As someone who is both a university lecturer and a postgraduate student, I have followed the recent incident involving a lecturer and a student in Kano with great concern. Rather than rushing to condemn either party, I believe it presents an opportunity for all of us to reflect on the importance of professional ethics and boundaries in our educational institutions.
One principle should remain non-negotiable: no amount of temptation should lead a lecturer into any form of inappropriate relationship or compromising situation with a student. A lecturer occupies a position of trust, authority, and responsibility. Professional ethics demand self-control, clear boundaries, and sound judgment at all times. Sometimes, the mistake is not necessarily an affair, it begins the moment professional boundaries are allowed to disappear.
Without making assumptions about the facts of this particular case, I believe it offers an important lesson for all educators. Even when the reason for meeting a student appears to be academic, lecturers should exercise sound judgment regarding the time, place, and circumstances of such interactions. If a discussion can wait until official working hours or take place in a departmental office or another formal university setting, that option should always be preferred. Professional boundaries are not only about avoiding misconduct, they are also about avoiding situations that can easily be misunderstood or place either party at unnecessary risk. As educators, we should constantly ask ourselves, “Would I be comfortable if this interaction became public?” If the answer is no, then it is probably a boundary that should not be crossed.
Personally, I believe communication between lecturers and students should, as much as possible, remain academic and professional. Of course, there are legitimate reasons to communicate outside the classroom, such as research supervision, projects, mentorship, recommendations, and departmental activities. However, unnecessary personal conversations, late night chats, and overly familiar relationships should be avoided. Professional boundaries protect both the lecturer and the student.
We also cannot cheat nature. A lecturer may admire a student, and a student may develop feelings for a lecturer. Attraction itself is not the problem. The real test is how those feelings are managed. Self-control and professionalism are qualities every lecturer must possess.
It is also true that some lecturer-student relationships eventually lead to successful marriages. Many of us know couples who started that way and are happily married today. There is nothing wrong with two adults eventually deciding to build a life together. However, there is a clear difference between having genuine intentions to marry someone and engaging in inappropriate conduct while a professional relationship still exists. Wisdom, patience, proper timing, and ethical conduct should always come first.
Looking back at my undergraduate days, I now appreciate why some of our lecturers maintained very strict professional boundaries. Some separated male and female students during lectures. Others would not tolerate indecent dressing, excessive makeup, or behaviours they believed could distract from learning. At the time, many students felt they were too strict. Today, I understand that they were not only protecting the learning environment, they were also protecting themselves and their students from situations that could easily be misunderstood.
At the same time, we should not pretend that every student is always innocent. Some students deliberately seek lecturers’ phone numbers, initiate unnecessary conversations, make advances, or attempt to use personal relationships to gain academic favour. I have even heard a student confidently say she would do everything possible to attract a particular lecturer. When she did not succeed, she started calling him different names. Such situations do occur, and pretending they do not exist will not help us address the problem.
Sadly, many students who choose this path are often those looking for shortcuts instead of focusing on their studies. Rather than investing their energy in attending lectures, studying hard, and earning success through merit, they mistakenly believe personal attraction can replace academic effort. In the long run, that mindset benefits no one.
That said, the greater responsibility still rests with the lecturer. Students are still learning and may sometimes make poor decisions. Lecturers, however, are expected to lead by example. Sometimes professionalism simply means saying “No.” It means refusing an unnecessary meeting, ending an inappropriate conversation, or walking away from a situation that could compromise your integrity or your career.
This should not simply become another trending social media story. It should serve as a reminder to lecturers, students, parents, and university administrators that trust is one of the greatest assets in education. Protecting professional boundaries is not a sign of weakness. It is a mark of wisdom, integrity, and respect for the noble profession of teaching.
May we continue to build institutions where knowledge is pursued with dignity, where ethical conduct is upheld, and where both lecturers and students understand that professionalism should always come before personal interests.
Sadiya Lawal Danyaro
11/07/2026
