In the modern academic landscape, universities are more than just centres of knowledge—they are vibrant ecosystems where student behaviour significantly influences institutional performance and reputation. However, in Sri Lankan universities, a growing concern is emerging: the rise of deviant behaviour among undergraduates. Research in recent years has highlighted a critical psychological factor driving this problem—ostracism.
Ostracism, the act of socially excluding or ignoring someone, may appear passive on the surface, but it carries deep psychological consequences. When undergraduates feel ignored or excluded by peers or faculty, their sense of belonging and self-worth erodes. As a response, many students engage in deviant behaviour as a coping mechanism—acts that not only disrupt academic environments but also pose serious threats to the integrity and functionality of educational institutions.
Deviant behaviour in universities refers to actions that violate institutional norms, values, and expectations. This includes a wide range of behaviours such as exam malpractice, substance abuse, absenteeism, bullying, vandalism, and digital misconduct. Experts in social psychology have broadly defined such behaviour as any act that significantly deviates from the accepted standards of a group. Within a university setting, such acts can severely impact not only individual academic performance but also the overall learning environment. This behaviour is typically divided into two categories. The first, known as organisational deviance, includes actions like damaging university property, skipping lectures without permission, or cheating. The second category, interpersonal deviance, refers to disruptive behaviours targeting individuals, such as bullying, rude interactions, or spreading false rumours among peers or staff.
In Sri Lanka, these issues are increasingly common. Complaints from faculty and administrators mention drug use, unauthorised absenteeism, and even aggression or misconduct during student gatherings. The fallout includes a decline in academic standards, a tarnished reputation for institutions, and a strained learning environment for dedicated students.
The Role of Ostracism
Emerging evidence points to ostracism as a key driver of these deviant behaviours. When students feel left out of peer groups, unnoticed by lecturers, or generally invisible in academic and social settings, the psychological toll is significant. These students often experience loneliness, sadness, guilt, or frustration—emotions that can lead to harmful behaviour.
This trend was clearly observed in a study carried out among management undergraduates from state universities in Sri Lanka. The study looked at four major emotional responses to ostracism: the loss of belonging, reduced self-esteem, a diminished sense of meaningful existence, and a perceived lack of control. It was found that when students experienced these feelings, they were far more likely to engage in negative or unproductive academic behaviour.
In fact, the research showed that more than half of the variation in deviant behaviour among students could be linked directly to feelings of being socially excluded. This strong correlation underscores the serious impact of ostracism and suggests it should be treated as a major factor in student behaviour management.
The Role of Personality
While ostracism plays a powerful role, not all students respond in the same way. Personality traits can shape how students react to social exclusion. Some findings suggest that students who are emotionally stable are less likely to exhibit deviant behaviour when ostracised. These individuals may have better coping mechanisms or greater internal resilience, which protects them from turning to harmful behaviours. On the other hand, some personality traits—such as high sensitivity to criticism or low emotional tolerance—might make certain students more vulnerable. Interestingly, not all traits matter equally. Some studies have shown that characteristics like being agreeable or conscientious do not necessarily reduce deviant behaviour, highlighting the complexity of individual responses.
This variability shows why it’s essential to tailor support mechanisms within universities. A one-size-fits-all approach may fail to help those who are more prone to negative reactions when excluded or isolated.
The Sri Lankan Experience
Sri Lankan universities are not new to deviant behaviour among students. With ongoing incidents of academic dishonesty, misuse of student association funds, and other misconduct, the issue has become a national talking point. Cultural and family pressures, combined with limited mental health resources, have only worsened the situation. Despite efforts by universities and the government to address student misconduct—such as enforcing strict rules and disciplinary procedures—the root causes remain largely ignored. Most responses focus on punishment rather than prevention, failing to consider the deep social and emotional distress students may be experiencing. As the recent research has shown, deviant behaviour among students is less about rule-breaking and more about emotional survival. Addressing ostracism and promoting strong, healthy peer relationships could be a much more effective way to reduce such behaviour.
A Call for Change
So, what steps can universities take?
1. Recognise ostracism as a real issue.
Universities must begin by treating social exclusion as a serious risk to student wellbeing. Every student should feel that they matter. Creating inclusive environments, where students feel heard and respected, should be a top priority.
2. Strengthen support systems.
Mentorship programs, peer bonding groups, and open communication platforms can go a long way in preventing feelings of isolation. These programs should focus on listening to students, offering guidance, and building community.
3. Train faculty to recognise early warning signs.
Lecturers and staff should be equipped with the emotional skills needed to identify when a student is being excluded or struggling socially. Early intervention can prevent negative behaviours from escalating.
4. Invest in mental health services.
Counselling, stress-relief workshops, and emotional skills training should become a core part of university life. Accessible mental health resources help students manage pressure in healthier ways.
5. Encourage more research
Currently, there is limited data in the South Asian region exploring how ostracism affects student behaviour. More studies in local settings will allow for better-informed policies and targeted interventions.
Deviant behaviour among undergraduates should not be dismissed as simple misconduct—it is often a reflection of deeper emotional distress. As shown in universities, feelings of exclusion can undermine students’ sense of purpose, control, and community. These emotional setbacks often lead to actions that harm not only the student but the wider university environment. Solving this issue will require a shift in how institutions view student behaviour—from a focus on discipline to one on emotional well-being. By fostering inclusivity, promoting empathy, and intervening early, universities can build a culture where students thrive both academically and personally. Only then can Sri Lankan universities truly become places of growth, excellence, and mutual respect.
By:
Sakunthala Rathnakara, Senior Lecturer, Department of Human Resource Management, Rajarata University of Sri Lanka
Isuri Jayasekara, BSc Scholar, Department of Human Resource Management, Faculty of Management Studies, Rajarata University of Sri Lanka
