365Telugu.com online news,National,May 23,2025: In a deeply troubling development that raises serious concerns about inclusivity, mental health support, and systemic empathy within Indian higher education, a 23-year-old autistic student, Manav Bhinder, has been deregistered from Azim Premji University—an institution reputed for its commitment to equity and progressive values.
Manav, a BSc Physics student and recipient of a need-based scholarship, was deregistered earlier this year due to “accumulated U grades”—a measure of unsatisfactory academic performance. However, his mother, Sharmita Bhinder, alleges that the decision reflects a larger institutional failure to support her neurodivergent son and address his deteriorating health and mental well-being.
A Promising Student, a Missed Opportunity
Manav joined the university with a diagnosis of high-functioning autism, along with chronic health conditions such as psoriasis and irritable bowel syndrome (IBS). His health significantly worsened over time, culminating in diagnoses of autoimmune celiac disease, liver fibrosis, depression, and more recently, ADHD. These were confirmed by top medical institutions, including PGIMER Chandigarh.
Despite these challenges, Manav had a history of academic and extracurricular excellence. He scored 91.5% in his CBSE exams, participated in over 145 Model United Nations (MUNs), earned commendations in most, and held advanced certifications in communication and performance arts. He was also an active member of Chandigarh’s Wings Theatre Group, contributing from the age of 13.
“This wasn’t just a bright student—he was thriving across disciplines,” says Sharmita. “But at Azim Premji University, he was left to struggle alone.”
Inclusion on Paper, Isolation in Practice
Initially, the university environment seemed inclusive, according to Sharmita. But over time, Manav faced peer bullying and growing skepticism from faculty about his conditions. He gradually withdrew from social and academic life, ultimately spending over a year sitting alone in classes—with no faculty intervention.
“They tried, but they didn’t try hard enough,” says Sharmita. “They gave up on him long before he gave up on himself.”
The family cites systemic failures including:
- Delays in subject allocation, disrupting routine
- Lack of recognition for medically documented leave
- Inconsistent provision of celiac-safe food and storage
While the university eventually permitted use of a shared canteen refrigerator, Sharmita explains it was not hygienic or accessible enough for Manav’s needs. “All we asked was for a small, private fridge in a pantry. That one small step could have made a world of difference,” she adds. Manav lost over 13 kilograms during the year—stress and nutrition being key contributors.
Mental Health Support: Promised but Absent?
Although the university website lists a full psychology department and early intervention programs, Sharmita says Manav was never referred to these services. When she inquired, she was told that psychology would be offered as a program later—despite faculty members already being present.
In January, Manav received a deregistration email late at night. No warning was provided to his mother, who at the time was undergoing cancer treatment—a fact known to the university. “They knew how emotionally linked he was to my health. Yet, I was completely kept in the dark,” she says.
Adding to the family’s distress is the complete silence from the Azim Premji Foundation, despite repeated outreach. “This is an institution that talks of justice and inclusion. Where is that now?”
Inclusion Must Be Lived, Not Just Preached
In a post-deregistration meeting, a senior official reportedly remarked, “Other autistic students are doing well.” For Sharmita, the comment reveals a fundamental ignorance of neurodiversity. “No two autistic individuals are the same. True inclusion isn’t about comparison—it’s about adaptation.”
Sharmita is now pursuing legal action and is in touch with disability rights groups. She demands systemic reforms, including:
- Formal communication protocols with families of students with disabilities
- Early academic risk alerts
- Cross-functional inclusion teams with specialized training
- On-campus mental health professionals prepared to intervene early
“I’m not asking for sympathy,” Sharmita says. “I’m asking for accountability. Because when inclusion fails, it doesn’t just affect one child’s academic record—it alters the trajectory of their life.”