“Terrible things are happening outside. Poor helpless people are being dragged out of their homes. Families are torn apart. Men, women, and children are separated. Children come home from school to find that their parents have disappeared.” These words were written by Anne Frank in January 1943 during the Second World War. Decades later, they continue to describe the lives of millions of children in places such as Gaza, Ukraine, Sudan, Syria, and Myanmar. The settings have changed, but the emotional burden placed on children has not.

While armed conflict leaves visible scars on cities and communities, its emotional impact on children often remains unseen and unaddressed. These effects are not temporary. Emotional distress experienced during childhood can shape development and continue to influence mental health, relationships, and self-perception well into adulthood.

Childhood is generally associated with protection, stability, and growth. Conflict breaks these basic conditions. Children in war zones are exposed to bombings, forced displacement, separation from family members, the loss of loved ones, and the destruction of homes and schools. According to UNICEF, millions of children worldwide grow up in environments where violence and insecurity are a daily reality rather than an exception. In such circumstances, children rarely have the space or support to process grief as it occurs. Fear and loss are often internalised, remaining unresolved and resurfacing later in life in different emotional and psychological forms.

Judith Herman’s work on trauma helps explain this process. She argues that trauma damages a person’s fundamental sense of safety and trust in the world. For children, whose emotional and social understanding is still developing, this rupture can be especially deep. When violence becomes routine, adults and institutions no longer appear as reliable sources of protection. Safety begins to feel uncertain and temporary. Over time, this alters how children relate to others and how they imagine their future.

One of the most common psychological consequences of prolonged conflict is toxic stress. This refers to long-term exposure to fear and instability without adequate emotional support. Research shows that children exposed to war frequently experience anxiety, depression, sleep disturbances, and difficulty concentrating. Some develop symptoms associated with post-traumatic stress disorder. As Bessel van der Kolk has shown, trauma is not experienced only through memory or thought. It is also carried in the body, shaping stress responses, emotional regulation, and behaviour. These reactions are not signs of weakness but normal responses to deeply abnormal conditions.

Children do not all respond to trauma in the same way. Early research by Anna Freud and Dorothy Burlingham during the Second World War demonstrated that younger children often regress under stress. They may become unusually dependent on caregivers, lose language or social skills they had already acquired, or experience bed-wetting. Older children and adolescents may withdraw emotionally, express anger, or engage in risky behaviour. Many children also experience guilt, believing they are responsible for their family’s suffering, even when this is not true. Such beliefs can quietly undermine emotional wellbeing and self-esteem.

Emotional harm is not caused only by direct exposure to violence. Ongoing uncertainty, repeated displacement, and the constant fear of losing loved ones place children in a state of continuous alertness. Life in refugee camps or temporary shelters often involves overcrowding, lack of privacy, and disrupted routines. Education is frequently interrupted. UNHCR reports show that displacement often lasts for years, transforming emergency situations into long-term childhood environments. The absence of stability deepens emotional insecurity and stress.

Loss is another defining feature of childhood in conflict zones. Children may lose parents, siblings, friends, homes, and entire communities. Yet children often lack the language, emotional vocabulary, and social permission to express grief openly. When loss is not acknowledged or supported, grief does not disappear. As Veena Das has shown in her work on everyday violence, suffering often becomes woven into ordinary life rather than resolved. For children, unresolved grief can shape emotional health, relationships, and self-esteem well into adulthood.

In long-running conflicts, some children grow up knowing nothing but war. Research from conflict-affected regions shows that constant exposure to violence can normalise fear. Hope, imagination, and long-term planning may give way to survival, mistrust, and emotional numbing. When violence becomes ordinary, it reshapes children’s understanding of relationships, society, and the future.

Education plays a crucial role in supporting children’s emotional wellbeing. Schools provide routine, structure, and a sense of normal life. Even temporary learning spaces in refugee settings can help children feel connected and supported. However, when schools are damaged, occupied, or attacked, education itself becomes a source of trauma. Attacks on schools and teachers send a powerful message that even spaces meant for safety are not protected. The loss of education also limits future opportunities, increasing long-term emotional stress.

Despite these conditions, children in conflict zones are not only victims. Many demonstrate remarkable resilience. Research by Catherine Panter-Brick and Michael Wessells shows that supportive relationships play a central role in helping children cope with trauma. Care from parents, caregivers, teachers, and peers can reduce emotional harm. Cultural practices, storytelling, play, and community support help children make sense of their experiences and restore a sense of belonging.

Psychologists emphasise that resilience does not arise from individual strength alone. It depends on social and emotional support systems. Children cope better when they have at least one stable and caring adult and when their emotions are recognised and taken seriously. Trauma-sensitive education, play therapy, art-based activities, and group discussions have been shown to help children process fear and loss in constructive ways.

There is growing recognition of the need for mental health and psychosocial support in conflict settings. However, such services remain limited and underfunded. Emotional wellbeing is often treated as secondary to food, shelter, and medical aid. This neglect is short-sighted. Emotional harm can persist long after physical danger has ended and may affect not only individuals but entire societies across generations.

Anne Frank’s diary reminds us that the emotional suffering of children during war is not new. What has changed is the scale of conflict and the number of children affected. Protecting children in conflict zones requires attention not only to their physical survival but also to their emotional lives. If emotional wounds are ignored, societies risk raising generations shaped by fear and unresolved trauma. Supporting children’s emotional wellbeing is essential for recovery, peace, and a more stable future.

Vaishali Sharma is a Master’s student in History at the University of Delhi, passionate about inclusive and holistic education. Her research interests include education, public policy, and international relations, with published works on curriculum.

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If we want children to grow into strong and thoughtful adults, we must first respect their world and experiences. They are not empty cups to be filled with information but active learners who make sense of life through their bodies, emotions, and language. When we nurture their curiosity, allow them to move freely, and give them small choices, it shapes not just their memory but also their brain development and sense of self. On the other hand, keeping children passive through too much screen time, rigid rules, and limited play dulls their wonder and weakens their motivation. A meaningful early childhood curriculum, therefore, should bring together what science tells us about brain growth, what educational traditions teach us about play and freedom, and what the Indian idea of Panchakosha shows us about growth across body, energy, emotions, thought, and joy.

The early years of a child’s life are very important for their growth. The way we talk to them, the activities we encourage, and the respect we show for their questions are all part of how they learn and develop.

Neuroscience does not give teachers a rulebook, but it does give us important insights. In early childhood, the brain is incredibly flexible. Neural connections grow quickly with meaningful stimulation and fade when unused. Simple back-and-forth interactions help children develop language, self-control, and social skills. Sharing stories, songs, and moments of attention is real brain food. On the other hand, monotony, neglect, and too much unsupervised screen time reduce curiosity and weaken attention. The lesson here is not that technology is always harmful, but that children need people more than they need programs.

Movement is also part of learning. A classroom that forces children to sit still misunderstands how their minds grow. When children hop while counting, clap rhythms to learn words, or act out a story with their bodies, they connect movement, language, and memory. The body is not just a carrier for the brain—it is the brain’s first school. Physical play helps transform abstract ideas into real, felt experiences. Denying children movement limits both their energy and their intelligence.

Curiosity is the fuel of learning, yet it is often stifled. Sometimes teachers rush to complete the syllabus, sometimes they are uncomfortable with too many questions. A healthy classroom treats questions with playfulness and patience, but in both cases sends the same message: your “why” is welcome. When children’s questions are valued, they learn that inquiry is not an attack but a contribution to shared understanding. Piaget described the child as a “little scientist,” learning by doing and testing ideas. Whether or not we agree with all his theories, the point remains that children think best through action, and they grow when adults create environments where exploration is possible. Tagore too imagined schools as places of joy, freedom, and beauty, alive to nature and the arts, reminding us that curiosity flourishes not only in accuracy but also in wonder.

