• The possible causes of students becoming aggressive after exams end

As the Ordinary Level (O/L) examinations drew to a close, a post circulating on social media caught our attention. It depicted an incident where a group of schoolchildren, who had just completed the exam, were responsible for damaging school property. This incident of public property destruction following a significant examination is not an isolated occurrence. Similar incidents have made headlines for generations, varying in severity.

It is commonly held among adults that the teenage years can be challenging, as teenagers are often seen as irresponsible and difficult. In recent times, concerns about teenagers’ relationship with technology have also risen to the forefront. By exploring the attitudes and mindset behind such actions, we may gain insight into the underlying causes of such behaviours. Furthermore, it prompts us to consider possible measures to prevent such incidents from recurring in the future.

Is it just peer pressure?

The author of this article had the opportunity to interview an individual who had been involved in a similar incident over a decade ago. This person, who wished to remain anonymous, shared their experience. According to them, the group involved in the incident consisted of all boys, approximately 10 in total, including themselves. They recalled attending a mixed school but couldn’t remember any girls participating in this particular event. It’s important to note that the individual clarified they were not the one who initiated the incident, but rather a classmate who always had “ants in his pants”.

The interviewee mentioned that the peer pressure at the time was incredibly strong, making it challenging for anyone to resist joining the group and participating in the activity. They explained that everyone seemed to be having a good time, which made it even more tempting to join in. Surprisingly, the person revealed that neither they nor anyone else in the group faced any disciplinary actions as a result of their actions.

When asked if they regretted their involvement in the incident, the interviewee admitted that while they now understood the wrongfulness of their actions, at the time, they succumbed to peer pressure and found the activity enjoyable. They also mentioned that it helped foster a sense of brotherhood among the group members.

Rage converted to aggression

Sometimes, after finishing a big exam, individuals may feel a strong urge to go on a rage and sometimes destroy or damage things at school. This is called “exam rage” or “test anxiety release” in psychology. It happens because of the stress and tension that build up when studying for and taking exams. The pressure to do well, fear of failing, and frustration with the test can all contribute to these feelings. Sometimes, the overwhelming emotions and anxiety from exams can make an individual lose control and act out in angry ways. They might yell, throw things, break stuff, or even get into fights.

Test anxiety can lead to aggression for different reasons. For example, people may get anxious about tests because they’re afraid of not meeting their own or others’ expectations. This anxiety can build up and make them agitated, which sometimes can lead to aggression. Fear of failure is also closely connected to test anxiety. When someone considers a test to be very important, the fear of failing can trigger a fight-or-flight response. In some cases, this response might come out as aggression, as a way to deal with all the strong emotions. Negative feelings can escalate, and aggression can be a way to let go of all the tension that has built up.

Test anxiety can also happen when people tie their self-worth to their academic performance. If they believe that their value as a person depends on how well they do on tests, getting bad results can feel like a personal attack on their self-esteem. This perceived threat to their self-image can make them defensive and aggressive. Some people might have learned to respond with aggression when they’re stressed or anxious, as a way to cope. Test anxiety can make these tendencies worse, leading to aggression as a reaction to high levels of stress.

While exam-related stress and pressure can contribute to such behaviour, public property destruction can occur in various other situations as well. It may be associated with anger, frustration, or a desire to rebel or cause disruption. Instances of public property destruction can arise from social unrest, protests, vandalism, acts of rebellion, or even criminal behaviours. It is important to note that destructive behaviours like these are not limited to a specific context but can occur in different circumstances and for various reasons.

What we can do

To prevent exam-related vandalism and destructive behaviours in the future, it is important to take certain precautions. First, we should make sure students understand the negative consequences of such behaviours and why it is essential to respect public property. By raising awareness among students, we can help them realise how their actions not only affect themselves but also their classmates and the wider community. Additionally, providing stress management programmes and counselling services can equip students with effective ways to handle the pressure and anxiety that come with exams. These support systems will assist them in navigating their emotions in healthier ways, reducing the likelihood of resorting to destructive behaviour.

Creating a culture of integrity and ethical conduct within schools is another crucial step. Teaching students about the importance of honesty, respect, and responsible behaviour help instil these values in their academic pursuits. It is also essential to establish an open environment where students feel comfortable expressing their concerns, anxieties, and frustrations. By encouraging open dialogue between students, teachers, and school administrators, we can identify and address any underlying issues that may contribute to destructive behaviours. Involving parents in these conversations is also valuable, as they can play a supportive role in helping their children manage stress and provide a nurturing home environment. Additionally, implementing peer support programmes allows older students to mentor and guide their peers, offering emotional support and promoting positive behaviour during exam periods.

While it is common to attribute exam-related behaviours to students and express concerns about their future roles as community leaders, it is vital to remember that these individuals are still children. Instead of solely blaming them, it is important to recognise that the older generation shares direct responsibility for any wrongful actions they may exhibit. Rather than lamenting the possibilities for the future, we should acknowledge our role in shaping their behaviour and addressing any failures that may have contributed to their actions.

(The writer is a mental health professional and has, over the past 10 years, contributed to several Sri Lankan media publications in both English and Sinhala languages, focusing on topics related to psychology and counselling)