Fake papers. Ghostwritten college essays. What are we really teaching students?

A recent study uncovered how networks of researchers, editors, and journals are colluding to publish fraudulent scientific papers. Around the same time, Paritosh Kanoria on LinkedIn shared that a parent asked him to “write” their child’s Common App essay.

These aren’t isolated incidents. They’re symptoms of a deeper problem.
We live in an accolades-obsessed system that prioritizes outer display of success—admission letters, rankings, publications—over process, values, and growth, which constitute inner definitions of success.

True student success comes from ownership, self-responsibility, and ethical alignment to true purpose.

But if students are coached only to impress, not to reflect—only to produce, not to question the means they used—then the shortcuts become seductive.

And over time, the line between strategy and dishonesty blurs.

It’s not enough to talk about integrity, character, and higher purpose in orientation speeches, circle times and “moral education” classes. We need real coaching environments that foster self-awareness, ethical reasoning, and intrinsic motivation. We need real teachers and true role modes who walk the talk.

We need to help students connect choices to consequences, and to build their own definition of success rooted in deeper values, their connection with real-world problems and make a unique contribution.

Because if students are taught that someone else can do the work or everyone fudges the truth, how can we be surprised when tomorrow’s leaders only end up violently causing disharmony and chaos with their thoughts, words, and actions?

Let’s help students honestly contemplate and act on how they may be of service to the world and not grow up believing that fake narratives are the norm.