Abuse of teacher-student relations at universities raises moral concerns

Universities are meant to be learning sanctuaries that nourish, advice, and safeguard students as they pursue knowledge and personal growth. However, in Bangladesh, a worrying reality tarnishes this ideal, as students suffer a constant fear of being assaulted or harmed sexually by their own teachers, peers, and even others at their own educational institutions. In recent years, Bangladesh has seen a disturbing trend of student abuse within its universities, raising serious worries about the moral degradation that pervades academic institutions. The rising prevalence of sexual harassment or abuse in Bangladeshi universities has serious implications for ethical standards inside educational institutions and necessitates radical measures.

Student abuse in Bangladesh includes a wide spectrum of wrongdoing, such as physical aggression, sexual harassment, psychological intimidation, and academic exploitation. Violence among students, such as disputes between different political parties, has grown alarmingly widespread, frequently resulting in injuries and even deaths. Furthermore, incidences of sexual harassment and exploitation by university staff, fellow students, and even teachers have harmed the reputations of many educational institutions. Furthermore, the prevalence of psychological abuse, as manifested through bullying, discrimination, and coercion, has created a toxic environment that is harmful to students well-being and academic growth.

Sexual harassment or other types of abuse in Bangladeshi universities take many forms, ranging from subtle advances to violent assault, and are perpetrated by people in positions of authority. Teachers, entrusted with the noble role of shaping young minds, frequently betray this trust, causing emotional misery, psychological trauma, and compromising students academic and personal well-being. The power dynamics inherent in the teacher-student relationship amplify this vulnerability, leaving victims feeling weak and silent.
The devastating news of Fairuz Sadaf Avantika, a law student who committed suicide on March 15, has shook Jagannath University. Avantika accused a fellow classmate and an assistant proctor of forcing her to commit suicide in a heartfelt note. Avantikas note described a difficult journey to seek justice for a wrongdoing, only to suffer harassment and abuse, particularly from her teacher.

Avantikas murder has exposed the prevalent culture of fear that impedes normal academic achievements. Students, who are already dealing with scholastic obstacles, now face an additional anxiety: the fear of sanctions for pursuing justice. Following Avantikas suicide, a number of alarming occurrences have emerged. Another student from the film and television department has come forward, claiming sexual harassment by a teacher. Despite her efforts to pursue justice, she, too, experienced isolation and failure, contributing to the climate of fear and uncertainty.

Dr. Naadir Junaid, a Mass Communication and Journalism professor at Dhaka University, was recently accused of sexual harassment and psychological abuse by a female student in the department. A similar charge was leveled last month against Dr Mahbubul Matin, a Chemistry lecturer at Chittagong University. Md Nurul Islam, from Dhaka Universitys Social Welfare and Research Institute, was also accused of sexual harassment in November of last year. Abu Shahed Emon, a teacher at Jagannath Universitys film and television department, was suspended due to claims of sexual harassment. While each charge requires sufficient evidence for validation, these are by no means isolated events and point to a larger problem.

According to a research done last year at Rajshahi University, 90% of university students do not disclose cases of sexual harassment, owing to fears about the uncertainty of achieving justice and the danger of their own character assassination. The study also found that 9% of students were harassed by their teachers.

The lack of a specific statute regulating sexual harassment or abuse in the country makes situations more complicated. Currently, the only recourse is a High Court order issued on May 14, 2009, in response to a writ suit filed in 2008. This decree requires the formation of a five-member committee in each educational institution and business to handle sexual harassment aimed primarily at women. However, more than fifteen years later, even with anti-sexual harassment units in universities, the desired results are still unfulfilled. The High Court has urged for separate legislation on the issue, which has gone unresolved for 15 years.

The misuse of teacher-student relationships that is currently occurring essentially highlights the degree of university professors unbridled power. Just this alone might have a significant effect on students life in both the academic and professional domains. Indeed, power dynamics and sexual abuse are tightly related. Such abuse is motivated by more than just sexual delight; it also includes a desire to control, dominate, and exert authority over another person.

Faculty members at universities have the power to influence a students whole life by blowing up their grades and, occasionally, omitting recommendations that would help them get a job or go abroad for further study. Furthermore, the hierarchical structure of academic institutions combined with the respect that people have for those in positions of power foster an environment that is conducive to manipulation and exploitation. This culture of silence and impunity is further supported by social norms that stigmatize victims and place an emphasis on the reputation of the institution over justice.

Even after graduating, students frequently feel obliged to keep up positive connections with their university professors, especially if they need recommendations to land a desirable job. Without the recommendation letters from the instructors at the domestic institution, admission to overseas universities is likewise not possible. Therefore, it should come as no surprise that a large number of university professors in our nation acquire a superiority complex and think they have unlimited power over their students-a mindset that often results in abuse.

There are thousands of cases of abuse at Bangladeshi educational institutions; we have merely drawn attention to a small number of these incidents. Students are not safe at their own schools, colleges and mostly at universities now-a-days. This depicts a serious moral decline in the country, since if the people who will shape its future-its teachers-become monsters, nothing positive will come of this country.

The frequency of sexual assault or harassment in Bangladeshi universities is a grave moral failing that undermines the basic underpinnings of learning environments. The essential values of respect and integrity are undermined when educators, who act as mentors and role models, engage in predatory behavior. The behaviors of teachers compel us to focus less on abuse by others like- peers or staffs of the institutions.

In addition, when educational establishments neglect to confront and stop sexual harassment, it not only undermines the confidence of students and their families but also prolongs abusive and traumatizing cycles. This moral decay undermines not just the standing of particular institutions but also the larger goal of education, which is to promote social responsibility, intellectual achievement, and personal development.

Here it is also notable that, there is a possibility that, few students may also try to take advantage from their teachers with the aid of false allegations of abuse or sexual harassment as the evil may exist on both sides. Hence, proper investigation is highly required to with good intent to ensure justice to the victims and innocents. But, we need to establish a culture of professionalism at our universities where the teachers will not prey on the students and the students will not be motivated to falsely charge the teachers.

Addiction at Bangladeshi universities is a problem that needs to be addressed in many different ways. First and foremost, institutional changes are desperately needed to improve the processes for filing, investigating into, and handling complaints. This will guarantee that victims receive the assistance and safety they require in order to pursue justice. Furthermore, in order to challenge accepted norms and attitudes, extensive education and awareness-raising campaigns are necessary. This entails advocating for gender parity, educating people about consent, providing bystander intervention training, and setting up safe spaces for conversation and assistance. Rebuilding trust and ethical integrity in educational institutions also depends on cultivating a culture of accountability and transparency.

The frequency of sexual harassment and abuse at Bangladeshi universities is a serious ethical dilemma that needs to be addressed right away with coordinated effort. We cannot create a future where every student feels secure, respected, and empowered to pursue their ambitions without fear of harassment or abuse at their educational institutions unless we work together to confront and demolish systems of oppression and exploitation. Bangladesh will only have a progressive future generation to lead the country toward sustainable development if we are able to guarantee that. Hence, we hope the government and relevant authority will address this ethical dilemma seriously at earliest.

The writer is Chief Editor at Mohammadi News Agency (MNA) and Editor at Kishore Bangla