Philosophers and educators have long offered guiding principles that remain relevant today. Tagore saw education as nurturing the whole person, not just teaching correctness. He wanted harmony with the world through music, nature, and craft, a slower rhythm than the treadmill of modern schooling. Froebel, who founded the kindergarten, created learning materials for open play and activities to foster collaboration. In India, his ideas can be brought alive with local materials like shells, seeds, clay, rangoli, rhythm, and folk games. Gijubhai Badheka, often called the Montessori of India, built early education around freedom, storytelling, and tenderness, arguing against a rigid system obsessed with compliance. His vision fits well with Gandhi’s idea of learning by doing, something many schools speak of but rarely practice. Piaget reminded us that children build new knowledge on top of what they already know, so teachers should design tasks that are just hard enough to stretch them but not so hard that they fail. All of these thinkers converge on one ethic: being child-centred does not mean spoiling children, but paying attention to their perspective, pace, and prior knowledge.

Indian philosophy also offers a useful bridge through the Panchakosha, which describes five layers of human existence. The first is the physical body, shaped by food, sleep, senses, and play. The second is vital energy, expressed through breath, rhythm, and movement. The third is the emotional-mental layer, built through relationships, stories, and feelings. The fourth is the intellect, where curiosity, reasoning, and problem-solving grow. The fifth is bliss, the joy that comes when learning feels meaningful and connected to values. Panchakosha is not just theory; it can guide practical teaching. For example, if a teacher designs a unit on water, children can explore it through play with pouring and measuring, rhythm games about rain, stories about rivers, questions about floating and sinking, and a shared ritual of gratitude for water. This approach avoids reducing learning to worksheets and instead engages body, breath, feeling, thought, and meaning together.

Another important part of early education is giving children autonomy. Independence is not something to wait for until they are older. When a four-year-old chooses a book corner, pours water, or tidies up on their own, they are not just practicing skills but also receiving trust: the message that “we believe you can.” Constant micromanagement communicates mistrust and undermines confidence. What children need is guided autonomy which means choices within a structure so that they learn initiative alongside responsibility.

Gender sensitivity must also start early. Preschool is already social, and the assumption that care is only women’s work is limiting. Encouraging more men into early childhood education widens children’s sense of who can comfort, teach, and guide. Classroom materials also matter, for example charts showing only girls cooking and boys driving, or stories that assign bravery to boys and softness to girls, silently shape children’s futures. Gender-neutral and expansive materials instead allow children to imagine freely without fear of crossing invisible lines.

Teachers also need strong communication with parents. Difficult conversations often become confrontational when children are labelled as weak or problematic. A more constructive approach is to frame concerns as obstacles to growth and to invite parents as partners in finding solutions. Early intervention is not blame, but hope. Parents too can strengthen this partnership by asking teachers how to support learning at home. When teachers, children, and parents all feel respected, the triangle of support becomes strong.

Assessment is another area that needs rethinking. Stars and grades are easy to hand out but do not say much. A vocabulary like Beginner, Progressing, Proficient, and Advanced signals growth instead of ranking children against one another. Short narrative comments that describe behaviours and give next steps provide richer information than symbols. This shift helps build a culture where mistakes are seen as part of learning rather than as failures.

Language is not just a tool of communication but a way of seeing the world. Research shows that language shapes attention and thought. This insight can be used in classrooms through bilingual routines that honour home languages, rich conversations that expand children’s vocabulary, and metaphors that broaden imagination. India’s multilingual reality is a strength, not a barrier. When teachers move fluidly between English and local languages, they make learning more inclusive, not by lowering standards but by opening more doors.

These ideas must show up in everyday practice. A school day might begin with a circle of movement, rhythm, and breathing. Lessons can be designed as dialogues, with spaces for children to share and wonder aloud. A shelf can be kept for questions, ensuring curiosity is valued and returned to. Open-ended materials like blocks, clay, seeds, and fabric can be rotated to keep creativity alive. Children can be offered structured choices, like starting at the puzzle table, before gathering as a group. Assessment can be done through quick notes, photos, or children’s own words, always reported in growth language. Families can be invited as co-educators with simple tasks like interviewing grandparents about childhood games or cooking together while counting spoons. Teachers can regularly check classroom books and charts for gender bias and replace narrow stereotypes with wider possibilities. If digital tools are used, they should focus on creation, like recording stories, rather than passive consumption. Each day can end with a short ritual of gratitude, song, or reflection, tying learning together across all Panchakosha layers.

For all this to succeed, systemic support matters. Policy documents like India’s NEP 2020 already highlight the importance of early childhood care and education, but translating policy into practice requires three shifts. Teachers need time for planning and reflection, not just teaching. Schools must fund ongoing professional development like workshops and peer observation. Communities—through libraries, museums, parent groups, and anganwadis—must be partners, extending learning beyond the classroom and reducing pressure on schools to cover everything alone.

Tagore once wrote that the highest education brings life into harmony with all existence. Early childhood education is where this harmony can begin—in the rhythm of a poem, the dignity of a child pouring their own water, the joy of laughter after a bold question, or the quiet focus of building something from almost nothing. The first school is the body, the first textbook is the world, and the first test is how kindly we respond to a child’s question. If we truly teach as if the future is in small hands, as it is, we will create classrooms that are safer, braver, and more joyful, and we will raise not only children who can answer but also citizens who know how to ask.

(Courtesy: The ArmChair Journal)

Vaishali Sharma is a Master’s student in History at the University of Delhi, passionate about inclusive and holistic education. Her research interests include education, public policy, and international relations, with published works on curriculum.

The post Beyond school syllabi: Curiosity and care in early years appeared first on Greater Kashmir.

Climate change is dismantling the precision on which Kashmir’s agriculture depends. Rice paddies, covering roughly 130,000 hectares in the Valley, are critically dependent on water from glaciers and rivers. Erratic rainfall and early snowmelt reduce irrigation during peak growth periods, resulting in lower yields. In villages like Haritar and Lelhar, canals that once ensured water supply are running dry. Farmers are now forced to pump water from deeper wells, increasing costs and energy use, or leave fields fallow, compounding food insecurity. Vegetable growers face similar struggles, with potato, cauliflower, and tomato yields declining by up to 35% due to heat stress and water scarcity.

The human cost of changing climate

Climate change in Kashmir is not just about failing crops; it is about people’s lives being reshaped. Families who once relied on predictable growing seasons are now caught between droughts and floods. Rising temperatures averaging 0.6°C per decade over the last 30 years have disrupted the region’s delicate ecological balance. Farmers report that unseasonal heat waves in May and June now scorch wheat and mustard crops, while delayed rains in July and August leave rice paddies parched. Apple cultivation, which accounts for more than 75% of India’s apples, is being forced into a crisis. Chilling hours below 1,000, down from an average of 1,500 just two decades ago, are no longer sufficient for optimal fruit set. This decline has forced farmers to invest heavily in artificial cooling and sprinklers, often taking loans that many struggle to repay. For smallholder farmers with less than 2 acres of land, such investments are unsustainable, pushing households toward debt or migration.

