Student Mental Health, Social Pressures, and Academic Culture: Insights from Bangladesh’s Education Policy Changes

Abu Zubayer(1), Imran Hossain(2), Omar Faruk(3), Ashraful Islam(4), Monirul Islam(5),


(1) Varendra University
(2) Varendra University
(3) Varendra University
(4) Varendra University
(5) Varendra University
Corresponding Author

Abstract


This study examined the impact of Bangladesh’s National Curriculum Framework 2022, a core component of the country’s new education policy, on student anxiety, stress, and social dynamics. Aimed at shifting away from rote learning and high-stakes examinations, the policy introduces continuous assessment, digital learning integration, and project-based pedagogy. While these reforms align with global trends emphasizing competency-based education and holistic student development, emerging literature suggests that such transitions may have unintended psychosocial consequences. Guided by theories of educational change and student well-being, this study employs a mixed-methods approach, including surveys from 300 students and Key Informant Interviews (KIIs) with 20 teachers. Findings indicate a significant rise in student anxiety and stress, particularly in rural areas where access to digital tools is limited. Teachers reported increased emotional challenges among students and a lack of preparedness to offer mental health support. The study concludes that although the policy has the potential to improve academic quality. It also contributes to mental health concerns and social disconnection.

Keywords


Continuous assessment; Education policy; Mental health; Social dynamics; Student anxiety

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