The recent Student Well-being Pulse Report for 2025-26, conducted by the IC3 Institute in partnership with the Council for the Indian School Certificate Examinations (CISCE), reveals significant disparities in emotional well-being between male and female students. The survey, which included responses from 8,515 students, indicates that while girls report higher levels of happiness at school, they struggle more with confidence and motivation compared to their male counterparts.

Approximately 62 per cent of girls expressed that they often or always felt happy at school, in contrast to 58 per cent of boys. However, when it comes to self-confidence, only 52 per cent of girls reported feeling confident, compared to 64 per cent of boys. Alarmingly, 22 per cent of girls stated they rarely or never felt confident, whereas only 14 per cent of boys reported the same.

Confidence and Calmness Levels Differ Significantly

The survey further highlights that the gap in confidence extends to feelings of calmness and motivation. Only 42 per cent of girls indicated that they often or always felt calm and relaxed, while 53 per cent of boys reported similar feelings. Additionally, 28 per cent of girls claimed they rarely or never felt calm, compared to 22 per cent of boys.

Motivation levels also showed a noticeable difference, with 55 per cent of girls stating they often or always felt motivated to engage in activities, in contrast to 61 per cent of boys. This disparity suggests that a student’s enjoyment of the school environment does not necessarily correlate with their self-confidence or emotional stability.

The findings raise important questions about the emotional landscape of students, indicating that girls may enjoy their school experience yet still grapple with self-doubt and a lack of motivation.

Increased Reports of Anxiety and Frustration Among Girls

The report further reveals that girls are more likely to experience negative emotions such as anxiety and frustration. Specifically, 33 per cent of girls reported feeling anxious often or always, compared to 23 per cent of boys. Additionally, 36 per cent of girls indicated they frequently felt frustrated, while only 28 per cent of boys reported the same.

Moreover, girls were found to experience lower energy levels and increased feelings of sadness. These statistics highlight a concerning trend in the emotional well-being of female students, which warrants further attention and investigation.

It is important to note that these findings are based on students’ self-reported experiences and do not delve into the underlying reasons for these differences. Factors such as social expectations, academic pressure, and other influences may play a role, but the survey does not pinpoint specific causes.

Rethinking Student Well-being Beyond Happiness

The results of the survey underscore the complexity of measuring student well-being. The data suggest that happiness within the school environment does not automatically equate to confidence, motivation, or emotional stability. This distinction is crucial for educators and policymakers.

For schools, the findings highlight the necessity of looking beyond traditional metrics such as academic performance and attendance. Understanding students’ feelings about themselves, their capabilities, and their daily experiences is essential for fostering a supportive educational environment.

As educational institutions strive to enhance student well-being, it is imperative to acknowledge these emotional challenges and work towards creating an environment that nurtures both happiness and confidence among all students.

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