather than pressured, and hopeful rather than defeated.
Failing JAMB is not the end of the road; it is simply a bend, and sometimes, the bend leads to something even greater.