Last Updated on January 8, 2026
In a world that celebrates holistic development, mental well-being, and lifelong learning, it is ironic that our examination systems still cling to two of the most stigmatizing words in academia: pass and fail. For generations, these labels have carried enormous emotional weight. A single word on a marksheet has been allowed to define a student’s worth, potential, and—even more unfairly—their future.
But educators and psychologists have long argued that success cannot be measured by examinations alone. Life presents challenges far more complex than any written test, and every individual navigates them at a different pace. In that sense, the very notion of “success” itself becomes fluid—far from the rigid binaries our exam systems impose.
Yet year after year, students are still judged as “passed” or “failed,” reinforcing the false idea that learning outcomes can fit neatly into two boxes. The damage goes beyond academics: anxiety, fear of judgement, stigma, and the crushing belief that a “fail” reflects personal incapability rather than a momentary need for support or more time.
The truth is simpler and kinder: no student actually fails. When a learner doesn’t meet the expected level at a particular time, it merely means they are not yet ready—not incapable. It means they need more practice, more support, or more time. And that is perfectly human.
Around the world, institutions are now exploring gentler, growth-oriented alternatives that focus on improvement rather than labels. Terms such as “Completed / In Progress,” “Achieved / Yet to Achieve,” or “Demonstrated / Needs More Practice” reflect what education truly aims to do—support learning, not condemn learners.
These alternatives carry no stigma. They communicate progress honestly without branding students for life. Importantly, they remind us that even a “pass” is not an indicator of full competence, nor is a “fail” evidence of incapability. They are simply milestones—and sometimes, signals for growth.
Examples include- CBSE in India has removed the terms pass/fail in marks sheet since 2020 and replaced with essential repeat instead of fail to reduce psychological stress. Sweden uses a neutral language term which translates to not approved instead of fail. Many countries like Finland, France and Italy use a scaled evaluation system (numeric/graded) instead of binary pass/fail system. Using functionally equivalent less stigmatising terminologies can reduce the emotional burden on students. Although CBSE has taken a positive step in this direction, such practices need to be adopted consistently across all levels of the education system through out the country
The focus here is not the system of evaluation but the use of the terms. Direct research work comparing pass/fail terminology with other alternatives is limited. However, evidence from psychological and labelling studies consistently shows that language/terminology shapes perception, influences expectations, and can reinforce or reduce stigma. Therefore, replacing the term “Fail” with more neutral, growth-oriented phrases—such as “Not Yet Achieved,” “Essential Repeat,” or “Needs Improvement”—is likely to lessen the emotional burden on students, even if rigorous trials examining individual word substitutions are scarce..
If curriculum frameworks, teaching methodologies, and evaluation tools have evolved to embrace holistic development, outcome terminology must evolve too. It is no longer enough to modernize the process while clinging to age-old labels that no longer serve today’s students.
The shift toward non-stigmatizing evaluations is not merely a semantic change—it is a cultural one. One that motivates students to focus on improvement rather than brood over a word that was never meant to define them.
Perhaps the time has come for our education system to ask itself: If learning is continuous, compassionate, and individual, why should results be anything different?
Written by: Dr Shilpa H D, Professor and HOD Biochemistry-CDSIMER, Cofounder-CopeMeds.