Volunteers Bridge Winter Education Gap in Bandipora’s Tribal Belt
SEERAT-Un-NISA
BANDIPORA, Feb 13: In the snow-laden tribal hamlets of Chandaji, Ketsan and Reshwari in north Kashmir’s Bandipora district, where winter often brings life to a standstill, a quiet educational revolution is taking shape. For the first time, volunteer-run Winter Community Learning Centres have emerged as a lifeline for hundreds of tribal children who would otherwise remain cut off from education for months.
Every year, harsh winters isolate these mountainous settlements under thick blankets of snow. Roads become impassable, public transport disappears, and government schools either function irregularly or remain inaccessible. For nearly three months, formal learning comes to a grinding halt — leaving children academically stranded and widening learning gaps that many never fully recover from.
The consequences have been severe: falling grades, declining confidence levels, and in some cases, permanent dropouts.
A Community Steps In
Recognising this recurring crisis, a youth-led group, Hills at Hearts Foundation, spearheaded by social activist Kifyatullah, launched a first-of-its-kind initiative — community-based Winter Community Learning Centres entirely run by volunteers.
Set up in three remote tribal pockets with no access to coaching institutes and limited government academic outreach, these centres are operating against formidable odds. Many children trek several kilometres on foot from upper mountain settlements, navigating icy paths and freezing temperatures to attend classes.
“There has never been a coaching culture in these villages. During winters, education almost comes to a complete halt,” Kifyatullah told Kashmir Despatch. “The nearest private coaching centres are located 10 to 15 kilometres away. For most families, especially those dependent on seasonal labour, the cost of daily travel combined with tuition fees makes it completely unaffordable.”
Winter months are particularly difficult for tribal households, many of whom rely on daily-wage or seasonal work that dries up during heavy snowfall. With incomes reduced and mobility restricted, investing in private tuition becomes an impossible luxury.
Overwhelming Response
What began as a modest intervention soon exceeded expectations. Organisers initially anticipated enrolling around 150 students. Instead, more than 270 children registered across the three centres — nearly double the projected number.
To meet the growing demand, close to 30 volunteer teachers — graduates and postgraduates from local communities and neighbouring towns — stepped forward. Before classes began, volunteers underwent orientation and training sessions to ensure structured academic delivery in core subjects such as Mathematics, Science, Social Studies and Urdu.
Weekend sessions are dedicated to holistic development. Special instructors focus on English communication skills, reading proficiency, personality development, health awareness, and confidence-building exercises.
The goal, volunteers say, is not merely to prevent academic regression but to rebuild lost confidence.
“Many students in Class 8 struggled to read a simple sentence or introduce themselves in English,” said one volunteer teacher. “Now they raise their hands, participate in discussions, and speak without fear. The change in just a few weeks is remarkable.”
Visible Change at Home
For parents, the transformation is tangible.
Abdul Rashid, a resident of Chandaji, said winter used to mean academic stagnation for his son. “Earlier, he would forget much of what he had learned during the school year because there was no school or coaching in winters. Now, even in snowfall, he wakes up early and insists on attending the centre. His reading has improved, and he talks about becoming a teacher.”
Such aspirations were once rare in these isolated pockets, where limited exposure and educational disruptions often narrowed children’s ambitions.
Community elders say the initiative has not only strengthened academic continuity but has also fostered a renewed culture of learning in villages where winters traditionally symbolised dormancy.
Official Response
Responding to claims regarding the absence of winter coaching facilities for tribal students, Chief Education Officer Bandipora, G.M. Pujju, stated that 15 winter tutorial centres had been allotted to the district this year.
He clarified that two centres in the Gurez Zone — at Boys Higher Secondary School Dawer and High School Jurniyal — became non-functional due to zero enrolment, as students reportedly opted to attend centres in Bandipora town. The centre in the Aragam tribal belt, he added, is operational but has recorded low admissions.
The officer emphasised that the education department remains committed to strengthening infrastructure and ensuring quality academic support for tribal students across the district.
Bridging a Seasonal Divide
While government efforts continue, the volunteer-driven centres in Chandaji, Ketsan and Reshwari highlight the power of community-led intervention in addressing long-standing seasonal disparities in education.
In a region where winter once meant academic isolation, the sound of children reciting lessons inside modest community spaces now signals hope — proving that even in the harshest conditions, learning need not freeze.
