Abstract
ABSTRACT The paper examines how prolonged armed conflict in Jammu and Kashmir affects both education and children. Utilizing a descriptive qualitative survey methodology, the study delves into the multifaceted experiences of the diverse educational stakeholders while analyzing the underlying factors that shape their perspectives. Empirical findings strongly suggest that while there is no universal formula for peace education in conflict contexts, a crucial element lies in establishing supportive classrooms that address the unique challenges experienced by students and teachers. The study’s implications have broad significance, offering valuable insights for policymakers and humanitarian organizations seeking a deeper understanding of the adverse childhood experiences (ACEs) faced by communities in conflict-affected areas. Implementing peace education at the school level can help alleviate the impact of conflict on students and teachers, but addressing the broader context of insecurity requires attention to political, security, social, and economic factors, with schools serving as a potential arena for specific aspects of peace education.
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