Acharya Prashant explains that the root cause of student suicides lies in the societal conditioning they are subjected to from a young age. He states that a child is a very dependent being, and this dependency is heavily exploited. Society tells the child that their life is worthless if they do not attain certain goals. These goals are often unrealistic, and the competition is made severe because the same goals are given to every child. Practically, only a small percentage, perhaps one percent, can attain these goals, leaving the remaining ninety-nine percent to feel like failures. The speaker points out that one of the most fundamental needs of the mind is to know itself, to answer the questions, "Who am I?" and "Why do I exist?" However, parents and educators never bother to address this fundamental question, let alone answer it satisfactorily. Instead, they indirectly and unconsciously supply a ready-made, junk answer: "You exist to achieve." The things to be achieved are dictated by others, such as working for a multinational corporation and earning a high salary. He questions whether the students, left to themselves, would have ever chosen these paths, like appearing for the JEE exam. This process is described as a constant bombardment of propaganda accompanied by an equivalent dehumanization of consciousness, turning it mechanical and animal-like. Two things happen in tandem: one is being told what things are about, and the other is being actively discouraged from knowing on your own. Knowing on your own is seen as making one a renegade or an uncontrollable rebel. Consequently, students are given impossible targets and told their life is meaningless if they fail, causing some to buckle under the pressure. Using the analogy of a chain, he says that under undue pressure, the weakest link breaks, and the fault lies not with the link but with those who applied the pressure. Acharya Prashant laments the wastage of great talent, where brilliant individuals are directed towards mundane jobs like writing random code, working in a bank, or selling fizzy drinks, simply for a high salary, which is then celebrated as success. He argues that this is symptomatic of a society where inner education is considered dispensable. Just as expert professors are needed for subjects like math and physics, experts are needed to deliver life education. Without this inner education, the mind remains cluttered, confused, and ultimately, sometimes suicidal. He concludes by stating that the culpability for these tragedies must be fixed on those who teach that life exists merely for material gratification.