Tragedy at an IIT: what one former dean learned about student distress and what colleges tried

# What happened A student at IIT Bombay committed suicide after being caught allegedly cheating in exams. The episode has set off widespread debate: accusations of extreme academic pressure, claims of caste discrimination, charges that the SC/ST Act was misused, and protest marches both for and against the invigilator involved. Public discussion has been intense and polarised.

# Common patterns among high-risk students Counsellors' records showed repeated commonalities in students who admitted suicidal thoughts:

• Very poor nutrition and no physical activity.

• Reliance on narcotics or other substances.
• Almost no contact with family and weak or distrusting friendship groups.
• Underlying childhood or adolescent trauma: exposure to violence, poverty, social humiliation, or sexual harassment.

The dean also notes that genetics and hormonal issues play a role, but campus factors and triggering episodes can precipitate catastrophic outcomes.

# What colleges can do: clinical and family steps The first priority was ensuring the student saw a counsellor, while keeping counselling voluntary. For students on psychiatric medication, continuity was emphasized because red-flag students often stop medication first. When needed, the college would appeal to families to take temporary caregiving responsibility, framing it as a medical, not punitive, step: better food, closer supervision, and caregivers to help medication adherence.

# Practical campus measures implemented The college introduced a range of measures intended to reduce risk, bias, and stigma:

• Physical safety changes in hostels: blocking access to balconies and, in some wings, removing fans to limit means of self-harm.

• Group and therapeutic activities: movie nights with discussions, art therapy, yoga, workshops, and social events designed to build connection.
• Diversity cells covering caste, sexuality, religion, and region to reduce social isolation and provide institutional support.
• Mandatory low-stakes creative credits: requiring students to complete hobby credits with free classes and travel support so they have non-academic outlets.

# Academic and administrative changes to lower stress and bias Administrative reforms aimed to reduce exam pressure and minimize identity-based bias:

• Final exam weight reduced to under 40% in many courses, with more emphasis on cumulative, project-based assessment.

• Faculty-student interaction rules: unless interacting in person (e.g., research supervision), faculty were to identify students by roll number to protect privacy.

# Tone and intent of interventions The dean stresses that these measures were about care and prevention rather than punishment. She tried to model openness by discussing her own mental-health struggles with students and parents to reduce stigma. The account is practical: it lists patterns, interventions, and administrative changes that were used in real campus settings rather than theoretical solutions.

# Bottom line The author's experience shows that at-risk students tend to cluster around identifiable risk factors and that colleges can reduce acute risk through a combination of clinical care, family involvement, safer hostel environments, lower-stakes assessment models, anonymity in grading, and programs that build social connection. These steps do not guarantee prevention, but they aim to reduce triggers and create more support for vulnerable students.