Saffron, once a high-income crop producing over 8 metric tonnes in the early 2010s, now yields barely a third of that. Families in Pampore, where saffron cultivation is central to identity and economy, report losses of 60–70% compared to previous decades. This decline has ripple effects: local laborers who harvested saffron earn significantly less, women who processed the flowers lose seasonal work, and ancillary businesses—from transporters to small shops—suffer as well. Even staple crops are not spared. Rice, grown on roughly 50% of the Valley’s irrigated land, faces reduced yields due to both drought and unpredictable flooding. In Anantnag and Pulwama, nearly 26,000 hectares of rice fields have been impacted in recent years by water shortages, while repeated flash floods destroy young seedlings in other areas. This duality of too little or too much water makes farming increasingly precarious. Families who once had stable harvests are now forced to depend on government support or informal loans to survive, undermining both economic and food security. Extreme weather events have become part of everyday life. Farmers recount frost that kills flowering trees in April, hailstorms that destroy ripening apples in June, and unseasonal rains that erode fertile topsoil in August. These are not isolated anomalies; they are the new normal, a constant disruption of the agricultural rhythm that defined Kashmir for centuries.

Water under siege

Agriculture in Kashmir cannot survive without water, yet water resources are collapsing. The Valley’s rivers, fed by glaciers such as Kolahoi, have shrunk dramatically. Kolahoi Glacier has retreated nearly 900 meters over the last 50 years, reducing summer river flows that irrigate thousands of hectares. Springs that once provided year-round water for both fields and households are drying up; nearly one in four major springs in farming villages has shown significant decline in flow. When rain does fall, it is often sudden and destructive, causing floods rather than replenishing groundwater. Water scarcity is most severe in the summer months, when crops need it the most. In Pulwama and Shopian, lift irrigation systems that once served hundreds of hectares now run below half capacity. Farmers are forced to dig deeper wells or rely on expensive motor pumps, raising costs by 40–50%. Smallholder farmers, who make up the majority of Kashmir’s agrarian population, often cannot afford these measures, leaving fields fallow and income lost.

The consequences of water scarcity extend beyond agriculture. Hydropower generation, which relies on consistent river flows, has decreased in capacity, impacting electricity availability for rural households. Wetlands and groundwater recharge zones are shrinking, threatening long-term water security. Communities that once had access to clean and sufficient water are now forced to ration, further highlighting the human toll of climate disruption. Extreme events amplify these pressures. Flash floods wash away fertile topsoil, destroy irrigation infrastructure, and damage homes. Prolonged dry spells leave soils cracked and infertile, making it difficult even to grow fodder for livestock. Families are left trapped between unpredictable extremes: too much water at once, or too little over months. This uncertainty erodes the social fabric, as disputes over water access increase, and farmers are forced to migrate in search of work.

Kashmir’s water crisis is not just an environmental issue; it is a question of justice. The region contributes minimally to global emissions yet bears the brunt of climate impacts. Farmers, laborers, and their families, who have historically lived in harmony with nature, are now the first victims of global environmental negligence. Their struggle underscores the urgent need for local and systemic solutions that protect both water and livelihoods. Efforts to address these challenges cannot be superficial. Traditional measures like digging more wells or expanding canals are insufficient. What is required is integrated watershed management, conservation of glaciers and springs, adoption of climate-resilient crops, efficient irrigation techniques, and community-based early warning systems for extreme weather. Policies must center on the grassroots—ensuring smallholders and women farmers have access to resources, knowledge, and support to adapt to this new reality. Without such interventions, Kashmir risks losing centuries-old agricultural systems, with devastating social and economic consequences.

The Valley’s crisis is a warning for similar regions worldwide. Mountainous, glacier-fed agricultural systems are highly sensitive to climate change. If adaptive measures are not taken, local collapse can trigger migration, food insecurity, and economic shocks across regions. Kashmir’s experience is a microcosm of the global challenge: climate change is not a distant threat; it is a present, tangible, and deeply human problem. In essence, Kashmir’s agriculture and water resources are at the edge of collapse. Crops are failing due to rising temperatures, erratic precipitation, and pest pressures. Water, the essential lifeline, is declining dramatically, leaving communities struggling to survive. Farmers face daily uncertainty, families risk losing livelihoods, and centuries-old agrarian systems are under threat. This is not a distant or abstract challenge it is an urgent crisis demanding immediate action.

Adaptation must be systemic, community-driven, and scientifically informed. Preserving glaciers and springs, managing water efficiently, introducing climate-resilient crops, and supporting farmers at the grassroots level are essential. The Valley’s future and the lives of millions dependent on its land and water—hinge on decisive, immediate intervention. Ignoring this reality risks not only the collapse of agriculture but the erosion of Kashmir’s cultural, social, and economic identity. Climate change in Kashmir is more than an environmental challenge; it is a human crisis.

(Sheikh Sofia is pursuing a bachelor’s degree in economics and statistics at Mount Carmel College.)

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This achievement belongs not only to the film and its makers but to every viewer who chose to engage with a work of quiet intensity and philosophical reflection. In choosing Qouluf, audiences have chosen atmosphere over noise, reflection over distraction, and soul over spectacle. The success of the film signals a rare and precious victory for content-driven cinema—cinema that dares to ask questions, that lingers in silence, that trusts the intelligence and sensitivity of its viewers.

For the film industry of Kashmir, this moment carries even deeper significance. It marks the emergence of a new cinematic confidence—a declaration that stories from this land are not only worth telling, but also worth hearing across the world. After decades of struggle, interruptions, and marginal visibility, this milestone feels like the dawn of a renewed era for Kashmiri cinema—an era where indigenous voices, local languages, and poetic narratives can claim their rightful space on the global stage.

The journey of Qouluf, The Ensorcelled from a deeply rooted cultural vision to a widely embraced cinematic experience proves that authenticity travels far. It proves that when cinema springs from sincerity, from lived experience and spiritual inquiry, it finds its way into the hearts of millions.

As we celebrate 40 million watch minutes, we celebrate more than success—we celebrate belief:

Belief in meaningful storytelling,

Belief in the power of regional voices,

And belief in a reviving Kashmiri film movement that is ready to speak to the world in its own language, rhythm, and truth.

This milestone is not an end—it is a beginning. A beginning for new stories, new courage, and new cinematic futures rising from the valley. And above all, it is a tribute to the audience who proved, through their time and attention, that meaningful cinema still matters.

Here’s to the journey so far—and to the many paths yet to unfold.

Yaqut Mushtaq, Producer: Qouluf, the ensorcelled

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Over the last 11 years, under the leadership of Prime Minister Shri Narendra Modi, the sector has witnessed a strategic vision, strong resolve and bold policy reforms. These efforts have infused new confidence into the textile industry. Today, the impact of recent reforms is not just structural change. It is a story of new opportunities for farmers, entrepreneurs, women, weavers, technicians and the youth. It is a collective mission to position India as a global textile powerhouse. This article is not a list of schemes, but a reflection of the transformation we have built together.

Farmer-Centric Transformation: Record Cotton Procurement and Historic MSP Increase

The foundation of the textile sector lies in the fields, and farmers are the first link in this value chain. Ensuring that cotton farmers are protected from market fluctuations, price uncertainty and exploitative intermediaries has always been a top priority.

This is why, between 2004 and 2014, government agencies procured a total of 173 lakh cotton bales. But between 2014 and 2024, this figure rose to 473 lakh bales, an increase of 173%. This demonstrates that the government has moved beyond seasonal procurement and provided farmers a system of sustained security.

Similarly, major reforms in MSP have given farmers long-term stability. Cotton MSP, which stood at ₹3,700 per quintal in 2013-14, has been raised to ₹7,710 per quintal for 2025-26 an increase of 108%, strengthening the income, confidence and security of cotton growers.

When we say the farmer is protected, it is not a slogan. These numbers reflect a genuine guarantee that the government is procuring more cotton than ever before and ensuring a remunerative price for farmers.

