Students invest immense efforts in securing admission to premier educational institutions. While many are able to turn their dreams into reality, others get left behind. There are times when both students who are unable to get admission and those who join these institutes take extreme steps. A victim’s mother once said, “I gave him an IIT dream.” Despite various preventive measures, students ending their lives is a tragic loss.
In 2024, around a dozen suicides were reported from the Indian Institutes of Technology (IIT); there have already been over 100 cases in the decade, 2014 to 2024. In 2025, there have been incidents reported from IIT Indore, IIT Kharagpur, and the Indian Institute of Management Bangalore, and six cases of admission-seekers in Kota in Rajasthan, which is famous for its coaching institutes. According to the 2022 National Crime Records Bureau (NCRB) data, there were 13,044 student suicides in India, or 7.6% of all suicide cases. Among these, 2,095 were linked to examination failure.
These tragedies have sparked much concern. In 2023, the President of India, Droupadi Murmu, called for a humanitarian approach, urging “all stakeholders to help students beat negative thinking and take study pressure in a positive way”. The Supreme Court of India has directed academicians to explore innovative out-of-the-box solutions. The Council of Indian Insititutes of Technology has proposed a slew of measures while the University Grants Commission (UGC) has included a representative of the vulnerable group in the Grievance Redressal Committee to effectively safeguard their interests.
In January 2025, the Supreme Court, addressing a Public Interest Litigation (PIL) by the families of victims, directed the UGC to collate data on the establishment of Equal Opportunity Cells (EOCs), complaints received, and action taken reports from all universities, as per its 2012 regulations. Despite these interventions, the effectiveness of these measures remains questionable.
Cause analysis
Academic stress and caste-based discrimination remain the primary causes of these tragedies. But there are several other factors. It is a misconception that this is an issue that concerns only academically weaker students. There are cases of high achievers, including an Olympiad winner, taking drastic measures. Additionally, students face societal pressure to “succeed”, along with the ‘fear of missing out’ (FOMO) syndrome and constant comparison with peers. Setbacks and mental health struggles that young people experience are often stigmatised, while failure is viewed as a personal flaw. Institutional policies tend to be reactive rather than preventive, leaving students to chase unrealistic standards with little room for recovery or personal growth. This creates a cycle of isolation, despair, and hopelessness.
A Lancet Commission Report (2022) acknowledged that many of us experience some degree of mental ill health in our lifetime, but tackling stigma and discrimination is essential to changing the status quo. Stigma and discrimination in mental health not only violate basic human rights but also deepen marginalisation and social exclusion. To reduce stigma effectively, policies based on social contact should be prioritised, empowered, and supported to drive meaningful change.
The effectiveness of existing measures
So, are the measures-in-place counter-productive? Current prevention measures such as counselling, complaint handling, remedial classes, and reduced academic load have their limitations. This stems mainly from the unintended consequence of these measures which end up isolating these individuals in their time of need.
Counselling plays a crucial role in promoting wellness skills and improving mental health during normal times. However, challenges may arise during critical moments such as when depression escalates. An IIT Jodhpur study, using data from the 75th Round National Sample Survey (2017-18), revealed that self-reporting of mental illness in India is less than 1%, primarily due to societal stigma, leading to isolation during such critical phases.
Combating caste-based discrimination through a complaint-driven approach has significant flaws. It often results in no action in time, delayed or punitive actions, and instils fear of repercussions. The case of a student from IIT Kharagpur, in June 2024, exemplifies this, where the victim allegedly made a complaint and was later found dead. Later, a medical report showed murder, and not suicide. In another instance, at IIT Delhi, in 2023, in the case of two students, the Scheduled Caste/Scheduled Tribe cell saw no complaints, despite administrative efforts. It shows that a complaint-based system can discourage victims, only to worsen their suffering, and isolate complainants.
A similar issue exists with remedial classes and tutorials for academically weaker students, who are identified based on semester-end results. While these classes may help some students improve their academic performance, there is an inherent flaw. Participants are labelled as being academically weak, causing isolation from their peers. Although most manage to pass, some may struggle due to the stigma and other factors, which when combined with underlying mental health triggers, could lead to tragedy.
Thus, the prevention measures have inherent built-in-flaws. They unintentionally label vulnerable individuals, leading to isolation and exclusion.
The need for a change in approach
Exclusionary approaches worsen the struggles of victims and hinder integration. A paradigm shift is needed to ensure immediate and inclusive support in critical moments. The key to prevention lies in keeping students integrated, and free from stigma or fear.
There is also the point of early detection and flexible assessment. Instead of labelling weaker students at semester-end, early detection through performance in initial assignments or behavioural signs such as missed classes and reduced interaction can help before there is a crisis. A flexible assessment system that is tailored to the varying strengths and interests of students is an effective solution. It should be noted that the same size does not fit all. Offering assignments of different difficulty levels is an approach that supports vulnerable students, boosts their confidence, and ensures that no one is left behind. The writer’s successful implementation of this method over three decades highlights its potential to transform student outcomes.
This approach does not require reducing academic rigor for all, as doing so has its pros and cons. While it may ease stress for some, it could also affect the global competitiveness level and reputation of elite institutions.
Second, transform discrimination into inclusion. Proactive caste-based inclusion strategies are needed instead of complaint mechanisms that risk alienation and retaliation. Complaint resolution should be handled instantly online by an independent third party, ensuring transparent and empathetic intervention beyond mere rule enforcement. Additionally, caste labels are no longer required after admission, so caste-related data should be removed from all public records.
Third, improve mental health collectively. Embracing community-oriented living over individualism fosters mutual support, shared responsibility, and emotional well-being. Encouraging students to socialise reduces isolation, strengthens social networks, and promotes empathy. By prioritising relationships over competition, community living nurtures mindfulness, belonging, and resilience, which are essential for mental health.
Creating a supportive environment wherein students thrive without fear of failure is key to suicide prevention. No single solution fits all, but fostering inclusion and social connection can help. Preventing alienation ensures that no student feels left out, reducing stigma and fear. What truly matters is genuine care, integration, and collective action to build a compassionate educational system.
Rajeev Kumar is a former computer science professor at Indian Institute of Technology (IIT) Kharagpur, Indian Institute of Technology (IIT) Kanpur, Birla Institute of Technology And Science (BITS) Pilani, and the Jawaharlal Nehru University (JNU), and a former scientist at the Defence Research and Development Organisation (DRDO) and Department of Science and Technology (DST), with over 40 years of experience in academia and research and development
Published – February 17, 2025 04:00 pm IST
