Student Suicides in Universities are often a Product of Institutional Violence

Universities are meant to be places where ideas flourish, careers are built, and students embark on a new phase of life. However, when a university becomes a centre of trauma for its students, it signifies a profound systemic failure. 

• The alarming rise in student suicides across educational institutions is not merely a collection of individual tragedies; it is a direct consequence of deep-seated institutional violence.

About Institutional Violence

• Institutional violence refers to the psychological, social, or administrative harassment that occurs within a system. It is not always an overt act of aggression but can manifest as a “slow poison” that systematically erodes a student’s dignity. This form of violence is characterised by several critical failures:
  • Ignoring Complaints: Student grievances are not heard.
  • Lack of Representation: Students find no proper channels for their voices to be heard.
  • Normalisation of Harassment: The harassment experienced by students is often dismissed or treated as a normal occurrence.
  • Indirect Complicity: The institution, through its inaction or systemic flaws, indirectly contributes to the violence.
• This environment, rather than supporting students, often alienates them, leaving suicide as a perceived only option.

Failures of Existing Mechanisms

Despite the existence of mechanisms intended to protect students, they routinely fall short:

• Internal Complaint Committees (ICCs): These committees, meant for grievance redressal in cases of sexual harassment, are largely symbolic. 
  • The primary focus is often on protecting the institution’s reputation rather than addressing the complainant’s concerns. 
  • They prioritise the “honour” of the institution over the well-being of the victims.
• SC/ST Cells: Established to combat caste-based discrimination, these cells suffer from a severe lack of autonomy, resources, and seriousness. 
  • They have devolved into mere bureaucratic formalities, proving ineffective in tackling casteist harassment.
  • These systemic weaknesses mean that when students face issues like sexual harassment, gender oppression, or casteist oppression, the institutional response is inadequate or non-existent.

Examples of Systemic Failure In Recent times

• Odisha Student Suicide (2025): A 19-year-old female student died by suicide following allegations of sexual harassment by a professor.
• Rohit Vemula (2016): A Dalit student died by suicide, highlighting the severe impact of caste discrimination within universities.
• Dr. Payal Tadvi (2019): A Dalit postgraduate medical student in Mumbai died by suicide due to casteist harassment.
• RG Medical College Case: A student was subjected to rape and murder, yet the institution failed to take appropriate action.

Necessary Reforms and Solutions

• The ‘Rohit Act’ Demand: Following Rohit Vemula’s death, there was a strong call for the ‘Rohit Act’. This proposed legislation would:
  • Fix Legal Accountability: Establish clear legal responsibility for preventing casteist discrimination in universities.
  • Independent Grievance Committees: Mandate the creation of independent grievance committees, free from the influence of college or university administrations.
  • Time-Bound Inquiries: Ensure that investigations into complaints are conducted within a strict timeline.
  • Legal Protection for Complainants: Provide legal safeguards for individuals who report harassment or discrimination.
• JNU’s GSCASH Model: Jawaharlal Nehru University’s (JNU) Gender Sensitisation Committee Against Sexual Harassment (GSCASH) offers a valuable blueprint. This model emphasised:
  • Autonomy: The committee must operate independently.
  • Participatory and Democratic Structure: It must include representation from both students and teachers.
  • Victim-Centric Approach: The focus must be on the victim’s needs and well-being, not on protecting the administration.
• Cultivating an ‘Emotional Culture’: While laws are crucial, developing an empathetic emotional culture within universities is paramount. This involves:
  • Student Empowerment: Empowering students to openly share their distress, trauma, and problems without fear.
  • Safe Emotional Spaces: Transforming universities into secure emotional environments where courage and solidarity are fostered, preventing alienation.
  • Freedom to Share: Ensuring students can share their problems and experiences of mistreatment without fear of judgment.

Conclusion

Student suicides in universities are a product of institutional violence. It is an indictment of systems that fail to protect, hear, and support their most vulnerable members.

• Implementing robust legal frameworks and, more crucially, fostering an empathetic and supportive institutional culture are imperative to create environments where students can thrive, rather than succumb to systemic pressures.