Students and alumni of the University of Ibadan have taken to X (formerly Twitter) to share experiences surrounding what is popularly referred to as “Tsunami,” a term used to describe mass academic withdrawals or displacement from departments due to failure to meet required standards.
The conversation, which trended under a viral post by @CRawkeen, drew reactions from several users who recounted the anxiety that accompanies the release of results at the end of each academic session.
Reacting to the post, @Ayothomas05 recalled his experience as a fresher, noting that the fear of being “tsunamized” was intense because the Board of Lecturers’ results list makes students’ Grade Point averages publicly visible. “Back then when I was a fresher and someone remind me that BOL will be out at the end of the session and everyone will see my gp and if I get tsunamized, it will be exposed there, my heart go first do gbim gbim. UI is hard o make anybody no deceive you,” he wrote.
Another user, @Mrdejite03, expressed support for the strict academic culture, stating, “I so much like periods like this in UI . UI is trying to sieve wheat from chaff.” His comment suggests that some students view the process as necessary to maintain academic standards.
The discussion also extended beyond UI, with @Target_arms referencing similar experiences in the Engineering faculty of the University of Benin. He revealed that five of his close friends were unable to progress to 200 level due to credit shortfalls. “I couldn’t make real friends again till I graduated after that trauma,” he added, highlighting the emotional impact of academic withdrawal policies.
Similarly, @JonasOgbeche noted that the risk of withdrawal is not limited to early years, stating that even students in 300 level can still be asked to leave if academic requirements are not met. According to him, admission must be “secured” every academic year until graduation.
The trending exchange has reignited conversations about academic pressure, institutional standards, and the psychological toll of performance-based progression in Nigerian universities.
While some stakeholders argue that such policies preserve excellence and uphold institutional reputation, others believe there is a growing need for stronger academic guidance and support systems to help students cope with the demands of higher education.
