Strained Minds in the Valley: Children in Jammu & Kashmir face rising mental health challenges

Mohammad Hanief
Beneath the surface of daily school routines and bustling tuition centres across Jammu and Kashmir lies a deepening mental health crisis affecting thousands of children. The twin burdens of academic stress and digital screen overexposure are leaving an entire generation of young minds overwhelmed, emotionally fatigued, and developmentally at risk.
While the reopening of schools and normalization of exam schedules post-pandemic has restored a sense of routine, the consequences of prolonged educational disruption – and the tools used to bridge the gap – are becoming increasingly evident. Psychologists, educators, and health professionals are expressing growing concern over the mental and emotional toll these factors are taking on children.
The pressure on children to perform academically has intensified in recent years, particularly in the wake of the COVID-19 pandemic, during which school closures, online learning, and interrupted syllabi left significant learning gaps. As institutions push to make up for lost time, children are being exposed to heavier workloads, frequent testing, and greater parental expectations.
Recent studies have identified academic stress as a key mental health issue among school-going adolescents in the region. Students are not only expected to cope with regular classroom instruction but are also increasingly engaged in after-school tuition, often leaving them with little time to rest or engage in recreational activities.
Emotional and physical symptoms such as fatigue, irritability, headaches, sleep disturbances, and poor appetite have become common among children facing academic pressure. Mental health experts have also noted gendered differences in how stress manifests, with boys often displaying symptoms of depression and girls exhibiting anxiety-related behaviours.
Parallel to academic stress, the rise in smartphone dependency is emerging as an equally pressing concern. Initially introduced to facilitate online learning, digital devices have become central to children’s daily routines. However, unrestricted and unsupervised screen time is contributing to cognitive, behavioural, and emotional challenges.
Mobile devices are now being used extensively for entertainment, often replacing outdoor play, creative hobbies, and interpersonal interaction. Surveys in Kashmir indicate that a majority of school-aged children spend upwards of four hours daily on their phones, with some estimates placing the number even higher among pre-teens.
This shift in behaviour has led to the identification of “virtual autism” – a condition in which children exhibit autism-like symptoms such as delayed speech, lack of eye contact, and social withdrawal due to excessive screen use. Healthcare professionals report a significant increase in such cases, particularly in children below the age of seven.
The cognitive impact is not limited to early childhood. Adolescents are increasingly showing signs of poor concentration, reduced emotional regulation, and diminished attention spans. These outcomes are further compounded by disrupted sleep patterns and the addictive nature of digital content.
The problems of academic stress and mobile overuse are not isolated but often reinforce each other. Many children turn to screens as a form of escapism from the pressure of studies, only to suffer from its negative impacts on memory, focus, and mood – further exacerbating their academic struggles. This cycle has created a feedback loop of dependency and distress.
In households across the region, especially where both parents work or where childcare options are limited, digital devices are often used as pacifiers. While this may provide temporary relief, it is contributing to long-term developmental and emotional challenges in children.
Teachers are increasingly reporting behavioural changes among students. Declining attention spans, mood swings, a drop in creativity, and emotional outbursts during minor assessments are becoming common. Many children display withdrawal from peer interaction, while others exhibit heightened aggression and frustration.
Despite these visible signs, many schools in the region remain under-equipped to provide adequate mental health support. The majority lack full-time counsellors or structured psychological services. While some private institutions have introduced no-phone policies and mental wellness sessions, such efforts are often limited and inconsistent.
The growing need for child mental health services in Kashmir starkly contrasts with the region’s limited infrastructure. There are only a small number of trained child psychologists and psychiatrists available across the Union Territory, with access in rural districts remaining minimal or entirely absent.
Helplines such as Tele-MANAS, launched as a national mental health support service, have provided some relief, receiving thousands of calls from distressed adolescents in the region. However, these services are not a replacement for sustained, in-person therapeutic intervention. The stigma surrounding mental health also continues to be a barrier, with many families reluctant to seek help due to societal perceptions.
Community Responsibility and the Way Forward
Experts and education leaders emphasise the need for a collective and sustained approach to address this dual crisis. Families, schools, policymakers, and healthcare providers must work in coordination to implement preventive and remedial strategies.
At the family level, it is crucial to set consistent boundaries around screen use, encourage regular physical activity, and create open channels of communication with children. Parental awareness of emotional distress symptoms is essential in ensuring early intervention.
Within schools, a shift is needed from performance-centric models to ones that prioritise emotional and social learning. Hiring trained counsellors, integrating stress management programs, and reducing unnecessary academic burdens can significantly improve student wellbeing.
At the policy level, investment in mental health infrastructure must become a priority. This includes increasing the number of child psychologists, expanding district-level mental health centres, and running mass awareness campaigns in local languages to destigmatise therapy and mental healthcare.
A Generation at Risk
Across Kashmir, a generation of children is navigating the complex terrain of academic ambition, digital temptation, and emotional vulnerability. The signs of strain are clear – in classrooms, clinics, and homes – yet the societal response remains underwhelming.
Addressing this crisis is not just about reducing exam stress or cutting screen time. It is about reimagining how children are nurtured, taught, and supported in an increasingly complex world. Their wellbeing is not only a personal or familial matter but a public health imperative.
Without timely action, the long-term impact on the cognitive, emotional, and social development of children in the region could be profound.
(The author is a senior analyst in Kashmir)