The recent release of the 2025 Unified Tertiary Matriculation Examination (UTME) results has stirred a wave of emotional and academic concern across Nigeria. With over 78 percent of candidates scoring below the 200 mark out of 400, questions have arisen not only about student performance but also about the credibility of the testing process itself.
In the wake of this, the Executive President of the Lagos Central Baptist Conference, Dr. Victor Akerele, has offered a compassionate and spiritually grounded response aimed at restoring hope among affected students and their families.
In a heartfelt message titled “From Pressure to Purpose: Navigating UTME Disappointment with Faith”, released in Lagos on Friday, May 16, Dr. Akerele emphasized the importance of resilience, reassurance, and renewed focus. He urged parents not to let this moment of academic discouragement define their children’s future or self-worth. Instead, he appealed for a shift from harsh reactions to heartfelt support, especially considering the emotional toll such setbacks can have on young minds.
The sorrowful story of 19-year-old Opesusi Faith Timilehin, who tragically ended her life after scoring 190 in the UTME, has underscored the heavy burden many students carry. This deeply painful incident shines a light on the immense psychological pressure students face, often tied to societal expectations and limited academic options.
Akerele’s call to action begins with reminding parents and guardians that their role in this season is to uplift, not to criticize. Many students are still in the midst of the ongoing West African Senior School Certificate Examination (WAEC), a more enduring academic credential compared to the UTME, which is only valid for a year. The focus, he says, should now shift toward these ongoing examinations which can open a broader range of academic and vocational opportunities.
In addition, Dr. Akerele highlights the critical role of spiritual and emotional care. He calls upon faith leaders to step in, not merely with prayer, but with words and acts of comfort, mentoring, and encouragement. Quoting Micah 7:8: “When I fall, I will arise; When I sit in darkness, the Lord will be a light to me”, he reminds young people that a momentary fall does not define the totality of one’s journey.
Beyond spiritual support, Akerele encourages parents to reinforce a healthier perspective about self-worth and success. He advocates for open conversations that affirm the value of the child, independent of any exam result. For many students, academic disappointments can distort their self-image.
This is also an opportunity to help students discover new directions. Akerele suggests exploring other viable pathways such as vocational training, entrepreneurship, or alternative academic routes that better align with each child’s unique talents and passions. Rather than dwelling on a single failure, this is a chance to embrace new beginnings.
Equally important is the emotional wellbeing of the students. Parents and guardians are urged to remain vigilant for signs of distress, withdrawal, or depression. Where such symptoms appear, seeking professional counseling and support should not be delayed. Emotional healing often requires more than kind words; it calls for intentional care and sometimes clinical guidance.
Dr. Akerele also encourages families to foster an environment where children feel genuinely supported. A home that echoes love, patience, and second chances becomes a sanctuary for recovery and growth. Real-life examples of individuals who overcame early setbacks can serve as powerful motivators, reminding students that failure is often a stepping stone to future triumphs.
Spiritually, Akerele advises that families draw closer in prayer and the study of scripture, anchoring their hope not in academic accolades but in divine purpose. This grounding, he believes, can help students redefine their identities in a more meaningful and enduring way.
Lastly, he advocates for collaboration between parents and schools. Educators and counselors can work with families to devise personalized strategies for improvement. This may include academic coaching, mentorship programs, or simply a reevaluation of the student’s learning style and study habits.