Mission for Cotton Productivity: Quality, Productivity and New-Age Fibres

Higher production is not enough, global competitiveness demands better quality. With this mission, the government launched the ₹2,500 crore Mission for Cotton Productivity, aimed not only at increasing production but enhancing cotton quality to international standards.

The mission focuses on improved seeds, scientific cultivation, farm management and enhanced quality-control systems. Farmers are being encouraged to adopt new-age fibres so that India can emerge as a major global supplier of high-quality cotton and blended fibres.

The future of the textile industry will not depend solely on traditional fibres. The government has prioritised new-age fibres such as flax, ramie, sisal and milkweed all of which offer low input costs and higher returns. These fibres will open new avenues for processing industries, create large-scale jobs and strengthen the value chain. Milkweed, in particular, is emerging as a promising new-age textile fibre and will soon become an important additional income source for farmers.

Cotton Import Duty Relief: Stability for Industry and Global Competitiveness

The removal of import duty on cotton has provided immediate relief to the industry. Initially applicable only till 30 September, the deadline was extended till 31 December, considering its positive impact. Textile mills can now access cotton at globally competitive prices, reducing yarn and fabric production costs. This directly enhances India’s competitiveness in international export markets.

For SMEs, this move is especially significant as it provides cost stability, better planning and improved financial management. The domestic market too benefits from increased raw cotton availability, ensuring affordable, high-quality fibre for handloom, powerloom, designer segments and fabric-based startups. This decision positions India as a stable and competitive global manufacturing hub.

Industrial Acceleration Through PLI: A New Era for Textile Manufacturing

The Production-Linked Incentive (PLI) Scheme has energised the textile sector, creating an enabling environment for unprecedented investment. In response to industry demand, the application portal has been reopened till 31 December 2025, and 27 new applications have already been received.

These investments will create new factories, advanced technologies and thousands of jobs, significantly contributing towards India’s goal of achieving $12 billion textile exports by 2030. Of the 74 approved companies, 42 are in technical textiles, signalling India’s deep commitment to this innovation-driven sector. Technical textile exports have grown by 12.4% over the previous year, reaching $3.2-3.4 billion. A notable highlight – the top 10 companies have collectively invested ₹4,584 crore, exceeding their committed investment by more than ₹500 crore.

One of the most compelling success stories is that of baby diapers and sanitary napkins. Once heavily dependent on imports, India is now moving confidently towards becoming a net exporter in this category thanks to PLI-driven industrial expansion.

Relief to MMF Value Chain: QCO Removed from MEG and Viscose

The decision to remove Quality Control Orders (QCO) on MEG and viscose was made after carefully evaluating industry needs and global supply chain realities. Post-QCO removal, the MMF (man-made fibre) value chain now has access to raw materials at globally competitive prices, improving production planning as well as cost-efficiency. The downstream sector, especially garmenting, receives immediate relief. This segment currently employs 1.4 crore people, and the goal is to create 1 crore additional jobs by 2030.

Next Gen GST Reform: Relief from Inverted Duty Structure

The textile industry had long demanded correction of the inverted duty structure, which locked up working capital. Next Gen GST reforms have finally addressed this issue. A major decision was also taken to reduce GST to 5% on apparel priced up to ₹2,500, making garments more affordable for the middle class, youth and students. This will also boost demand across Tier 2-3 towns and rural markets.

Labour Reforms: Security and Dignity for Textile Workers

A large proportion of textile workers are women, migrants and contract labourers. Recent labour reforms guarantee equal wages, access to welfare schemes and improved working conditions. These reforms will ensure dignity, safety and stability for the textile workforce.

PM MITRA Parks: Integrated Value Chains and 21 Lakh Jobs

The PM MITRA scheme is a game-changer. These parks are not merely industrial clusters, they are the seven energy hubs of India’s textile sector. Land allocation across seven states is complete, and work is progressing smoothly. The parks have already attracted ₹33,000 crore in investment and are expected to generate 21 lakh jobs.

FTAs and New Global Markets: Expanding India’s Export Footprint

When the Ministry of Textiles was taken over in June 2024, it was clear that India relied too heavily on a few traditional markets. The directive was to identify emerging global markets and study demand patterns and per capita incomes. As a result, 40 new markets were identified markets where India had minimal presence but immense potential.

Today, India is entering these regions confidently through FTAs with 27 countries. The recent CETA agreement with the UK is a prime example. Its impact was immediate, with India’s exports to the UK increasing by $15 million between April 2024 and 2025. Similarly, the India-EFTA Agreement opens doors to a premium market worth nearly $14 billion.

In just one year, India’s textile exports grew in 111 countries with exports rising over 50% in 38 countries and 25-50% in 16 countries. The most remarkable success story is Argentina, once considered a challenging market, where Indian exports recorded a 73% increase.

India’s Textile Sector is Now a Pillar of National Strength

Together, these efforts reflect a simple truth. India’s textile sector is no longer just an industry. It has become one of the engines of national growth.The sector stands today with renewed confidence and the capability to lead global competition. Our goal is clear – To make India a trusted, modern and sustainable global textile hub of the future.

By: Shri Giriraj Singh

The post India’s New Global Positioning in Textiles appeared first on Greater Kashmir.

Kashmir, characterised by a cold temperate climate, faces a long and chilling winter, during which the green fodder is scarce. In the contemporary times, rice straw continues to be the life line for our cattle population, as fodder and bedding material. Even the tribal people living in remote hilly areas keep a secured supply of rice straw to fulfil the deficit of hay during winter. More demanding and economic use of rice straw in apple industry as a packaging material, has grown parallelly with the growth in the apple industry. Rice straw is a good shock absorber and a cushioning material to prevent bruises in apple during storage and transport. The demand for rice straw is high during August, when the first harvest of early apple is packed and exported to other states. During August 2025, the rates per 100 bundles of straw escalated to `7000 to `8000 and there are credible reports that apple growers imported rice straw from Jammu. Currently the returns per 100 bundles is `3500 to `4000, roughly equal to the cost of production per Kanal.

There are many bottlenecks in the sustainable and profitable use of rice straw in the valley. The valley suffers huge losses of rice straw due to floods and crop lodging. Crop lodging, a pressing issue, is attributed to excessive use of urea, dense planting and use of old rice varieties. Adoption of modern and high yielding rice variety, Shalimar Rice-2 with a good culm strength and tall stature, is recommended for low lying and flood prone areas. Shalimar Rice-4 has also a good tolerance to crop lodging with high grain yield. Judicious use of urea and with balanced dose of other nutrients (P and K), optimum plant population, recommended time of planting and draining the field 20 days before the harvest are best management practices to reduce crop lodging. Rains soon after the harvesting results in deterioration of color and palatability of rice straw. Scheduling crop cutting as per the latest weather forecast is a pragmatic approach to avoid wetting of the grain and the straw.

Manual harvesting and threshing continue to be the most popular and convenient, but a labour-intensive and costly method. Escalation in the cost of labour reduces the profitability and delays the harvesting, further exposing the crop to climatic vagaries. Mechanisation offers a great opportunity to reduce labour cost, drudgery and improve efficiency. However, the combine harvester models that leave rice stubble, have created the issues like hitches in sowing in the standing residue, residue burning and widespread pollution in North Indian States. These machines are large and heavy, difficult to operate in wet fields, small and undulating topographical conditions. Punjab has introduced Super Straw Management (SSM), an attachment for combines to chop the residue, as legal binding for the farmers. Turbo seeders are easy to operate on the chopped residue laid as mulch for the additional benefits of moisture conservation and organic matter addition. Rice straw is sparingly used as fodder in North Indian states on account of poor nutritional quality, high silica content and year-round availability of green fodder. The suggested industrial uses of rice include gasification, pyrolysis for biochar production, power generation, biofuel production, paper manufacture, silica extraction, adsorbent etc. Agricultural uses include fodder, animal bedding, residue mulch, soil incorporation, mushroom production, composting etc. Despite all the technological options and legal measures for environmental safety, the problem of residue burning continues even today. Handling of an estimated 27 million tons of rice straw annually in North Indian states alone has been a herculean task due to obvious socio-economic and technological constraints.

