A few days ago, Greek society was once again confronted with a tragedy that shakes every parent to the core: two young girls are reported to have lost their lives amid unbearable psychological pressure and anxiety surrounding the Panhellenic examinations. In a country where academic success has long been closely tied to social expectations and family aspirations, this tragedy has reignited a deeply important conversation about the emotional toll placed on our young people. Regardless of the exact circumstances of each case, no one can any longer ignore the immense psychological burden carried by so many teenagers today.

Every day I receive countless letters, messages, and emails regarding a wide range of issues. Recently, however, one letter from a mother affected me profoundly. As a father of five children, I read it not simply with attention, but with deep understanding and genuine concern. Behind every word lay the same anxiety experienced today by thousands of Greek families: the fear that our children are growing up believing that their worth is determined within the space of a few hours of examinations.

With the forthcoming discussion regarding schools and the university entrance examination system in mind, I would like to share a number of thoughts and concerns drawn from the experiences our children — and their families — endure on the road toward these exams.

I believe there are several areas in urgent need of meaningful reform.

First, there is the excessive weight placed on a single examination process. The future of a young person appears to depend almost entirely on their performance during just a few days of exams. It is evident that both the structure and the philosophy of the Panhellenic examinations require modernization.

Second, there is the intensity of the competition itself. The demand for increasingly higher grades, combined with the limited number of university places, creates suffocating pressure and overwhelming anxiety for students and families alike.

Third, there is the deeply exam-centered nature of the system. Too often, emphasis is placed on memorization and grades rather than on genuine learning, critical thinking, creativity, the development of skills, and the cultivation of character. The discussion already underway regarding the National Baccalaureate is moving in a necessary and constructive direction.

Fourth, there is the exhaustion experienced by students. The combination of school, tutoring centers, private lessons, and endless hours of study deprives young people of personal time, creativity, rest, and emotional balance.

And finally, there is the dangerous perception that failure is final. Many children grow up believing that one disappointing result in the Panhellenic examinations will define the rest of their lives. This is profoundly mistaken. No examination can determine the value, future, or character of a young person.

Of course, families and society also have an important role to play. Yet the Panhellenic examination system exerts pressure on everyone involved. The relentless pursuit of a single grade — a pursuit that begins in the earliest school years and intensifies throughout adolescence — exhausts not only students, but entire families. Tutoring centers, private lessons, constant stress, suffocating schedules, and a daily life organized entirely around examinations have created a society trapped in the logic of grades and university admission.

Perhaps, if we gradually freed ourselves from such a system, first our children, then families, and ultimately society itself could breathe more freely and begin shaping a healthier, more humane way of life.

Perhaps today we do not yet possess all the answers regarding what system could fully replace the Panhellenic examinations. But that does not mean we should postpone a serious national dialogue on alternative solutions. Greek universities could gradually place greater recognition on internationally respected educational systems and qualifications, such as the International Baccalaureate (IB), which has been implemented successfully for decades in many countries around the world. Such an approach could significantly reduce the extreme psychological and financial burden that young people are currently forced to carry simply to gain access to higher education within their own country.

At the same time, schools themselves must be strengthened in meaningful ways. They should provide greater support through psychologists and counselors, ensuring that students have safe spaces to express their concerns and struggles. Schools should organize programs and initiatives focused on stress management, emotional resilience, and mental well-being. They should foster a culture of cooperation, trust, and mutual respect rather than excessive competition.

Schools must also move away from the narrow obsession with grades and place greater emphasis on meaningful learning, personal growth, and the development of life skills. Young people should be made aware of alternative educational and professional pathways so that they no longer see the Panhellenic examinations as the sole gateway to success. The relationship between teachers and students should also be strengthened, so that teenagers feel safe, supported, and confident enough to seek help whenever they need it.

During the final years of school, we should also encourage greater participation in group activities, sports, and — perhaps most importantly — reconnect young people with nature. The Scouts and organizations such as Outward Bound, which combine teamwork with outdoor experiences, play a vital role in supporting the psychological and social well-being of young people. We should place greater value on friendship, community, and human connection rather than allowing isolation behind mobile phones, tablets, and “AI companions” to define adolescence.

Many of these principles are already reflected in the modules of the Achieve program by King’s Trust International, which has proven highly effective in strengthening young people’s confidence, resilience, and life skills.

Greece is blessed with exceptionally talented young people. The question before us is whether we will continue raising them in fear, or whether we will have the courage to build an educational system that is more modern, more humane, and more closely aligned with the real needs of our time — a system that offers young people choices, hope, and the opportunity to succeed through different paths.

Because, at the end of the day, what matters is not only success in examinations. What matters is life itself.