This study explores the pervasive issue of social ostracism and bullying among university students in Kazakhstan and Türkiye, underscored by Goffman's (1963) stigma theory. It investigates how societal norms and categorizations contribute to the marginalisation of students based on various identities, leading to 'spoiled identities' and the amplification of these behaviours through digital media. Employing a multiple case research model within a qualitative methodological tradition, the study involves 10 students from Kazakhstan and 27 from Türkiye, utilising semi-structured interviews to collect data. The findings reveal that social ostracism and bullying are multifaceted phenomena deeply rooted in differences such as religious beliefs, political orientations, and socio-economic status. Key factors contributing to these issues include the influence of social media, lack of empathy, and prevailing social hierarchies. The effects on students' academic, social, and emotional well-being are profound, leading to decreased engagement, isolation, and psychological distress. While some students are unaware of university support mechanisms, those who have accessed such services report positive outcomes, highlighting the importance of visibility and accessibility. The study calls for comprehensive strategies addressing both the immediate and underlying factors of social ostracism and bullying, advocating for policy development, supportive interventions, and a commitment to fostering inclusivity.