Kashmir division having an area of 1.35 lakh ha area under rice, produces an estimated 4.05 lakh tonnes of rice grain and 8.10 lakh tonnes of rice straw. The estimated value of the grain and rice straw produced is `1215 crore and `472 crore, respectively. Use of rice straw as fodder, bedding material and absorbent in cattle sheds, adds bulk to the farm yard manure (FYM). Application of FYM to the soil is the best and most sustainable practice to improve soil health and productivity. A significant amount of rice straw is used as packaging material for apple, adds value to apple by safe storage and transport. Rice reaper, reaper cum binder, and Japanese combine harvester models cut the crop close to the ground and leaves behind usable straw. Japanese combine harvester models cut, thresh and tie the sheaves in one go, operable in wet and moderately lodged crop, have also been developed to save the straw. Drying of rice straw at a moisture content of below 12%, is desired for long term storage. Storage of rice straw on raised platforms, and covering with low-cost plastic sheets saves it from rain and snow. Rats inflict significant losses to rice straw in field, and during storage. Habitat management and direct control is required to manage the rats. Adoption of scientific practices in production, harvesting and storage of paddy straw is very important to sustain the economic viability of rice and fulfil the needs of farming community.

Ashaq Hussain, Professor Agronomy, MRCFC (SKAUST-Kashmir), Khudwani, Kulgam

 Najeeb R. Sofi, Associate Director Research, MRCFC (SKAUST-Kashmir), Khudwani, Kulgam

 Raihana Habib Kant, Director Extension, SKUAST-Kashmir, Shalimar, Srinagar

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Congratulations on winning the Raj Sabha seat. The National Conference leadership deserves accolades for nominating you to the upper house.

I believe that the Sikh community stands at a historic crossroads that presents an unprecedented opportunity to redefine our role in the social, economic, developmental, and nationalistic fabric of J&K.

You inherit a legacy that is illustrious and challenging. The question is whether you can amplify, modernize, and pass on a stronger baton to the next generation.

Can the Sikhs of J&K become the Parsis of India, a minority community that punches far above its weight in nation-building, entrepreneurship, education, and social welfare. I believe they can, and you could be instrumental in making this vision a reality.

Before I propose what, I call the “Ten Commandments” for the Sikh community’s resurgence in J&K, it is essential to acknowledge important political contributions that has brought us to this juncture.

When we speak of contributions to J&K, we must remember stalwarts like Bhai Budh Singh Tyagi, a towering contemporary of Sheikh Mohammad Abdullah.

While Sheikh Abdullah’s political trajectory is well-documented, Budh Singh Tyagi’s contributions to the socio-political landscape of pre- and post-independence J&K remain insufficiently celebrated.

He was instrumental in organizing the Sikh community politically, ensuring their representation in the tumultuous times of Partition and the accession of J&K to India.

He worked tirelessly to protect Sikh interests while maintaining communal harmony a delicate balance that few could achieve in those fraught times.

The contributions of Sardar Harbans Singh Azad and Dr. Harbajan Singh, who represented the Cabinet as Minister with outstanding dedication to community development, exemplify how individual leaders can bridge divides while serving the collective good.

The Sikh community in J&K, though numerically small, has consistently demonstrated resilience, entrepreneurship, and patriotism that enriches our shared heritage.

From the transport sector to agriculture, from small businesses to educational institutions, Sikhs have been integral to economic activity in many parts of J&K. Our contributions during times of conflict—sheltering displaced persons, maintaining supply lines, and serving in the armed forces with distinction exemplify the values that unite us.

It is crucial to recognize that the Sikh presence in J&K is not monolithic. The Sikhs of Kashmir, Muzaffarabad, Poonch, and Mirpur constitute distinct ethnic and cultural groups within the broader Sikh diaspora. These communities often referred to as Pahari Sikhs or Himalayan Sikhs represent a pure ethnic group with their own distinct dialects, cultural practices, and historical trajectories. This diversity enriches Sikh identity itself and deserves recognition within both community institutions and official frameworks of representation.

Yet despite these contributions, the Sikh community in J&K faces challenges: demographic transitions, economic pressures, youth migration, and at times, a sense of political and administrative marginalization. The recent changes in J&K’s constitutional status have opened possibilities for development, investment, and equitable governance—possibilities that extend to all communities historically underrepresented in power structures.

Parsi Paradigm

The Parsi community constitutes less than 0.005% of India’s population, yet their contribution to Indian industry, science, arts, and philanthropy is disproportionately immense. From the Tatas to the Godrej, from Homi Bhabha to Zubin Mehta, Parsis have exemplified excellence, integrity, and community consciousness.

What made this possible? Vision, community organization, emphasis on education, entrepreneurial spirit, philanthropic culture, and a commitment to India’s progress without losing their distinct identity. The Sikhs of J&K possess similar attributes and can chart a comparable trajectory.

Ten Commandments: A Five-Year Roadmap

What follows is not a wish list or an emotional manifesto, but a practical, actionable five-year plan that requires sustained effort, measurable milestones, and community buy-in:

1. 
   Establish A Sikh Development Council (SDC) for J&K

Create an institutional framework that brings together Sikh professionals, entrepreneurs, educationists, and social workers from across J&K. This council should have a mandate, annual general meetings, transparent finances, and specific deliverables. Model it on successful community organizations, not on ceremonial bodies. Institutional funding will make its stature and mane impactful and valuable.

Year 1 Target: Registration, bylaws, and first annual conference with at least 500 community representatives.

2. 
   Launch a Comprehensive Education Initiative

Establish scholarship programs for Sikh students, particularly girls, for higher education and professional courses. Partner with educational institutions for reserved seats or special coaching programs. Funded by ministry of minority affairs and supported actively Ministry of Human Resources. Your presence in New Delhi as representative of the region and the community which mandate your active participation to make his possible.

Five-Year Target: At least 1,000 scholarships distributed, establishment of two coaching centers for competitive examinations, and mentorship programs connecting Sikh professionals with students.

3. 
   Create an Entrepreneurship and Skill Development Fund

Set up a seed funding mechanism for young Sikh entrepreneurs. Focus on sectors where the community has traditional strength—transport, hospitality, agriculture—but also emerging areas like technology, tourism, and renewable energy.

Five-Year Target: Support 200 startups/small businesses, conduct 50 skill development workshops, and create employment for at least 2,000 youth.

You would do exceptionally well in reaching out to the HNIs, Corporates and business tycoons of the community and encourage them to invest their expertise and capital in the state.

4. 
   Document Sikh Heritage in J&K

Commission a comprehensive documentation project on Sikh contribution to J&K—historical, cultural, economic, and military. Publish books, create digital archives, produce documentaries, and establish a small museum or heritage center.

Five-Year Target: At least three publications, one documentary, and one heritage center operational in Jammu.

5. 
   Strengthen Community Centers

Modernize gurdwaras not just as places of worship but as community hubs offering education, skill training, healthcare camps, and cultural activities. Ensure transparency in management and involve youth in decision-making.

