Students must not become tools for interest of any particular group

The student community is the most vibrant and dynamic part of a nation. Among them resides idealism, the courage to stand against injustice, and a spontaneous attitude to devote themselves to change. They are not merely a specific age group, but can emerge as messengers of transformation. In our country’s history, the student movement has played a glorious role. A glance through the pages of history shows that students led many significant movements in Bangladesh, including the Bengali language movement and the struggle for independence. They were the sentinels of the nation, standing for truth and justice.

Analysing recent student movements brings to light some different trends, concerns and questions. Are students protesting solely based on legitimate demands, or are they becoming part of a planned agenda, provoked by some unseen force? Over the past decade, we have witnessed multiple student movements. In 2015, students’ spontaneous protest against VAT imposed on private universities was one of the most discussed movements of recent times. After a few days of stalemate, the government accepted the demand, which became an extraordinary example of successful organised student protest.

Then in 2018, another historic movement took place demanding safe roads—the movement spread across the country following the death of two school students on a road in Uttara. Even students from small schools took to the streets. This movement played a significant role in shaping public opinion, compelling the state to legislate, and increasing social awareness. But the trend that followed became deeper and more complex. The quota reform movement, whose second phase in 2024 began from discontent within the student community and eventually turned into an anti-government movement. It became not just a student political issue but was identified as a catalyst for a shift in national politics, leading to the ousting of the then Awami League government.

Each movement began with a logical and fair demand. The general public also expressed sympathy with the students’ protests. But what is notable is that each movement eventually took on a political turn, causing the students’ original demands or objectives to be overshadowed. The 2024 quota reform movement is a prime example. Initially, it was an organisational demand by the student community. But gradually it took on a political form, became a platform for anti-government protests, and ultimately led to the fall of the then Awami League government. Here arises the question—was this movement driven solely by students’ emotions, or was there a coordinated group that strategically exploited these emotions?

This incident proves that students’ emotions and movements can be skilfully diverted, which can bring about significant changes in the country’s political landscape. It is true that students are emotional. They consider standing against injustice a moral duty. However, the trend of students being easily provoked through misinformation, rumours, and deliberate propaganda on social media is becoming increasingly concerning. In the past, we have seen that behind a true event, some false information spreads and turns the movement violent. This is evident in the Milestone tragedy. This movement is no longer confined to the tragic event at Milestone School and College.

Under the influence and incitement of various groups, political colours are being applied to the movement, pushing it increasingly towards chaos. It is expanding further—spreading across various educational institutions in the country. This raises suspicion—does a coordinated group have a hand in the pace and spread of this movement? Because, at the same time, over various trivial issues, students in different places are taking actions like road blockades and class boycotts. The question arises—why are students becoming so prone to protest? The first and foremost reason is undoubtedly the crisis and uncertainty in the education system. Prolonged session jams, irregularities in exam results, lack of quality education and employment opportunities are pushing students into frustration. From this frustration, they are quickly getting angry and taking to the streets over any issue.

Political and social instability are also not less responsible. When corruption, inequality, and a culture of impunity are visible in the state, students consider themselves as agents of social change. While this mindset is positive on one hand, on the other hand it is often exploited by third parties. Easy access to and influence of information technology is also a major reason. Just as news spreads quickly on social media, so do rumours. This easily excites students. A movement begins around a half-truth and turns into violence. Due to the lack of a positive practice of student politics and the absence of permanent leadership in organisations, students often lose direction, and their movements become aimless or misguided. Some interest groups exploit students’ emotions and enthusiasm and divert their movement elsewhere.

They use students’ fair demands as a shield to fulfil their own political agendas. Even some foreign powers are strategically trying to exploit students’ emotions and organised strength to create instability. Here the question arises—what is the true responsibility of students? Undoubtedly, when they see injustice in society, they should protest, because as conscious citizens, that is their duty. But if repeated protests disrupt their academic life, if universities face session jams, exam suspensions, or long class closures—then students’ personal futures will become uncertain, and the overall future of the nation will also be at risk.

The primary duty of students is to study and build their future. Educated and competent citizens are essential for a healthy and developed society. The role of political parties is to be active in the political arena, and the role of students is to acquire knowledge. If this boundary is blurred, it will not be beneficial for society. One thing must not be forgotten—behind every successful movement lies the strength of a mass movement and credible leadership. Currently, that leadership among students is weak, and this vacuum is being filled by various vested interest groups. They are using students’ legitimate demands as a shield to implement their own agenda. The role of political parties must also be considered in this context.

The question is—are political parties fuelling students’ emotions to use them as tools for their own political gain? To overcome this situation, a multidimensional approach is needed. First and foremost, the education system must be reformed. Quality education, prompt examination and result publication, creation of employment opportunities, and campus-based transparent administration must be ensured. Students’ awareness must be increased. They need to be taught the methods and rationale of protest. They must also be taught how to present demands and how to protect themselves from political misuse.

In this case, the restraint and morality of political parties are most essential. They must not use students as their instruments.

Student politics may exist; but it must be based on ideals and responsibility. To bring students back to their rightful duties, guardians and teachers must take responsibility. Students’ emotions must be understood and guided along the right path. It is necessary to ensure that students’ strength is used for constructive purposes in society. Now is the time for deep introspection. A strong policy must be formulated through the combined efforts of the state, educational institutions, guardians and politicians so that students’ legitimate protests are encouraged, but at the same time misuse and abuse are prevented. Student movements must never again become the shield for political conspiracies.

In conclusion, it must be said—students’ strength can be a blessing for the country, if used correctly. But if that strength is used to create instability, then the consequences can be dire—for the individual, for society, and for the state. Therefore, a balanced position is required—where students remain conscious, protest, but never forsake their primary duty of studying. Let this balance be the guiding principle of the days ahead.