CALL FOR CHANGE – THE NEED TO ADDRESS BULLYING AND RAGGING IN SCHOOLS
~ Anne Elizabeth John
Abstract:
Regulations against ragging are applicable only to higher educational institutions and not schools in India. Ragging/Bullying can deeply affect the mental well-being of those subjected to it and sometimes even those witnessing this harmful practice. This often leads to victims facing painful experiences, including isolation, humiliation, and helplessness. This post discusses the impacts of bullying and ragging in detail from a school student’s perspective and suggests ways to prevent this huge wave of tragic incidents in schools in India. This calls for the expansion of anti-ragging cells to schools and argues for their integration into educational policy to prevent further tragedies.
Keywords: bullying, ragging, schools, anti-ragging cells, anti-ragging laws, anti-ragging sensitization
Introduction
Ragging is a term that triggers a range of emotions—fond recollections for some, but for many others, it brings back disturbing memories of harassment and abuse. Typically carried out by senior students targeting newcomers, ragging can involve name-calling, physical violence such as hitting or slapping, threats, blackmail, and even sexual abuse. These acts can result in serious physical harm or, in extreme cases, death. It’s crucial to understand that ragging is far from a harmless rite of passage—it is a deeply damaging practice. Unfortunately, those who engage in such behaviour often see it as normal or justified. The emotional and physical toll on victims can be long-lasting and severe. Recognizing this, several countries have established strict laws and policies to prevent ragging and ensure educational spaces remain safe and welcoming for everyone.
Definition of Ragging
The Supreme Court in the Vishwa Jagriti Mission Case (2001) defined ragging as, “Any disorderly conduct whether by words spoken or written or by an act which has the effect of teasing, treating or handling with rudeness any other student, indulging in rowdy or undisciplined activities which causes or is likely to cause annoyance, hardship or psychological harm or to raise fear or apprehension thereof in a fresher or a junior student or asking the students to do any act or perform something which such student will not in the ordinary course and which has the effect of causing or generating a sense of shame or embarrassment so as to adversely affect the physique or psyche of a fresher or a junior student.” To those who engage in ragging, it may appear to be a normal or natural activity, but in reality, it is a dangerous practice with deep and lasting impacts on the mental well-being of both students and their families. What may have once been seen as light-hearted or humorous has now transformed into a cruel, degrading, and inhumane act that violates every standard of dignity and ethical behaviour.
Although ragging has long been acknowledged as a deeply entrenched issue within institutions of higher education and numerous interventions have been proposed over the decades, it continues to resurface with disturbing regularity. This persistent prevalence necessitates a critical re-examination of our conceptual and theoretical understanding of ragging, particularly in light of the complex psychological and sociological underpinnings that drive such behaviours. It suggests that existing frameworks may be insufficient in capturing the deeper dynamics at play, thereby calling for more nuanced, interdisciplinary research into the phenomenon.
Difference between Ragging and Bullying
Bullying is a broad term that covers all forms of aggressive, abusive behaviour. Bullying isn’t limited to the “freshman” or “newcomer” context and can target anyone, regardless of their status or position. It includes repeated aggressive behaviour intended to intimidate, harm, or dominate an individual. Bullying can be physical, verbal, or psychological. Bullying can affect physical and emotional health, both in the short term and later in life. Those who are bullied are at increased risk for mental health problems, headaches, and problems adjusting to school. Bullying also can cause long-term damage to self-esteem. Children and adolescents who are bullies are at increased risk for substance use, academic problems, and violence toward others later in life.
Ragging/Bullying in a school context is typically associated with upper-grade students harassing or mistreating newer, younger students. The goal is often to “initiate” or “teach” newcomers by subjecting them to humiliating or challenging tasks, sometimes under the guise of “tradition” or “welcoming” the new students. In some cases, the intent is to exercise power or a so-called superiority based on different objectives students themselves create, including age, popularity, grades, or excellence in various curricular and extracurricular fields.
Children, especially those in the early stages of emotional development, lack the necessary coping strategies to deal with such intense and persistent harassment. As they grow older, these traumatic experiences can result in anxiety, depression, and, in extreme cases, suicidal thoughts.
Many students face bullying or ragging in schools, yet there is no robust legal framework to protect them. While higher education institutions are legally bound to enforce anti-ragging measures, there aren’t strict regulatory frameworks for schools.
