In recent years, Bangladesh has witnessed an unsettling increase in suicides among students, including a significant number from madrasas. This alarming trend is a reflection of the silent mental health crisis afflicting the nation's youth, one that demands immediate and holistic action. While suicide is a deeply personal tragedy, it is also a societal failure-a stark indicator that we, as a nation, are not doing enough to support our young people.
According to recent data of Achol Foundation, in 2024 alone, 310 students from various educational institutions died by suicide and the number was 513 back in 2023 and 585 in 2022. Despite having more religious faith, beliefs and knowing the religious consequences of committing suicide in the after world, Among the deceased48 were madrasa students in the year 2023 and 54 in the year 2022. These numbers, distressing as they are, represent only the reported cases. The reality may be even grimmer, given the stigma and cultural taboos surrounding suicide in Bangladesh. Each of these figures represents not just a lost life but a story of dreams cut short, futures unrealized, and families devastated.
While the causes of suicide are multifaceted and complex, studies have shed light on some of the primary triggers. Emotional distress is the leading cause, accounting for 28% of cases, followed by romantic conflicts (19.5%), academic pressure (8.4%), family problems (8.1%), mental instability (7%), and sexual harassment (3.3%). For madrasa students, the issues are often compounded by a unique set of challenges, including systemic neglect, rigid institutional norms, and, in some cases, abuse. Furthermore, the2024 report identified "pride" as a leading psychological factor behind many suicides, affecting 28.4% of the victims.
One particularly tragic case highlights the depth of this crisis. A 14-year-old madrasa student in Dhaka's Kamrangirchar took his own life after reportedly being a victim of sexual assault. Such incidents are not isolated. They reflect the vulnerability of madrasa students, who are often subjected to abuse, both physical and emotional, in environments that prioritize discipline over dialogue. In many cases, victims remain silent, fearing stigma, retaliation, or disbelief.
The pandemic exacerbated these issues. Students faced prolonged isolation, increased academic uncertainty, and a lack of social support. This post-pandemic period has seen a noticeable uptick in suicide rates, underscoring the urgent need for targeted mental health interventions.
Understanding the Unique Challenges Faced by "Madrasa Students" Madrasa students occupy a unique position within Bangladesh's education system. Madrasas, as institutions of Islamic education, often operate under strict disciplinary regimes. While discipline can be beneficial, excessive rigidity and punitive measures can lead to emotional distress. Moreover, many madrasas are residential, meaning students are often separated from their families for extended periods. This isolation, combined with a lack of access to mental health resources, can create an environment where emotional struggles go unnoticed and unaddressed.
Another challenge is the stigma surrounding mental health within madrasa communities. Discussions about mental health are often seen as taboo, and seeking professional help is viewed as a sign of weakness or lack of faith. This cultural barrier prevents many students from accessing the support they need. Furthermore, the mental health support mechanism ismore or less absent in most of the madrasas in Bangladesh although it is mandatory to have a psychological support center and psychologist in every educational institutes.
It is often viewed and generally assumed by the commoners that the parents get the admission of their disobeyed children in the madrasa education system with the hope to repent their behavior. Although most of the times this is not true. The stigma associated with this kind of practices and attitudes towards madrasa students make them down psychologically.
Additionally, cases of physical and sexual abuse within madrasas, though not representative of all such institutions, are a significant concern. Reports of physical punishment, sexual abuse, and emotional neglect have surfaced over the years, painting a troubling picture of the conditions some students endure throughout their life. These experiences can leave lasting scars, contributing to feelings of hopelessness and despair and trigger them to be suicidal at some stages of their life.
The Gendered Aspect of the Crisis The gendered nature of the suicide crisis in Bangladesh is another critical aspect that demands attention. In 2024, 61% of student suicides were female and the rate was 60.15% in 2022 as well. This trend reflects the broader societal pressures and gender-based challenges faced by young women. Female madrasa students often contend with additional burdens, including restrictions on mobility, emotional distress of early marriage pressures, religious dogmas and taboos, and limited access to education and employment opportunities.
These challenges, coupled with the stigma surrounding issues like sexual harassment and mental health, create a perilous environment for many young women. Addressing the gender-specific aspects of the suicide crisis is essential for any comprehensive solution.
The Need for a Holistic Approach Addressing the rising number of student suicides, particularly among madrasa students, requires a multifaceted approach. The government, educational institutions, families, and civil society must work together to create an environment that prioritizes mental health and well-being.
1. Integrating Mental Health Education into Madrasas Madrasas must evolve to address the mental health needs of their students. This can be achieved by integrating mental health awareness and support programs into their curricula. Workshops on emotional well-being, stress management, and coping mechanisms should be mandatory. Counseling services should be made available to students, with trained professionals who understand the cultural and religious context of madrasas.
2. Training Teachers and Administrators Teachers and administrators play a crucial role in the lives of madrasa students. They must be trained to recognize the signs of mental distress and respond appropriately. This includes creating a supportive and non-judgmental environment where students feel comfortable seeking help.
3. Establishing Safe Spaces Madrasas as well as other educational institutes should establish safe spaces where students can express their concerns without fear of judgment or reprisal. Peer support groups, guided by trained facilitators, can be particularly effective in fostering a sense of community and understanding.
4. Creating a Nationwide Suicide Surveillance System A comprehensive suicide surveillance system is essential for understanding the scale and nature of the crisis. Accurate data can inform policy decisions and help design targeted interventions. Such a system should include data collection, analysis, and reporting mechanisms, with a focus on ensuring the privacy and dignity of those affected.
5. Raising Awareness, Breaking Silence and Reducing Stigma Public awareness campaigns are critical for breaking the silence around suicide and mental health. Religious leaders, educators, and influencers can play a vital role in these efforts, using their platforms to promote understanding and compassion. By normalizing conversations about mental health, we can begin to dismantle the stigma that prevents so many from seeking help.
6. Educating and Raising Support System at Family Level Families are often the first line of defense in preventing suicide. Parents and guardians must be educated about the importance of mental health and the need for open communication. They should be encouraged to create a supportive home environment where children feel valued and understood. They also needed to be educated about the sign of depression, anxiety and stress that are killing their lovable children gradually and need to act in time.
A Call to Action The rising number of suicides among madrasa students is a clarion call for immediate action. Each life lost is a reminder of the urgent need for change-within our institutions, our communities, and our society as a whole. As a nation, we must ask ourselves: Are we doing enough to support our youth? Are we creating an environment where they feel safe, valued, and heard? The answer, as the data and stories suggest, is a resounding no. But there is hope. By prioritizing mental health, fostering understanding, and addressing systemic failures, we can begin to reverse this tragic trend. We can create a future where students, whether in madrasas, schools, or colleges, have the support they need to thrive.
Let this be our collective call to action. A nation's strength lies in the well-being of its youth, and Bangladesh cannot afford to lose any more of its future to silence and despair. Together, we can build a society where every student feels that their life is worth living-and that they are never alone in their struggles.
Mahmodul Shesheir; Associate Researcher at Yale University, United States; Dr. Rasel Hussain; Assistant professor, East West University, Dhaka, Bangladesh; Mehadi Shawon; PhD student at Kansas State University,United States and Faiaz Ahmed; Research Coordinator at Yale University, United States