Five-Year Target: All major Gurudwaras equipped with digital libraries, and regular welfare programs including promotion of Punjabi language largely discontinued in schools. Welfare measures for Granthis, Ragi Singhs and Sevadars.

6. 
   Establish Elderly Care Initiatives

Create a support system for elderly community members, including home visits, pension support assistance, and social engagement programs in collaboration with Ministry of Social Justice and Empowerment.

Five-Year Target: Quarterly health camps in 10 locations, establishment of one elderly care center, and a database of senior citizens requiring support.

7. 
   Inter-community Dialogue

Organize regular interfaith programs, cultural exchanges, and joint community service projects with other communities in J&K. Promote the Sikh values of universal brotherhood and service (Sarbat da Bhala).

Five-Year Target: Establishing a Sikh Study centre in central universities at Jammu and Srinagar.

8. 
   Political Advocacy

Train young community members in governance, public policy, and advocacy. Inclusion of Sikh Community under reservation category of ST 2.

Five-Year Target: At least 50 trained community advocates, participation in policy formulation, and improved representation in elected bodies and government positions. The aim is to garner human resources for two nominations from the community to the legislative assembly one each from Jammu and Kashmir region.

9. 
   Diaspora Engagement

Systematically engage the Sikh diaspora with roots in J&K. Create investment opportunities for Smart Agriculture, knowledge transfer programs, and emotional connections that translate into tangible support.

Five-Year Target: Annual diaspora convention, investments/donations, and establishment of a global network of J&K Sikhs.

10. Youth Leadership

Identify, mentor, and empower young leaders who will carry forward this mission. Create youth wings, leadership training programs, and platforms for young voices.

Five-Year Target: A 100-member strong youth leadership corps, annual youth conclave, and succession plan for all major community initiatives.

What distinguishes a legacy from a mere headline is sustainability and measurability. The Sikh community does not need another emotional appeal or a grand promise that fizzles out after a ceremonial launch. What is needed is a persistent, well-organized work.

This five-year plan is deliberately conservative in its targets. It does not promise transformation overnight but commits to steady, verifiable progress. Each commandment should have a dedicated team, quarterly review mechanisms, transparent financial accounting, and public reporting.

The Parsis did not become exceptional through grand gestures but through sustained commitment to excellence, education, enterprise, and ethics over generations.

The Sikhs of J&K possess all the ingredients for a similar trajectory—a rich heritage, a tradition of hard work, a culture of service, and now, a historic opportunity.

The Baton is Yours

You stand at a point where history offers a rare opening. The changes in J&K’s administrative and developmental landscape have created space for new initiatives, fresh thinking, and community-led transformation. The question is not whether the opportunity exists but whether there is the will, the wisdom, and the organizational capacity to seize it.

Remember, the greatest disservice to the legacy of Bhai Budh Singh Tyagi and countless unnamed Sikh contributors to J&K would be to let this moment pass with rhetoric alone. The community is watching, the region is ready, and the nation needs examples of minority communities thriving through self-effort and national integration.

The Sikhs of J&K can indeed become the Parsis of the region not by mimicking them but by being authentically Sikh in their values while being strategically modern in their methods.

Lt Gen R S Reen, Director General Quality Assurance – DGQA (Retd)

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BRICS, SCO and countries in the Global South have been undeterred so far by the Western position and have shared platforms with Russia. Putin’s visit to New Delhi on 4-5 December 2025 was very significant from this perspective. For India, despite pressures from the West and punitive tariffs, it has been imperative to demonstrate strategic autonomy while not taking sides in the Ukraine-Russia conflict. So far there has been a strategic balancing act: not condemning Russia and talking about peace. Thus, for New Delhi, the visit was not just about oil, nuclear power, labour migration or weapons and fighter planes. These issues were significant and discussions were taken forward. Similarly, the issue of a huge trade deficit that India faces in bilateral trade had to be addressed. The opening of Russian markets to Indian goods and services and the adoption of the Programme for the Development of Strategic Areas of India – Russia Economic Cooperation till 2030 are intended to address the trade disparity.

This year alone, Putin visited China (SCO summit), Tajikistan (CIS summit), Kyrgyzstan (CSTO summit). All these summits were attended by many important non-Western leaders. But this is different and the West has taken note that Putin was not in India for a multilateral summit. He was here to attend the 23^rd Bilateral Summit of leaders of Russia and India. The response from the Western world reveals discomfort with the continuing closeness of New Delhi and Moscow.

An op-ed was jointly published on the eve of Putin’s visit by the ambassadors of the United Kingdom, France, and Germany to India. The tone and tenor of the article clearly did not welcome the visit and blamed Russia for escalating the Ukraine crisis. The Ministry of External Affairs expressed strong displeasure, calling the move “very unusual” and “an unacceptable breach of diplomatic norms” to publicly advise India on its relations with a third country. There was a rejoinder from the Russian Ambassador who said that the problem began with the “Western-backed” ouster of the Ukrainian President in 2014. Such negatives apart, the red carpet was rolled out for the visiting Russian leader with traditional Indian dancers on the tarmac, a close hug between the two leaders and the optics of travelling together in the car of the Indian Prime Minister. The events that followed were meant to demonstrate the bonhomie and friendship in the ties.

The visit also enhanced expectations. Some big-ticket announcements like the Su-57 fighter plane or S-400/500 air defence systems were anticipated. But these deals were not signed. Instead, the focus was on trade, investment and expansion of economic relations between the two countries. Defence deals take time and have to be negotiated at a different level. However, Russia has assured India about energy supplies including nuclear reactors and fuel. Labour mobility and visa facilitation are important for both since Russia needs manpower resources and India is looking at more employment opportunities. Cultural and educational exchanges are also important parts of the agreements.

But what may be the most crucial elements of India-Russia relations are infrastructure and transport corridors and market access. From this point, a focus on INSTC (International North-South Transport Corridor) and the Free Trade Agreement with the Eurasian Economic Union, would help. These two alone would enormously expand India’s trade with Russia and some of the CIS countries. In the Joint Statement it was mentioned that “The Leaders appreciated the ongoing intensification of the joint work on a Free Trade Agreement on goods between India and the Eurasian Economic Union covering sectors of mutual interest”. This process has dragged on since 2011-12 and an agreement, inordinately delayed. (Joint Statement following the 23rd India – Russia Annual Summit, MEA, December 05, 2025).

According to the Joint Statement, the two Sides also agreed to “deepen cooperation in building stable and efficient transport corridors, with the focus on expanding logistics links for improving connectivity and enhancing infrastructure capacity to support the International North-South Transport Corridor (INSTC), the Chennai–Vladivostok (Eastern Maritime) Corridor, and the Northern Sea Route. They welcomed the signing of the MoU on the Training of Specialists for Ships Operating in Polar Waters”.

In short, it may seem like there was not much in terms of substance. However, the summit was more successful with regards to diplomatic messaging. But that alone will not be sufficient. As the progress in the peace process gets delayed and Russia acquires more territories, the EU and Washington will try to impede negotiations. Demands would be made on Russia that Moscow has already rejected. In this scenario, both Russia and its partners would be under pressure. The sanctions and tariffs would be further tightened to the detriment of not just Russia, but its partners like India. Thus, both countries need to prepare for the adversities ahead. Their only option is to diversify trade and trading partners outside the West.

