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| Girls shine again | | | The recently declared CBSE Class 12 board examination results have brought with them both pride and points for reflection. With 88.39% of students clearing the exam, there has been a marginal increase in the overall pass percentage compared to last year’s 87.98%. However, what stands out most significantly is that girls have once again outshone boys, recording a pass percentage of 91.64% compared to 85.70% for boys — a notable difference of over five percentage points.
This gender-based academic trend is not a one-off occurrence; rather, it is part of a consistent pattern seen over the past several years across various boards in India. Girls have repeatedly demonstrated academic excellence, dispelling outdated myths about gender and intelligence. The latest CBSE results reaffirm that given equal opportunities, encouragement, and resources, girls can excel and lead.
Several factors may be contributing to this trend. Sociologists often point to the increased sense of responsibility and discipline among girls, possibly stemming from a desire to break societal barriers and prove themselves in a still-patriarchal environment. At home and in school, girls may be under greater pressure to succeed academically, which translates into stronger performances in structured environments like board examinations. However, while the achievement of girls deserves celebration, the gender gap should also lead us to examine why boys are consistently lagging behind. Are boys becoming victims of outdated teaching methods? Is the current assessment model more suited to the learning styles of girls? Or are we simply not paying enough attention to the emotional and academic needs of male students, assuming their resilience where they might need guidance? Another point of concern is the dip in the number of students scoring above 90%, a trend that has seen a slight decline compared to last year. While this could be seen as a rational correction after years of grade inflation, it also hints at the increasing difficulty of maintaining top scores under changing assessment patterns and a post-pandemic learning environment. It may also reflect more realistic marking and evaluation standards by the board, which could be a welcome move in the long run, preventing unnecessary academic pressure on students. These developments call for a balanced and holistic approach to education. Beyond celebrating scores, we must ensure that learning is meaningful, assessments are fair and inclusive, and every student — regardless of gender — is given the tools to succeed in their own right. The education system must not only reward rote memory but also foster creativity, emotional intelligence, and critical thinking. The success of girls in the CBSE Class 12 exams is a moment of national pride and a signal of changing societal dynamics. At the same time, it urges educators, parents, and policymakers to rethink strategies for holistic education that lifts all students, addresses learning gaps, and prepares youth not just for exams, but for life. |
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