In the popular imagination, libraries are sanctuaries, calm, quiet spaces where students bury their heads in books; places where ambition meets opportunity. Yet, for many Pakistani female students who use university and public libraries to prepare for competitive exams, these supposed havens can feel anything but safe. Discrimination, harassment, and institutional neglect remain grim realities, complicating not just their studies but their fundamental right to learn in dignity.
Female students flock to libraries with high-stakes goals: admission tests, civil service exams, professional qualifying papers. In these spaces, they are dedicated, focused, but often invisible. While formal research specifically on female exam-preparing students in Pakistani libraries is limited, broader evidence about harassment and gender bias in academia highlights the challenges they face. A study of university campuses in Pakistan found that 85 per cent of female students surveyed believe harassment is a real problem in their institutions. Many of these cases involve faculty or administrative staff rather than outsiders; students reported verbal abuse, unwelcome advances, and power-based misconduct.
In a country where authority in academia is strongly hierarchical, such imbalances of power can be particularly stifling. When harassment comes from someone who grades you, mentors you, or controls access to resources, the stakes are exceptionally high. As Malala Yousafzai once said, “We cannot all succeed when half of us are held back.” This resonates deeply in the quiet corners of libraries, where female students strive to claim their place, often against structural and cultural barriers.
A recent report from Khyber Pakhtunkhwa’s provincial assembly underscores the urgency of the issue; lawmakers have called for stronger mechanisms to prevent harassment of female students in universities, citing multiple incidents, including at the University of Malakand, where students alleged exploitation by teachers. Public recognition of these cases is a vital first step; yet it also reflects how widespread and normalised the problem has become.
For female students preparing for competitive exams, libraries are not merely academic spaces; they are battlegrounds. Long hours, early mornings, and tight deadlines are common for every student. But for young women, these challenges are amplified by concerns over safety, reputation, and respect. Reports across Pakistani academia describe campuses where unsolicited advances, staring, and harassment are pervasive. In some cases, the fear of retaliation silences voices before they are even raised.
The national conversation on harassment is gaining momentum; female students are using social media, campus platforms, and formal complaints to call out misconduct
It is not only interpersonal harassment that female students contend with. Institutional gaps make matters worse. Many universities lack efficient, transparent reporting mechanisms for harassment. When policies exist, they may be poorly enforced, or the processes too intimidating for a student fearing retribution or damage to her academic career. Without safe and confidential channels, many women suffer in silence.
Cultural and societal barriers add another layer; even in the library, gendered stereotypes can limit how seriously women’s commitment is taken. In some campuses, women studying are subtly questioned, or their dedication doubted. This undermines confidence and reinforces the age-old stereotype that women are secondary in academic ambition. During competitive exam preparation, which demands relentless focus and sacrifice, such disrespect is not merely discouraging; it can be damaging.
Not all students or libraries face the same level of risk. Many institutions genuinely strive to foster safe learning environments, but disparities are stark. Meanwhile, the national conversation on harassment is gaining momentum; female students are using social media, campus platforms, and formal complaints to call out misconduct. Yet the burden should not fall solely on them.
Systemic reform is essential. Universities must implement robust, gender-sensitive harassment policies that explicitly protect students in library spaces. Anti-harassment committees should be independent, approachable, and required to act on complaints swiftly and confidentially. Reporting channels must be clearly communicated, and victims assured protection from retaliation.
Training is equally crucial. Library staff, faculty, guards, and security personnel need gender-sensitivity education to recognise harassment in its many forms, not only overt acts but microaggressions, verbal intimidation, unwanted attention, and power-based pressure. Students themselves should be informed about their rights, how to report, and what support is available.
Physical infrastructure in libraries must also be considered. Safe lighting, well-monitored study areas, CCTV, and accessible help points make a tangible difference. When students feel physically and socially secure, they can study without fear, fostering better learning and greater educational equity.
Mentorship and peer-support structures are vital. Female students, especially those preparing for highly competitive exams, benefit from community; peer groups, study circles, and mentorship programmes provide emotional and practical support. These networks validate experiences and empower students to raise concerns collectively.
Policymakers and education authorities must prioritise the safety of female students. University-level mechanisms backed by provincial and national oversight can enforce accountability. Legislative bodies, such as the Khyber Pakhtunkhwa MPAs who have already taken action, should continue to push for systemic protection. As Chimamanda Ngozi Adichie reminds us, “We teach girls to shrink themselves, to make themselves smaller. We say to girls: ‘You can have ambition, but not too much.’” This observation reflects the subtle societal pressures female students encounter even within seemingly neutral spaces like libraries.
Female students preparing for competitive exams are not merely learners; they are aspirants carrying the weight of personal dreams, family expectations, and national ambitions. Their time in the library is a critical investment in their future, not a distraction. Yet when discrimination and harassment overshadow study hours, that investment becomes fraught with risk.
If we truly value merit, knowledge, and equal opportunity, libraries must be not only physically open but socially and institutionally safe. Until these spaces are free of fear and prejudice, the promise of education, for many women, remains incomplete. Libraries should nurture ambition, not anxiety. It is time to make that a reality.