The recent visit by Putin was to discuss ways to achieve a long-term sustainable and comprehensive partnership. Having done the messaging, the real challenge would be how to face a hostile West that is getting further frustrated with the looming disaster in Ukraine. India may be subjected to more diplomatic and economic pressure. Standing its ground would be a challenge. India has thus far shown that it is willing to continue its friendship with Russia and expand relations in diverse areas from defence to energy, from manpower mobility to innovation, from investment and technology exchange to culture and tourism. In short, Putin’s visit was meant to prepare both countries to defy sanctions and explore new areas of cooperation – in Russia’s Far East and Arctic, cooperation in areas of climate change and green energy, and work together to strengthen multilateral forums like the BRICS, SCO and G-20.

Given the context and background, India hosting the Russian President has a conveyed a message of strategic autonomy. A message that the ties between India and Russia cannot be held hostage to external pressures and wishes.

(Dr. Ajay Patnaik is a retired Professor, Centre for Russian and Central Asian Studies at the Jawaharlal Nehru University).

(Syndicate: The Billion Press)

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India, a land of unparalleled linguistic diversity, stands as a testament to the importance of multilingual education. The 2011 Census records over 19,000 spoken mother tongues, with 22 officially recognized languages. This richness presents an opportunity to create an inclusive education system that respects and celebrates linguistic diversity. However, the current framework often marginalised minority languages, overshadowing their cultural and intellectual significance.

An ideal school must embrace multilinguality not as a challenge but as a resource. This perspective aligns with Professor R. K. Agnihotri’s concept of “multilinguality,” which rejects rigid language boundaries and instead views linguistic abilities as fluid and interconnected. In such a setting, students would naturally switch or mix languages to communicate effectively, fostering cognitive and social growth.

In practice, multilingual education involves teaching in two or more languages across various subjects. For instance, a science class in an ideal school might explain core concepts in the regional language while introducing relevant terminology in English. Similarly, history lessons could include discussions in students’ mother tongues, allowing them to connect deeply with cultural narratives before transitioning to national or global contexts. This approach goes beyond language instruction, incorporating regional languages into mainstream subjects to reflect the socio-cultural context of learners. Research highlights that children learn best in their mother tongue during their formative years, as it strengthens their foundational cognitive abilities and bridges the gap to learning additional languages.

An ideal school would implement this principle by following the guidelines set forth in policies like the National Education Policy (NEP) 2020. The NEP advocates teaching in the mother tongue or regional language until at least grade five, fostering a strong linguistic foundation. Moreover, it emphasizes flexibility, allowing states and schools to tailor their language offerings to regional and community needs. Such policies ensure that no language is imposed while promoting linguistic and cultural integration.

The success of a multilingual approach heavily depends on classroom dynamics and teacher preparedness. Teachers play a pivotal role in creating an inclusive environment where all languages are valued equally. This necessitates robust training programs to equip educators with the skills to navigate and utilize multilingual settings effectively.

In an ideal school, teachers would be trained not only in pedagogy but also in cultural competence, enabling them to understand and incorporate the linguistic backgrounds of their students. Activities like group discussions in multiple languages, bilingual storytelling, and collaborative translations could become integral parts of the curriculum. Such practices nurture mutual respect among students while enhancing their metalinguistic awareness—the ability to reflect on and manipulate language structures.

Implementing multilingual education in India faces several challenges, including resource limitations, insufficient teacher training, and resistance to change. Many schools lack access to quality textbooks and learning materials in regional languages. The situation is further exacerbated by societal biases favoring dominant languages like English and Hindi, often at the expense of marginalized languages.

An ideal school would address these challenges by leveraging technology and community involvement. For instance, digital platforms like e-learning apps can provide multilingual content tailored to regional needs, ensuring accessibility for students in remote areas. Simultaneously, community initiatives such as parent-teacher associations can play a pivotal role in integrating local culture and languages into the curriculum. Additionally, partnerships with local authors and artists can help create culturally relevant teaching materials, fostering a stronger connection between students and their learning environment. Digital tools can bridge resource gaps, providing access to diverse learning materials in multiple languages. Additionally, involving local communities in curriculum development ensures that the educational content reflects the lived experiences of students. For instance, including folk tales and regional literature in textbooks can make learning more relatable and engaging.

Numerous studies underline the cognitive benefits of multilinguality. Children exposed to multiple languages exhibit enhanced problem-solving skills, creativity, and adaptability. These abilities are crucial in today’s globalized world, where cross-cultural communication and critical thinking are indispensable.

An ideal school would cultivate these skills by promoting multilingual interactions beyond the classroom. For example, organizing multilingual theater productions could allow students to perform scenes in various languages, fostering both creativity and linguistic dexterity. Similarly, hosting cultural festivals where students present regional songs or folktales in different languages can create a vibrant, inclusive environment that celebrates linguistic diversity. Extracurricular activities like debates, theater, and cultural festivals in various languages provide students with practical platforms to apply their linguistic abilities. Such initiatives not only reinforce classroom learning but also prepare students for real-world challenges.

The success of multilingual education hinges on supportive policy frameworks. Documents like the National Curriculum Framework for School Education (NCFSE) 2023 align with the NEP 2020 in emphasizing multilinguality as a cornerstone of education. These frameworks advocate for the use of home languages in early education, alongside the gradual introduction of regional and global languages.

An ideal school would integrate these guidelines seamlessly, creating a flexible yet structured approach to language learning. For example, the curriculum could include a gradual transition from mother-tongue instruction to regional and national languages, ensuring that students retain their linguistic heritage while acquiring new skills.

A Forward-Looking Vision

An ideal school is not just an institution but a microcosm of society, reflecting its linguistic and cultural diversity. By embracing multilinguality, such a school becomes a beacon of inclusivity, equity, and innovation. It recognizes that language is not merely a medium of instruction but a powerful tool for cognitive, emotional, and social development.

My own journey as an Education and History student at Delhi University and my experiences with policy and curriculum development have shaped this vision. I believe that multilingual education is not just an academic ideal but a practical necessity in a diverse country like India. By fostering a multilingual environment, schools can create generations of learners who are not only academically competent but also culturally sensitive and globally aware.

In conclusion, multilingual education is the foundation of an ideal school—a space where linguistic diversity is celebrated, inclusivity is prioritized, and every child has the opportunity to thrive. By committing to this vision, educators, policymakers, and communities can collaboratively create an educational paradigm that not only honors linguistic diversity but also equips future generations to contribute meaningfully to a global society. Drawing on the insights from my academic and professional endeavors, I am optimistic about the transformative potential of such an educational paradigm. Let us work towards a future where every school embodies these principles, nurturing individuals who can navigate and enrich our multifaceted world.

(The article was first published in ArmChair Jouranl. https://armchairjournal.com/multilinguality-as-a-key-pillar-of-education/)

Vaishali Sharma is a Master’s student in History at the University of Delhi, passionate about inclusive and holistic education. Her research interests include education, public policy, and international relations, with published works on curriculum.

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Kashmir has experienced similar shifts, with its own distinct challenges. Local observations indicate persistently high levels of anxiety, low mood, and behavioural difficulties among students. Teachers, caregivers, and clinicians frequently describe young people struggling with persistent worry, emotional overwhelm, and challenges with concentration and daily routines. Substance use, internet use, and gaming addiction have emerged as additional concerns for families. The region has also witnessed distressing instances of school-going children losing their lives to suicide or substance overdose. These developments do not define our young people, but they remind us that structured support, early identification, and accessible community-based resources remain urgently needed.

