Abstract
Conflict in any form creates a huge chaos and tension for common people. Living under continuous uncertain threat on basic safety and security causes a sequel of trauma. The communities living in the conflict-hit zone of Jammu and Kashmir (J&K) are the silent survivors of the political unrest between India and Pakistan for at least the past three generations, since independence in 1947. With the drawing of the ceasefire line (1949) now known as Line of Control (1972), the phenomenon of “extended violence” came into existence, which has become a normal and inevitable part of their lives. The intermittent firing and shelling are a normal phenomenon in the border areas of the J&K region. Uncertainty, death, destruction, displacement, disturbances in daily routines, livelihood activities, restricted movement, frequent closure of schools, are inescapable parts of living for the communities. Indiscriminate firings affect every individual, but students at their developmental age become the worst victim of the situation that jeopardizes their psyche and learning environment, gravely impacting their aspirations and future prospects. Ceasefire violations have become an impediment for teachers to teach and for students to learn. The chapter has explored the issues in the life of the students due to ongoing conflict that frequently led to disturbance in academic activities, classroom learning, and also closure of the school. Mortar cell hitting at school, home, leading to injury, death of friends, family members, pets, or cattle is quite common. While teachers expressed their concern for safety in school, the students find multiple problems in daily routine, academic achievements, and in familial context. In such a situation, resiliency is a crucial component for achieving adjustment and maintaining well-being that is crippled in true sense. Thus, it requires strategic policies and programs for enhancing psychosocial resources, multi-stakeholders’ engagement, and revamping the education system for the children living in conflict zone.
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Kousar, R., Bhadra, S. (2022). School-Going Students of Border Conflict Zone in Jammu Region: In the Contours of Impact and Adjustment with Ceasefire Violations. In: Deb, S., Gerrard, B.A. (eds) Handbook of Health and Well-Being. Springer, Singapore. https://doi.org/10.1007/978-981-16-8263-6_9
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