Student Suicides: Where Does the Fault Lie

The death of an IIT Bombay student on September 18, who was found hanging from the ceiling fan in his hostel room on campus, has triggered protests and once again brought the spotlight on student suicides. But the main issue is whether the government, the IIT management and the police will take this issue to its logical conclusion or whether people will soon forget about its intensity.

This is not the first suicide at an IIT or any other major reputed institution. Some may dismiss the issue by saying that nobody commits suicide merely because they are caught copying in an examination. Some are even arguing that student suicides now outnumber farmer suicides.

The case of Sahil Ravindra Wakode, 22, a second-year BTech student in the Department of Energy Science and Engineering at IIT Bombay, needs to be taken seriously, and a thorough probe must be conducted to get to the root cause of his death. But what is more important is what steps the Centre and State governments can take to see that this trend is reversed. What are the exact reasons for students taking their own lives? Where does the fault lie, and what can be done?

Unfortunately, what happens is that soon after any such incident, students hold protests, politicians make some noise to criticise the government of the day, and the issue is subsequently used for political rhetoric. The media too focuses on such issues for a couple of days and then moves on to other matters. No one makes a serious attempt to address the bigger problem, nor do they come up with lasting solutions.

If there was harassment, as alleged by Sahil's parents, is there a system through which such a grievance could have been raised? If such a system exists, what remedy is available to affected students? Secondly, why are some students becoming so mentally disturbed and taking such an extreme step? These are some of the fundamental questions that political leaders, the student community, educationists, and the State and Union governments should first address.

Such cases should not be reduced to individual incidents or examination-related disciplinary action. A serious Manthan on suicide prevention involving parents, students, suicide-prevention experts, educationists, and all other stakeholders is the need of the hour. Clearly, there is a much bigger problem at stake.

The government and the Education Ministry should also examine whether there is any misuse of the SC/ST Act in individual cases, without undermining the legitimate protection the law provides against caste-based atrocities. Undoubtedly, the life of a student is precious, but equally important is the career and reputation of professors. There have been allegations that the law is sometimes invoked after students are caught indulging in acts such as copying. Such claims need to be examined on the basis of evidence rather than assumptions. If there are shortcomings in the implementation of the law, they should be addressed through due process.

There are instances where even those who were wrongly implicated in SC/ST atrocity cases and subsequently exonerated by courts have found it difficult to demand a review of the law. Whether political parties are reluctant to take up such issues because of electoral considerations is itself a question that needs to be debated, rather than assumed.

It is being said that IIT Bombay is contemplating replacing ceiling fans with wall-mounted fans. If so, that would be worse than a knee-jerk reaction if it is treated as a solution to student suicides. Removing ceiling fans may address one possible means of suicide, but it cannot address the underlying causes. Solving the problem of suicides is not that simple.

According to information given by the Ministry of Education to Parliament in July 2023 regarding student suicides in IITs, 39 students died by suicide across IITs in the five years between 2018 and 2023. The data and official inquiries referred to by the ministry also underline the need for institutions to examine the circumstances surrounding each such death.

According to data compiled by the Global IIT Alumni Support Group, 171 unnatural deaths of students have been recorded over the past 20 years, with 82 per cent reportedly being suicides on campus.

The interim report of the National Task Force on Mental Health of Students and Prevention of Suicides in Higher Education Institutions, made public in June 2026, noted the multiple factors that can contribute to student distress, including academic pressure, caste discrimination, financial stress, sexual harassment and examination-related pressures. The Task Force has also undertaken consultations on caste discrimination, gender, mental health and suicides, among other issues.

The report also highlights the need to strengthen the capacity of higher educational institutions to respond to mental-health concerns. Faculty members cannot be expected to deal with such sensitive issues without adequate awareness, training and institutional support.

Hence, the government needs to focus on this moot issue. Student suicide cannot become merely another news cycle — followed by protests, political accusations and temporary promises. The real test is whether the institutions and governments can identify the underlying causes, strengthen grievance-redressal mechanisms, provide timely mental-health support and ensure accountability wherever wrongdoing is established.

Sahil Wakode's death should therefore not end with an investigation into one incident. It should trigger a wider national conversation on why young people studying in some of India's most prestigious institutions are reaching such a desperate point — and what society can do before it is too late.

ABOUT THE AUTHOR

Gowri V

[email protected]

A Journey of Three Decades Time passes faster than we realise. What feels like a journey that began only yesterday has today grown into more than three decades of a meaningful and fulfilling life devoted to education, journalism, and the empowerment of young minds. My professional journey began with journalism training in New Delhi in 1979. I went on to work as an independent journalist, drawing on my fluency in both English and Telugu. Over the years, I have edited and worked on Telugu articles in both languages, an experience that strengthened my command of language and sharpened my understanding of society, people, and contemporary issues. Yet, my principal profession and enduring passion have always been teaching. My decision to become a teacher was not merely a career choice—it was a calling. Teaching offered me the rare privilege of inspiring young minds, guiding them through their formative years, and making a lasting difference in their lives. I found immense satisfaction in simplifying complex concepts, nurturing curiosity, encouraging independent thought, and building confidence among students. Every moment in the classroom—every question, every moment of discovery, and every spark of understanding—reminded me why I had chosen this path: to empower young people through knowledge, values, and essential life skills. My teaching career began at the grassroots level as a Montessori teacher and gradually progressed to the position of Vice Principal. I had the opportunity to work in reputed educational institutions, including Dilsukhnagar Public School in Hyderabad, where I shouldered both teaching and administrative responsibilities. Although I have always considered myself, at heart, a teacher, my administrative experience enabled me to understand and contribute to the education system from a much broader perspective. For my students, I have always tried to be an approachable and dependable presence—someone they could turn to not only for academic support, but also for guidance and emotional encouragement. At the same time, I developed a reputation as a firm disciplinarian who believed that integrity, fairness, responsibility, and discipline were fundamental to education. I was also consistently appreciated for maintaining clear communication with parents and staff and for ensuring that examinations and other academic processes were conducted with transparency, fairness, and efficiency. As my career progressed, however, I began to feel that academic education alone was not enough. This realization led me to work more closely with students following the SSC and CBSE curricula, while consciously bringing life-skills education into my teaching. I came to understand that education becomes truly meaningful when it prepares children not merely to pass examinations, but to face life. Teaching emotional resilience, self-reliance, social awareness, communication, decision-making, and other practical life skills often had a deeper and more lasting impact than academic achievement alone. I saw how these skills could help students navigate challenges with greater confidence, maturity, and responsibility. My academic background provided a strong foundation for this approach. My degree in Psychology from the University of Madras helped me develop a deeper understanding of young people's minds, their emotional needs, and the influence of their family and social environments. My M.A. in Telugu with First Class from Osmania University.

Read More