In the border conflict zones of the Jammu region, teachers operate in a “gray zone” where the roles of educator, protector, and survivor overlap. This research, including the qualitative study “Exploration of Teachers’ Experiences in the Border Conflict Zone of Jammu Region: Need for Peace Building” by Kousar and Bhadra (2025), reveals that teaching near the Line of Control (LoC) or International Border (IB) is a unique, high-stakes professional experience.
Let’s explore the layers of these experiences and why “peacebuilding” has become a critical necessity for educators in this area.
1. Teachers as “Frontline Rescuers” 🛡️
In border districts like Poonch, Rajouri, and Samba, schools are often the first casualty of cross-border shelling. Teachers aren’t just managing classrooms; they are managing life-and-death evacuations.
- The “Trapped” Reality: Research documents instances where hundreds of students and teachers have been trapped inside school buildings for hours during shelling. Teachers must remain calm and act as the primary protectors, often using the few “safe zones” or bunkers built within school premises.
- Infrastructure as Shield: Many schools lack boundary walls or proper bunkers. Teachers frequently report the stress of having to “shield” students in structures that were never designed for military conflict.
2. The Professional and Psychological Toll 🧠
Teaching in a conflict zone creates a state of “constant hyper-vigilance” that shifts the focus from pedagogy to survival.
| Challenge | Impact on the Educator |
| Interrupted Literacy | Frequent school closures (sometimes for weeks) lead to a “start-stop” curriculum, causing teacher frustration and student disengagement. |
| Secondary Trauma | Teachers witness the psychological trauma of their students (e.g., fear of loud noises, anxiety) while dealing with their own trauma and displacement. |
| Commuter Anxiety | Many teachers commute from safer towns. Roadblocks, security checks, and the risk of being caught on the road during a “ceasefire violation” lead to high absenteeism and turnover. |
| Resource Deprivation | Border schools are often the most underfunded, lacking basic electricity, toilets, and digital connectivity, making “online learning” impossible during shutdowns. |
3. The Need for “Teacher-Led” Peacebuilding 🕊️
The 2025 study argues that teachers shouldn’t just be victims of conflict; they should be the architects of peace. However, this requires a specific “Peace Building” framework:
- Trauma-Informed Pedagogy: Teachers need training not just in “how to teach Math,” but in how to manage a classroom where every child is suffering from some level of PTSD.
- Emotional Resilience Workshops: Peacebuilding initiatives (like the Building Resilience Program) focus on empowering teachers to cope with their own stressors so they can effectively project hope to their students.
- Creating “Islands of Peace”: In the midst of chaos, the classroom is often the only place where a child feels a sense of routine and safety. Peacebuilding seeks to strengthen this “protective role” of education.
4. Beyond the Classroom: Community Agency 🤝
Teachers in Jammu often act as the bridge between the Security Forces (who may use school buildings as temporary bases) and the Local Community.
- Sadbhavana Projects: Initiatives by the Indian Army aim to build trust through education and healthcare, often involving local teachers as key stakeholders in community development.
- Identity Negotiation: Teachers help students navigate a complex identity—living in a zone of “national tension” while trying to maintain academic aspirations.
Summary of Peacebuilding Needs (2026)
| Requirement | Actionable Step |
| Physical Safety | Construction of dedicated school bunkers and secure transport for staff. |
| Financial Support | “Hardship allowances” and special budgets for border-area schools. |
| Mental Health | Regular access to professional counseling for teachers, not just students. |
| Curriculum Shift | Integrating Peace Education that teaches dialogue and non-violence as core values. |
Peacebuilding in Jammu and Kashmir: The role of local communities
This video explains how grass-roots initiatives and educational programs in Jammu and Kashmir are fostering a culture of peace and resilience in the face of ongoing regional challenges.
To help you process these findings, let’s look at one of these aspects in more detail. Should we explore:
- Teacher Coping Strategies: How do these educators stay motivated when their work is constantly interrupted? 🧱
- The Student Perspective: How does “border shelling” specifically change a child’s view of the future? 👧
- Policy Recommendations: What specific “Peace Building” models are being proposed for the 2026-2030 regional education plan? 📋