The reopening of schools across Kashmir after a 20-day closure marks a welcome return to classrooms, routines and the vibrant energy that only children can bring. For students, teachers and parents alike, Monday symbolised more than the resumption of academic activities, it represented a return to normalcy after an extraordinary period shaped first by an intense heatwave and then by incessant rainfall.
Yet, beneath the cheerful sight of children walking to school in neatly pressed uniforms lies a deeper reality. The prolonged closure was not merely an interruption in the academic calendar; it was a stark reminder that climate change is beginning to redefine education itself. The Valley, once known for its pleasant summers, witnessed an unprecedented spell of heat severe enough to force schools to shut. Before normalcy could return, heavy rainfall and flood-like conditions extended the disruption further. Within weeks, Kashmir experienced two contrasting weather extremes, each powerful enough to keep children away from classrooms.
This is no longer an isolated episode. Around the world, educational institutions are increasingly bearing the impact of changing climatic conditions. Heatwaves, floods, storms and other extreme weather events are emerging as significant barriers to uninterrupted learning. Kashmir, too, appears to be entering an era where academic planning can no longer remain detached from environmental realities.
The challenge, therefore, extends beyond reopening schools. It calls for reimagining how educational institutions prepare for a climate that is becoming increasingly unpredictable. School infrastructure must evolve to withstand both extreme heat and heavy rainfall. Adequate ventilation, access to safe drinking water, reliable electricity, proper drainage, shaded campuses and disaster preparedness should no longer be viewed as desirable additions but as essential requirements for ensuring children’s safety and well-being.
This need is particularly urgent for government schools, where a large proportion of students from economically weaker sections pursue their education. Many institutions, especially in rural and remote areas, continue to struggle with inadequate infrastructure. Climate resilience must become an integral part of future investments in public education, ensuring that no child is forced to sacrifice learning because schools are ill-equipped to cope with changing weather patterns.
The academic implications of prolonged closures also deserve careful attention. While protecting children from adverse weather must always remain the foremost priority, learning gaps created by repeated disruptions cannot be ignored. Schools should adopt flexible academic strategies, supplementary learning support and appropriate scheduling to help students recover lost instructional time without placing undue pressure on them.
At the same time, the reopening offers an opportunity to transform schools into centres of climate awareness. Students who have witnessed these unprecedented weather events first-hand can become informed advocates for environmental responsibility. Lessons on water conservation, sustainable living, disaster preparedness and climate adaptation are no longer abstract concepts, they have become essential life skills.
The sight of classrooms once again filled with eager students is reassuring. But it should also serve as a reminder that while schools have reopened, the challenges posed by a changing climate remain very much present. The objective must not simply be to resume education after every weather disruption, but to build an education system resilient enough to withstand them.
For Kashmir, the return to school is a hopeful beginning. The task ahead is to ensure that the next generation learns not only within safer classrooms but also in a society better prepared for the realities of a changing climate.