Years of silent service

Recognizing the profound psychosocial toll of catastrophe conflict and trauma, Professor Mushtaq Ahmad Margoob, one of Kashmir’s most respected psychiatrists and a pioneer in advancing mental health care in the region launched SAWAB (Supporting Always Wholeheartedly All Broken-Hearted) as a community mental health initiative in 1990. What began as a one-man mobile mental health clinic grew into a revolutionary model of community psychiatry. SAWAB reached into remote villages and urban neighbourhoods, offering counselling and support, and effectively destigmatizing mental illness by bringing care directly to people’s doorsteps creating pathways for clinical care, rehabilitation, and community support at a time when such services were scarce. SAWAB’s journey has been one of addressing the unmet needs of the neglected, needy, and suffering — not just by offering care, but by pioneering cost-effective, scalable, and replicable mental health strategies. These have proven especially valuable in low-resource and conflict-impacted settings. Yet, perhaps more significantly, SAWAB’s work has enriched global trauma treatment protocols and influenced community service delivery models — many of which have been adapted in some of the most developed regions of the world. Today, SAWAB is a movement of restoration and resilience. It functions as a school, a sanctuary, and a symbol—educating, healing, and empowering communities through robust partnerships. Kashmir Care Foundation has emerged as one of the salient and significant collaborating partners who have been doing an extraordinary job on empowering students and young professionals with knowledge, tools, and technologies to stay ahead in education and the workforce.

Kashmir Care Foundation (KCF)

Dr. Altaf Lal the Founder and President of Kashmir Care Foundation, is positioned as a scientist-leader with long experience in health sciences and pharmaceuticals, operating on a global platform, now channelling his expertise to uplifting young professionals and students via KCF.The Kashmir Care Foundation is a non-partisan civil society organisation dedicated to empowering the youth of Kashmir through mentorship, skill development, and global collaboration initiatives. KCF’s leadership and advisory structure includes a distinguished Advisory Council made up of experts from medicine, academia, humanitarian work, and public service, which helps guide its programmes and outreach. KCF promotes education, research, and innovation, equipping young Kashmiris with the tools and opportunities to realise their potential while addressing local socio-economic challenges.

Why this partnership became necessary

SAWAB and KCF had long been engaging in child and adolescent mental health from complementary perspectives. Yet the realisation remained the same. There was a need for practical guidance, actionable tools, and culturally relevant material tailored to our unique context. The gaps were consistent, regardless of the perspective.

This partnership emerged from a shared understanding that the challenges before us are immense, and that the existing gaps in this area are too significant to ignore. Our joint initiative represents an important first step. It is a sincere attempt to contribute meaningfully and set in motion efforts that can eventually help address this substantial unmet need and bridge the longstanding void in child and adolescent mental health support.

Bridging the gap

Given the rising need for awareness of mental health concerns across Kashmir, as reflected in news reports, research, and community observations, the need for practical and culturally relevant guidance has never been greater. Adolescents face unique emotional and behavioural challenges, and early signs of distress are often overlooked or misunderstood. In this context, mental health awareness and accessible resources have become critical priorities. More so as today, young people live in a world where information is constant, abundant, and often overwhelming. In this infodemic, credible facts sit alongside misinformation and disinformation, often indistinguishable at first glance. Within this digital noise, young people are routinely exposed to contradictory advice, casual interpretations of mental health by unverified sources, and viral wellness trends that oversimplify or distort recognised clinical conditions. Instead of clarity, many are left with heightened anxiety, confusion, or a false sense of understanding.

Increasingly, adolescents are turning to artificial intelligence platforms such as ChatGPT and other online mental health resources for guidance. While technology can support learning, it cannot replace trained professionals who understand the nuances of individual histories, recognise risk factors, or intervene during crises.

Online self-help resources can be helpful when they are accessed from credible, verified, and contextually appropriate sources. However, most materials are developed for international audiences and do not reflect Kashmiri language, lived experience, or everyday realities. This reduces their relevance and makes it difficult for families and teachers to recognise and respond to the ways distress manifests in young people. For mental health support to be effective, it must be relatable, culturally grounded, and aligned with how emotions, stress, and behavioural difficulties are expressed and understood in Kashmir.

To address this gap, SAWAB and KCF are developing a series of culturally tailored self-help manuals, including Adolescent Anxiety, Adolescent Depression, and Teacher Well-Being. These manuals have been designed using local language, familiar examples, and realistic scenarios, ensuring that the content resonates with Kashmiri experiences. By grounding strategies in daily life and cultural realities, the manuals help adolescents, teachers, and families recognise signs of distress, understand mental health challenges, and apply practical coping strategies.

Expert-led development

The manuals were developed by SAWAB team comprising mainly Consultant Psychiatrist Dr. Syed Bushra Imtiyaz and Clinical Psychologist Ms. Aeiman Rafiq, with artistic contributions by Ms. Juvaria Syed, a PhD researcher at IIT Delhi. Teachers, parents, and community members were consulted throughout the development process to ensure that the modules reflect both clinical evidence and lived experience.

The Modules

Adolescent Anxiety Module

Anxiety is one of the most common mental health challenges among children and adolescents, yet its diverse signs and symptoms often go unrecognised. This module explains anxiety in simple, relatable terms, clarifies the difference between everyday stress and clinically significant anxiety, and explores how anxiety manifests in the body, thoughts, and emotions. Evidence-informed coping strategies are provided, along with guidance on when to seek professional support and information on pathways to care within Kashmir. Case examples and worksheets illustrate common scenarios and practical application.

Adolescent Depression Module

This module helps adolescents understand and manage their mood. It explains the difference between normal sadness and clinical depression and highlights how depression can affect thoughts, emotions, behaviour, and physical health. Practical strategies enable young people to monitor their feelings, regulate emotions, and respond effectively to distress. Colloquial Kashmiri terms are used to make symptoms easier to recognise and discuss in everyday life. Case examples offer guidance on seeking help and identifying supportive resources when needed.

Teacher Well-Being Module

Teachers play a central role in adolescent development. This module addresses their well-being, explaining stress and burnout while offering self-assessment tools, preventive strategies, therapy-informed techniques, and guidance on when to seek professional support. Verbatim reflections from teachers provide insight into lived experience and practical approaches for managing daily demands.

Promoting Self-Care and Emotional Literacy

In earlier times, human survival depended largely on physical strength, endurance, and the ability to defend oneself. Today, success and well-being rely more on emotional awareness, resilience, and interpersonal skills. In this context, self-care and emotional literacy are essential life skills for young people.

Self-care is often misunderstood as indulgence, but it simply involves attending to basic physical and emotional needs, including rest, nutrition, stress management, and emotional well-being. Emotional literacy equips young people to identify and understand their feelings, communicate them effectively, and respond thoughtfully to the emotions of others. Together, these skills promote resilience, better decision-making, healthy relationships, and overall well-being. Teaching children and adolescents these abilities is not optional; it is a fundamental responsibility that prepares them to navigate life with confidence, balance, and compassion.

A stitch in time

The mental health of Kashmiri children and adolescents requires urgent attention. Awareness alone is not enough; early intervention guided by culturally sensitive, evidence-based, and practical resources is crucial to support young people and empower the adults who guide them.

The self-help manuals developed by SAWAB and KCF offer practical tools to recognise early signs of distress, manage emotions, and seek timely help. Written in culturally familiar language and grounded in real-life experiences, these manuals equip teachers, families, and adolescents with strategies that can be applied in everyday life. Schools, community centres, hospitals, NGOs, and government programmes are encouraged to explore and adopt these resources.

By fostering open conversations about mental health in homes, classrooms, and public spaces, these manuals can reduce stigma, protect emotional well-being, and help build a resilient, supportive community. Simple, timely, and informed approaches like these can save lives, strengthen coping skills, and safeguard the emotional health of Kashmiri children and adolescents.

Dr. Syed Bushra Imtiyaz, SAWAB Consultant Psychiatrist.

Aeiman Rafiq, Clinical Psychologist.

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