In a world where every child should feel safe and supported in their educational journey, the tragic reality of bullying continues to haunt communities and devastate families. Behind the statistics and headlines lies a the story of a 12-year-old boy whose light was extinguished far too soon. At the hands of callous seniors, his school days were tainted by cruelty and violence, culminating in a senseless act that robbed him of his future. As we grapple with the pain of his loss, we’re compelled to confront the harsh truth: bullying isn’t just a niggling problem to sweep under the carpet; it has real, human consequences.

Imagine a bright-eyed 12-year-old, Kintan Saraswat, returning home from school, his face etched with pain instead of the usual youthful glow. What should have been a routine day at Sarvodya Bal Vidyalaya School turned into a nightmare he couldn’t wake up from.

A simple accident in the hallway escalated pretty soon as Kintan’s much-older senior gravely assaulted him.His family’s frantic rush to Deep Chand Bandhu Hospital, hoping for a glimmer of hope, was met with disappointment. The specialists they desperately needed were nowhere to be found, leaving Kintan’s pain unaddressed and his condition worsening by the day. As days turned into a blur of anguish and uncertainty, Kintan’s family clung to hope, seeking solace in the promise of medical care. But their hopes were shattered on January 20, as they watched helplessly while Kintan slipped away, his dreams and aspirations fading into the abyss. Could the tragic outcome in this case be attributed to gross medical negligence by the hospital, a breach of the Hippocratic oath, or perhaps a consequence of the limited resources available in government hospitals? These questions underscore the urgent need for accountability and systemic improvements to ensure that every patient receives the care they deserve, regardless of their circumstances.

In the wake of their unimaginable loss, Kintan’s family found themselves grappling with a whirlwind of emotions – grief, anger, and frustration. They pointed fingers at both the school and the hospital, demanding answers and accountability.

But amidst the turmoil, one thing remains painfully clear – Kintan’s story is not just a statistic. It’s a heartbreaking reminder of the fragility of life and the importance of empathy and action in the face of tragedy.

The bullying saga of almost every school all over India.

The prevalence of bullying in Indian schools is a pressing issue underscored by recent studies, revealing that a staggering 25.6% of school students encounter some form of bullying during their academic journey. This concerning statistic highlights the pervasive nature of the problem, emphasizing the urgent need for intervention and support mechanisms. Notably, the prevalence of bullying is higher in government schools, where various factors contribute to its exacerbation.

These schools often grapple with insufficient resources, inadequate infrastructure, and a shortage of trained staff members, who are trained to effectively address behavioural issues. Consequently, such conditions create fertile ground for bullying to thrive unchecked, perpetuating a cycle of harm within these educational environments. Furthermore, there exists a widespread lack of education and awareness among students, teachers, and parents regarding the detrimental effects of bullying and how to address it appropriately. This deficit in understanding further compounds the challenges in tackling the issue effectively, highlighting the importance of comprehensive interventions and initiatives aimed at raising awareness, fostering empathy, and implementing robust anti-bullying measures across all levels of the education system.

Looking at this through the Intersectional Lens

Intersectionality refers to the complex interplay of various identity markers that shape individuals’ experiences, shedding light on how multiple dimensions of marginalization intersect to influence a person’s life. In the context of Indian schools, this concept becomes particularly relevant as marginalized groups, such as lower caste children and queer children, face heightened exposure to bullying and discrimination.

Research indicates that socioeconomic disparities amplify the risk of bullying, disproportionately impacting students from economically disadvantaged backgrounds. These students often lack the resources and support systems to navigate instances of bullying effectively, adding to their marginalization.

Similarly, queer children encounter discrimination and harassment due to their sexual orientation or gender identity, further complicating their school experiences. The stigma and prejudice they face contribute to feelings of isolation and fear, hindering their academic and social development. When it comes to queer children often bullying compounds into sexual harassment or assault.

Locating the intersectionalities of bullied children could help authorities to tailor interventions that aid these groups effectively.For instance, anti-bullying initiatives can incorporate education on diversity and inclusion to promote empathy and understanding among students. Schools can also implement policies that explicitly prohibit discrimination based on caste, gender identity, or sexual orientation, creating safer and more inclusive environments for all students.

Moreover, providing support services, such as counselling and mentorship programs, can offer marginalized students the resources they need to navigate bullying and build resilience. By adopting an intersectional approach to address bullying, we can work towards creating more equitable and supportive school environments where every student feels valued and respected.

