INTRODUCTION:

The displacement of Kashmiri Pandits in the 1990s represents one of India's most significant internal migration crises, yet remains underexplored in educational research. As minority Hindus, Pandits were driven from the Kashmir Valley amid escalating insurgency, resulting in the displacement of over 150,000 people¹. While literature has addressed political and cultural dimensions of this exodus, the specific educational experiences of displaced Pandit children have been largely overlooked. This paper fills that gap by assessing how forced migration has affected the educational trajectories of these children over three decades.

LITERATURE REVIEW:

Globally, conflict-induced displacement has consistently been linked to educational disruption². In the context of internal displacement, access and quality issues often intersect with psychosocial trauma, poor policy planning, and economic instability³. For Kashmiri Pandits, the socio-cultural emphasis on education as a pathway to dignity and identity preservation remains central⁴. However, displaced children often contend with substandard temporary schooling, overcrowded refugee camps, and emotional dislocation⁵.

Distance and Open Learning has emerged as a most viable option in higher education sector⁶. Recent government polices of National Skill Development, Start up India and Make in India etc. demands a new system of education which should be more of training rather than classroom orientation theories⁷. The workforce by earning a substantial amount of money can contribute towards the development and growth of the country⁸. Higher level of literacy and education lead to greater awareness and also contribute in the improvement of economic condition⁹.

International case studies (e.g., Colombian IDPs) underscore the critical need for trauma-sensitive and inclusive education lessons that are germane to the Indian context¹⁰. Additionally, It highlights how displaced children face layered vulnerabilities, where educational outcomes are linked to post-traumatic stress and community supports¹¹. Murthy argues for contextualizing child vulnerability through gender and caste, particularly in conflict zones¹².

METHODOLOGY:

A qualitative approach was employed, with 25 in-depth, semi-structured interviews conducted among adult Kashmiri Pandits who experienced displacement as children. Participants were drawn from resettlement colonies in Jammu selected through purposive and snowball sampling. Interview transcripts were coded and analyzed using Braun and Clarke's six-phase thematic analysis framework¹³. Bronfenbrenner’s Ecological Systems Theory and Resilience Theory guided coding and interpretation. Measures to ensure trustworthiness included triangulation, member checking, and audit trails. Supplementary sources included archival reports, government policies, NGO documentation, and autobiographical accounts¹⁴. Ethical approval was secured, and all participants provided informed consent.

FINDINGS AND THEMATIC ANALYSIS:

Disruption and Institutional Collapse:

Participants universally described an abrupt cessation of formal schooling during the initial displacement period. Makeshift refugee camps offered minimal or no educational infrastructure. Many attended overcrowded tent-schools with untrained teachers. This phase was marked by a loss of academic continuity and a decline in perceived self-worth:

"We sat on the floor, without books, under a plastic sheet. I felt like we were forgotten by the world." (Participant 7)

Socioeconomic Displacement and Opportunity Cost:

Economic hardship compounded educational challenges. Parents, themselves unemployed or underemployed, struggled to afford school supplies or transport. Many children were pulled into informal work to support family incomes, especially among lower-income households:

"My elder brother left school to help my father in the market. He never went back." (Participant 15)

Psychosocial Trauma and Learning Deficits:

Nearly all respondents recalled emotional distress, fear, and identity confusion as children, affecting concentration and learning motivation. Trauma symptoms—such as nightmares, anxiety, and withdrawal—were commonly reported and left unaddressed:

"Even when I was in school, I was mentally somewhere else—in Srinagar, in our old home." (Participant 21)

Educational Aspiration and Cultural Capital:

Despite systemic failures, the cultural centrality of education among Kashmiri Pandits provided a countervailing force. Families prioritized education as a means of restoring status and mobility. Respondents cited family sacrifices, peer motivation, and community-run tutorials as key enablers:

"My parents went hungry but paid for my coaching classes. Education was our only weapon." (Participant 2)

Long-Term Recovery and Academic Achievement:

By the late 1990s and early 2000s, many children adapted, particularly those who transitioned to private or urban government schools. Over half of the sample attained higher education, attributing success to family encouragement and self-discipline developed in adversity. However, disparities remained:

"Those of us who could move to cities succeeded; others in camps lagged behind permanently." (Participant 11)

DISCUSSION:

The findings reveal a complex interaction between displacement-related trauma and socio-cultural resilience. While forced migration severely disrupted education initially, long-term outcomes were mediated by factors such as parental involvement, external support systems, and individual coping mechanisms. The educational success of many displaced Kashmiri Pandit children stands in contrast to global patterns of post-displacement academic failure, owing largely to cultural capital and communal prioritization of education. Nonetheless, uneven state support and unresolved psychological distress suggest systemic policy gaps. This aligns with empirical data which emphasizes targeted support in post-conflict educational reconstruction¹⁵.

POLICY IMPLICATIONS:

· Trauma-informed schooling: Educational responses to displacement must integrate mental health services.

· Equity-based resource allocation: Support should target economically marginalized displaced families, not only the vocal middle class.

· Community engagement: State-NGO partnerships should build upon community-led education models evident in this case.

· Documentation and recognition: Government policies must recognize Kashmiri Pandits as internally displaced and respond accordingly, with tailored educational entitlements.

CONCLUSION:

The educational trajectories of displaced Kashmiri Pandit children offer a nuanced view of resilience in the face of systemic adversity. While the community’s valorization of education enabled many to overcome early disadvantages, structural inequities and unresolved trauma linger. This study underscores the need for displacement-sensitive educational policy that centers both access and psychosocial well-being. As internal displacement rises globally, such context-specific insights become increasingly relevant.

ACKNOWLEDGEMENT:

Author are grateful to the Indian Council of Social Science Research (ICSSR) support that facilitated in smooth execution of this research article.

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Received on 20.08.2025 Revised on 08.12.2025

Accepted on 12.02.2026 Published on 17.03.2026

Available online from March 20, 2026

Int. J. Ad. Social Sciences. 2026; 14(1):7-9.

DOI: 10.52711/2454-2679.2026.00003

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