Introduction
In the digital age, education has opened up to new channels of exchange between supervisors and female students: messaging apps, WhatsApp groups, learning platforms, social networks. But this development has also given rise to a worrying form of violence: digital harassment of female students by some supervisors, often under the cover of academic authority.
In this context, an essential truth must be recalled: "Knowledge does not authorise abuse or harassment online."
I. Understanding digital harassment in higher education
Digital harassment of female students by their supervisors can take several forms:
- Insistent, inappropriate or sexually suggestive messages
- Emotional or psychological pressure through digital channels
- Threats of academic sanctions in case of refusal (grades, approval of a dissertation, defence)
- Excessive monitoring or intrusion into private life
- Abuse of status to obtain favours
These acts constitute gender-based violence (GBV), because they exploit a power relationship and mainly target young women.
II. Academic authority is not a licence to intimidate
Several essential reminders help reframe the role of supervisors:
- "Teaching has never meant instilling fear."
Learning is based on trust, not on coercion or manipulation.
- "A supervisor guides, he does not intimidate."
The supervisor leads towards academic success: he must not become a source of stress or anxiety.
- "Respect is also a lesson."
A supervisor must teach by example: dignity, patience, ethics.
- "Authority is no excuse for threats."
Hierarchy in no way authorises abuse of power or psychological pressure.
- "The title of professor does not erase the duty of respect."
- "Teaching demands exemplary conduct, not pressure."
III. The impact on female students
Digital harassment is not virtual: it leaves very real scars.
Among the most frequent consequences:
- Falling academic performance
- Chronic stress, anxiety and loss of confidence
- Abandoning a project, a dissertation or a course of study
- Isolation and fear of judgement
- Lasting psychological trauma
Some students even avoid academic exchanges for fear of a new assault.
IV. What is at stake in fighting this scourge
Fighting digital harassment requires:
- Institutional awareness
Universities must adopt strict policies, GBV focal points and secure complaint mechanisms.
- Accountability for supervisors
Training in ethics, responsible digital use and non-violent teaching relationships.
- Protection for female students
Access to anonymous reporting, psychological support, legal assistance.
- Healthy use of digital tools
A clear separation between academic and personal channels, and an academic communication charter.
V. What students can do (without immediate risk)
- Keep evidence (messages, audio, screenshots)
- Talk to someone they trust
- Alert a GBV focal point, an association or a competent structure
- Use internal or external reporting mechanisms
- Never respond under duress
- Prioritise their psychological and academic safety
Conclusion
Digital harassment of female students by their supervisors is a worrying reality, but it is not inevitable. Changing behaviour, holding supervisors accountable and protecting students is possible — and urgent.
Because beyond degrees and courses, one rule should guide every education system:
Teaching is an act of respect, not an act of domination. Knowledge uplifts; it must never humiliate.