This incident involving Kintan Saraswat serves as a stark reminder of the distressing ordeal faced by Arvey Malhotra, a 15-year-old student at Delhi Public School Faridabad, who tragically ended his life. Arvey was a victim of relentless bullying that began in Class 6, with fellow students targeting

him for his appearance. The situation escalated when he was subjected to a traumatic incident where he was blindfolded and forced to strip, leaving deep emotional wounds. Despite seeking help from the school’s principal, Ms. Surjeet Khanna, the bullying persisted and ultimately took a devastating toll on Arvey’s well-being.

Why the Bullying?

Ever wondered why students engage in bullying behaviours? Here are several notable reasons:

– Seeking Power and Control: Some students bully others to assert power and control. This need for territorial control often stems from feelings of insecurity or inadequacy.

– Peer Pressure: The desire to fit in or gain approval from peers can lead students to bully others, as they seek to conform with social norms within their groups.

– Lack of Empathy: A failure to understand the impact of their actions on others can cause students to act without thinking about its impact on others.

– Modelling Behaviour: Students often pick up bullying tendencies from their surroundings, be it family members, media portrayals, or societal influences.

– Insecurity and Low Self-Esteem: Students grappling with their self-worth or facing personal challenges may resort to bullying as a coping mechanism, again to gain a sense of control over their lives.

– Misguided Notions of Social Hierarchy: Perceptions of social status and a desire to establish dominance can prompt some students to target those they perceive as weaker or different.

– Negative Stereotypes: Often negative stereotypes associated with marginalized groups—e.g. the tag of filth/impurity with certain casteist slurs or the overt sexualization of queer identities—can make such groups easier targets to bullying.

– Revenge or Retaliation: In certain instances, students bully others as a form of payback for perceived wrongs or past conflicts.

Understanding these underlying motives can help address bullying effectively and create safer school environments for all students.

Urgent Need for a Queer-Affirmative and Pro-Neurodivergence Approach in Schools

Bullying remains a concerning issue in Indian schools, particularly affecting marginalized groups like queer and neurodivergent students. To tackle this, schools must urgently adopt a more inclusive approach that embraces diversity and supports all students.

Queer-Affirmative Approach:

– Promoting Inclusivity: Let’s actively foster an environment where diverse sexual orientations and gender identities are not just accepted but celebrated. This approach ensures students feel respected for who they are, reducing the risk of bullying based on sexual orientation or gender identity.

– Educational Initiatives: Through initiatives that raise awareness about LGBTQ+ issues and challenge stereotypes, we can foster empathy and combat discrimination within the school community.

Similarly, identifying and unlearning casteist behaviour can go a long way in supporting students from oppressed caste locations.

– Support Systems: Providing LGBTQ+ support groups, counselling services, and trained staff knowledgeable about LGBTQ+ issues creates a safe space for queer students seeking help and guidance.

Training and Policy change: Inclusion is best implemented when it’s incorporated at the policy level, So queer affirmative policies that ban discrimination should be adopted by schools. Conversely, teaching and administrative staff should be educated about queer affirmative approaches to make queer students feel like they can access support at all levels.

Pro-Neurodivergence Approach:

– Understanding Neurodiversity: Let’s acknowledge and embrace neurodiversity, including conditions like autism and ADHD. Celebrating these differences reduces stigma and fosters acceptance.

– Accommodations and Support: Offering tailored accommodations such as sensory-friendly spaces and individualized learning plans ensures a more inclusive environment.

– Training for Staff: Educating teachers and staff about the neurodiversity paradigm and creating inclusive practices equips them to effectively support neurodivergent students and prevent discrimination.

By integrating these approaches into school policies, curriculum, and support systems, we can proactively address the unique needs of queer and neurodivergent students. Creating a culture of acceptance and support not only prevents bullying incidents but also fosters a positive and inclusive learning environment for all students.

In conclusion, Kintan Saraswat’s story is a heartbreaking reminder of the real human toll of bullying in schools. Schools are meant to educate, not strip students of their dignity and rights. It compels us to take decisive action to create safer, more inclusive environments where every child feels valued and supported in their educational journey. By recognizing the intersecting factors at play and implementing proactive measures, we can work towards preventing similar tragedies and ensuring that all students can learn and grow without fear of discrimination or harm.

-Written by Akanksha Singh (Reviewed by Usri)