Opinion | Morning School Timings: A Setback for Rural Students and Teachers in Kashmir

The Directorate of School Education in Kashmir recently decided to adjust school timings from 8 am to 1 pm, citing rising temperatures as the primary reason. While the intention behind this decision is understandable, it poses significant challenges for rural students and teachers who must navigate greater logistical and physical hardships.

Rural students, many of whom travel by foot for 2-3 kilometers to reach their schools, face an immediate and substantial burden due to the new schedule. These early morning journeys, often undertaken in the dark and sometimes in adverse weather conditions, are particularly strenuous for primary school children. The requirement to start school at 8 am means these young students must leave home much earlier, reducing their sleep and morning preparation time.
Students who rely on school buses to cover distances of 20-25 kilometers are also disadvantaged. With the new timings, these children must wake up well before dawn, leading to sleep deprivation and reduced attention spans in class. The fatigue from such early routines can negatively impact their academic performance and overall well-being, as they struggle to stay alert and engaged during lessons.
Teachers assigned to schools in remote areas are similarly affected. Many educators, who previously arrived at school around 10 am, now face the requirement to be present by 8 am. This significant shift disrupts their daily schedules, necessitating earlier departures from home and potentially longer travel times.
For teachers living far from their assigned schools, the new timings mean starting their day in the pre-dawn hours, which can lead to decreased morale and effectiveness in the classroom. The cumulative fatigue from such early starts can impair their ability to deliver high-quality education, thus affecting the students’ learning experience.
The crux of the issue lies in the administration’s approach to decision-making. Policies like the new school timings appear to be crafted with urban contexts in mind, where travel distances are shorter and infrastructure is better developed. However, this urban-centric planning overlooks the unique challenges faced by rural communities.
Rural areas often lack the robust public transportation systems available in cities, making long commutes more challenging. Furthermore, the geographical terrain in many rural regions can exacerbate travel difficulties, especially during inclement weather. By not considering these factors, the administration risks alienating and disadvantaging a significant portion of the student and teacher population.
While the intent behind the new school timings may be to mitigate the effects of rising temperatures, its impact on rural students and teachers is counterproductive. To create a more equitable educational environment, it is crucial for policymakers to adopt a more inclusive approach, taking into account the diverse needs and circumstances of all regions. Tailored solutions that consider the specific challenges of rural areas will ensure that educational reforms benefit rather than burden these communities.
Altaf Hussain Peerzada
Sdestiny.peerzada518@gmail.com