A model of coercive control in higher education: a qualitative study

Background: A growing body of research indicates that psychological coercive control poses a threat in academic environments. Little is known, however, about the process, the dynamics, and the phases used to impose silently a variety of non-violent assaults on students and academics. A lack of awareness of coercive intimidation and psychological coercive control obstructs a student’s path to academic achievement, which can have an impact on his or her emotional and mental well-being and diminishes the prosperity of society. Methods: A methodological selection and review of the scientific literature, theories, and practice on psychological intimidation, coercive control, and systems thinking has been employed in this study. A comprehensive reflective analysis and critical synthesis of the relevant scientific literature were conducted to gain insight into the design of a model of psychological coercive control applicable to educational environments. Results: This article identifies gaps in research theory and practice and examines critical issues of intimidation and psychological coercive control that is relevant to educational contexts. The article proposes a conceptual model of psychological coercive control as a direction for further research. Conclusions: Adequate awareness, models, and training programmes in relation to coercive infiltration are missing at higher education institutions. There is an urgent need for a curriculum change that may serve to promote support systems thinking and security awareness in educational environments.