Cancel Culture as a Stressor: Implications for Student’s Resilience and Coping

Abstract

Cancel culture, broadly defined as the collective withdrawal of support, trust, or acceptance from an individual or group in response to perceived transgressions, has become increasingly visible in educational institutions. While often framed as a tool for accountability, it also functions as a form of social exclusion that shapes the psychosocial experiences of students. This paper explores the implications of cancel culture as a stressor, with particular attention to its impact on student resilience and coping. Drawing on existing qualitative research, theoretical perspectives on resilience, and psychological frameworks of stress and coping, this literature review interrogates how students experience, interpret, and navigate the pressures of cancellation in academic settings. The review highlights three key dimensions: The psychological impact of cancel culture on identity, belonging, and self-esteem; the coping strategies (adaptive and maladaptive) that students employ when faced with reputational threats and peer rejection; and the role of institutional culture in either amplifying or buffering these stressors. By synthesizing insights from psychology and sociocultural studies, the paper argues that cancel culture in schools and universities can act as both a catalyst for resilience and a risk factor for psychological distress. Ultimately, this duality raises a dilemma: should educational institutions treat cancel culture primarily as a legitimate form of student voice and accountability, or as a psychosocial hazard that undermines well-being?