Recent wave of unrest across colleges and universities in Bangladesh reveals a complex and multifaceted crisis rooted in political manipulation, institutional frailty, psychological shifts among students, and broader societal pressures.
While historically linked to the politicisation of education, the current disturbances exhibit unique dynamics shaped by transitional political changes and evolving student attitudes.
The interim government led by Dr Muhammad Yunus asserts that the campus unrest is part of a deliberate conspiracy designed to destabilise the administration and hinder progress.
According to this perspective, these disruptions are orchestrated by factions loyal to the previous government or vested interests intent on dividing the students who were instrumental in challenging the authoritarian regime of Sheikh Hasina.
By fomenting factional infighting, these actors aim to erode the unity that once enabled students to emerge as a potent political force.
Proponents of this theory cite the growing factionalism within student organisations, unexplained financial backing for disruptive activities, and the strategic use of social media to propagate discord.
They also speculate on the involvement of external forces, including domestic political adversaries and international actors seeking to exploit Bangladesh’s political transition - underscoring the vulnerability of campuses as microcosms of larger political conflicts, where students often serve as pawns in power struggles.
However, attributing too much weight to external manipulation at the expense of addressing deeper systemic flaws within the education system risks diverting attention from the interim government’s responsibility to tackle issues such as insufficient infrastructure, escalating education costs, and limited job opportunities for graduates.
Institutional weaknesses
The unrest is compounded by ineffective governance in educational institutions.
Many universities and colleges suffer from weak administrative frameworks incapable of addressing student grievances or resolving conflicts impartially.
This governance vacuum fosters an environment where political interference, factional disputes, and misconduct proliferate unchecked.
Moreover, the entrenched legacy of campus politicisation has normalised the use of violence and confrontation as instruments of dominance.
Student organisations affiliated with political parties often act with impunity, exploiting their connections for personal or collective gain.
During the interim period, these dynamics have intensified, with rival groups vying for control in the absence of a stable political leadership.
Psychological factors
The psychological underpinnings of the unrest among students are equally significant.
Observers suggest that the pivotal role students played in opposing Sheikh Hasina’s government has engendered a sense of entitlement and superiority among certain groups.
This psychological shift partly explains the increased propensity for infighting and defiance of authority under the interim regime.
Students who viewed themselves as catalysts of political change now grapple with competing perceptions of their role and influence. This sense of empowerment, initially a unifying force, has devolved into factionalism and resistance to institutional authority.
Absence of a clear adversary post-Hasina has also left many students feeling directionless, leading to frustration and internal discord—a phenomenon psychologists describe as "goal displacement."
Additionally, prolonged political engagement and exposure to violent confrontations have taken a toll on students’ mental health, exacerbating tendencies toward aggression, radicalisation, or apathy.
Social validation and peer recognition further intensify competitive behaviours, especially within hierarchical student organisations where leadership positions are seen as pathways to broader political aspirations.
Socioeconomic pressures
Beneath the political and psychological dimensions lies the pervasive influence of socioeconomic challenges.
High unemployment rates, escalating education costs, and inadequate campus infrastructure fuel discontent among students, particularly those from marginalised backgrounds.
This sense of economic insecurity makes them more vulnerable to manipulation and radicalisation.
Comprehensive, multifaceted approach needed
Addressing this unrest requires a comprehensive, multifaceted approach.
The interim government and stakeholders must enforce strict measures to separate political activities from academic environments, prohibiting direct involvement of political parties in student organisations.
Strengthening institutional governance is essential, including the establishment of independent bodies to address grievances, mediate disputes, and ensure impartial discipline.
Transparency in student organisation activities, achieved through regular audits, can enhance accountability.
Universities should introduce courses on ethics, civic responsibilities, and conflict resolution to promote constructive engagement.
Non-political extracurricular activities should be encouraged to foster collaboration and mitigate factionalism.
Providing robust mental health support—through counselling services, workshops, and peer-led initiatives—can help address the psychological fallout of prolonged activism.
Cultivating humility and teamwork through structured programmes may temper feelings of superiority and entitlement.
To alleviate employment-related frustrations, the government must launch initiatives for job creation, skill development, and entrepreneurship, alongside career counselling and placement services on campuses.
Allegations of external interference should be investigated transparently to maintain trust and deter alienation.
Open communication between the government and students is vital for fostering collaboration and addressing grievances.
Forums for student leaders to engage in dialogue and resolve disputes amicably can nurture unity.
Recognising students' contributions to political change while guiding them towards new, constructive goals is imperative.
Together, these steps can transform the current crisis into an opportunity to strengthen educational institutions, empower students constructively, and lay the foundation for a more stable and democratic future.
