Trigger warning: this post discusses suicide and self-harm. If you or someone you know is in immediate danger, contact local emergency services or a mental health helpline immediately. In Pakistan, national helplines and crisis support services are available to offer confidential support.
In recent months, we have seen a painful pattern repeating itself across Punjab: university students, bright, young people who should be building futures, are taking desperate steps or attempting to take their lives. These are not isolated tragedies; they are a mirror reflecting pressures that many families do not see clearly until it is too late. Recent reporting from Lahore and elsewhere has linked some of these incidents to academic pressure, failed relationships, and family conflicts, and universities and families alike are asking hard questions about what went wrong. (The Express Tribune, AAJ TV)
As a parent, it is natural to react with shock and guilt: ‘Kiya mein jaan sakta tha? Kiya mein pehlay qadam utha sakta tha? (Could I have known? Could I have acted sooner?) Those are painful but familiar questions. We also need to step back and look more critically at the systems surrounding our children, at what we ask of them, what schools expect, and how families respond when a child shows signs of pain. This is not about assigning blame to any single person. It’s about noticing patterns and changing them.
What Research Tells Us About Student Mental Health in Pakistan
Academic studies show that mental health issues among Pakistani university students are common and often go unrecognised and untreated. Research involving students from universities across Pakistan has documented high levels of stress, anxiety, and depression. For example:
- A large study of students in Punjab reported that more than half experienced significant depression, anxiety, or stress symptoms, with higher rates among female students and those with heavy study loads. (IJPIHS)
- Surveys of medical students have found that many report symptoms of depression and suicidal thoughts linked with academic stress, long study hours, and social pressures. (Federal Medical College)
- Other research highlights that academic stress, social isolation, and family issues are independently associated with higher suicide risk among students. (JHWCR)
- A broader analysis of Pakistani youth suicides suggests relational difficulties, academic failures, and family conflicts are among the commonly reported contributing factors. (PMC)
These findings underline the reality: emotional strain and suicidal thinking are not rare experiences for many students. They are measurable conditions linked with structural, academic, and social challenges.
Academic Pressure: More Than Just Exams
In Pakistan, academic success is often seen as the key to future security. High expectations, competitive entry into professional programs, strict attendance policies, and frequent high-stakes exams all contribute to a culture where performance is closely tied to self-worth. Young people internalise this pressure, believing that setbacks are personal failures rather than learning challenges.
When students encounter difficulties such as falling behind in coursework, struggling to meet attendance requirements, or facing institutional rigidity with little support, their stress can spiral into feelings of hopelessness. In some of the recent Punjab cases, classmates and family members mentioned academic struggles and humiliation as part of the context preceding the tragedies. (The Tribune)
Family Conflicts and Personal Relationships
Alongside academic stress, family tensions and personal relationships also play a significant role in emotional distress. Research shows that family expectations and conflicts have a strong connection with suicidal ideation among students. (JHWCR)
Young adults often navigate intense emotions around relationships, first loves, break-ups, and future family decisions. When these experiences intersect with conservative social norms, students may feel unsafe to speak openly about their feelings. The emotional burden becomes bottled up, and small stressors accumulate into overwhelming distress.
The Silence Around Mental Health
Despite high levels of need, mental health services remain inadequate in many campuses and communities. Counselling centres are often understaffed or absent. Stigma around mental health discourages help-seeking, and cultural expectations prioritise resilience over vulnerability. This combination leaves many students without safe spaces to talk or problem-solve before reaching a crisis.
Moreover, the latter part of adolescence, roughly ages 18–25, is a high-risk period for suicidal thoughts globally, due to rapid life transitions, identity formation, and emotional challenges. When you add the local pressures of family and academic expectations, the risk increases further.
What Parents, Students, and Educators Can Do Today
We must respond with urgency and humanity. These tragedies are not inevitable, they are indicators that our systems and relationships need thoughtful transformation.
For Parents
- Listen actively.
- When a young person talks about stress, disbelief, or emotional pain, let them speak without interruption or immediate problem-solving.
- Ask gentle questions.
- Instead of ‘Grades Kam kyun aaye tumhare? (Why are your grades low?) try ‘Kya mushkil laga jiski waja se grades kam aaye? (What part of studying feels hardest right now?)’
- Know the resources.
- Familiarise yourself with crisis helplines and mental health professionals. Have contacts ready.
For Students
- You are not alone. Many students share struggles, even if it doesn’t seem that way. Talking to peers, mentors, or counsellors can make a real difference.
- Reframe help-seeking as a strength. Asking for support is not a sign of weakness, it is a way to protect your future.
For Educators and Institutions
- Develop real mental-health support. Trained counsellors, confidential referral systems, and accessible support services must be part of campus life.
- Build supportive policies. Flexible academic policies, clear communication about attendance or assessments, and proactive check-ins can reduce crisis risk.
- Train faculty and staff. Teachers often notice behavioural changes first, equipping them to respond sensitively and direct students to help.
Looking Forward: A Culture of Care
We must shift from responding to crises after they occur to preventing them through connection, care, and support. Academic excellence and emotional well-being are not opposing goals; they are mutually reinforcing.
Creating environments where young people feel seen and supported is not only beneficial for their mental health, but it is also beneficial for society as a whole. When families, educators, and communities work together, we can help students carry pressure in ways that do not crush their spirits.
Resources: Where to Find Immediate Help
- Mental-health helplines & support services in Pakistan (search for local numbers of organisations like Umang/Taskeen and school counselling initiatives)
- Emergency services: Call local emergency numbers if you believe someone is in immediate danger