Few guidelines that are directly applicable to schools on bullying/ragging-
i. CBSE and CISCE guidelines,
ii. Directives of the Ministry of Education,
iii. School policies.
iv. Some of the regulations pertaining to higher education institutions can be extended to schools, and the national anti-ragging helpline managed by the University Grants Commission (UGC) can extend its support to schools in emergencies. However, guidelines are not strong enough to prevent or combat ragging in schools.
★ NCPCR’s (National Commission for Protection of Child Rights) guidelines for prevention of bullying and cyberbullying in schools states the following:
● Bullying is not technically illegal. However, if an individual commits an act of bullying, causing the victim to die by suicide, the accused bully will be liable for abetment of suicide under Section 306 of the Indian Penal Code (IPC), 1860 or Section 108 of Bharatiya Nyaya Sanhita (BNS), 2023.
● The Indian legal framework covers within its ambit options to prosecute aspects of physical and cyberbullying largely under the Indian Penal Code, the Information Technology (IT) Act 2000, the Protection of Children from Sexual Offences (POCSO) Act, 2012 and the Juvenile Justice (Care and Protection of Children) Act, 2015.
● Bullying is typically characterized as a deliberate and repeated act of aggression-whether physical, verbal, or social, carried out by an individual or group against another individual or group, with the intention of causing harm, distress, or a sense of discomfort.
● Teachers and counsellors play a vital role in supporting children who experience bullying by creating a safe and non-judgmental environment where the child feels comfortable sharing their experiences. Active listening is essential, and professionals should demonstrate attentive body language that communicates empathy and understanding. It is important to validate the child’s feelings and experiences, reassuring them that their concerns are taken seriously. Conveying belief in the child’s account and committing to take appropriate action to ensure their safety are critical components of effective support.
The government, NGO’s and other organisations are taking commendable efforts to prevent bullying and ragging yet the cases and harmful effects increase day by day.
So, what can be done?
The introduction of anti-ragging cells in higher education institutions has shown positive results in curbing ragging, providing a platform for victims to report incidents and seek help. It’s time to replicate this model in schools. Anti-ragging cells in schools can play a pivotal role in raising awareness about the issue, providing a safe space for victims to share their experiences, and ensuring that appropriate action is taken against perpetrators.
Suggestion & Conclusion
These cells can also be a hub for anti-bullying sensitization programs, where students, teachers, and parents can be educated about the negative effects of ragging and bullying.
This cell/committee could be called the “Student Well-Being and Safety Cell” and facilitate:
● A safe space for students to share their painful experiences
● Spreading awareness, hosting events and talks, and sticking posters
● Ensuring all potential bullying/ragging spots are under surveillance
● Encouraging positive behaviours and empathy through activities and discussions, teaching students about the importance of kindness, respect for peers, and emotional well-being
● Maintaining records of reported incidents, ensuring that appropriate actions are taken and follow-up support is provided to the victims
● Enforcing consequences such as warnings, suspension, or more severe actions, depending on the severity of the incident
● Encouraging peer monitoring programs where students can help each other and report any instances of bullying or ragging, fostering a sense of community responsibility.
● Actively promoting inclusivity, celebrating differences, and encouraging students to embrace diversity, helping prevent harassment based on factors like appearance, background, or social status.
● Setting up mandatory school counsellors to support the mental health of the children availing education at the school.
Students, teachers, parents, and policymakers must work together to eliminate these harmful practices and ensure that educational institutions foster a culture of respect, empathy, and inclusivity. By taking collective responsibility, we can prevent tragedies of the past and build a future where every child feels safe, supported, and empowered to thrive.
As a school student, I would like to advocate for those among us, vulnerable and hurt, with no one to run to. Every child deserves a life, a life where they needn’t beg for justice, a life with colours and not the chains of painful experiences they were forced to endure.
Author’s Bio- Anne Elizabeth John is a 9th grade IGCSE school student at GEMS Modern Academy, Kochi, India.
References
- “NCPCR’s Guidelines for prevention of Bullying and
Cyberbullying in School” Accessible at
<https://ncpcr.gov.in/uploads/1702548255657ad31ff39b4_preventing-bullying-and-cyberbullying-guidelines-for-schools.pdf> - Vishwa Jagriti Mission Through President vs. Central
Govt Through Cabinet Secretary And Others, 2001 (3) SCR 540.