Exploration of teachers' experiences in the border conflict zone of Jammu region (India): Thriving need for peace building

Armed conflict affects every individual but students at their developmental age become the worst victims because they lose their learning environment and continue to live with the trauma that jeopardises growth opportunities. Teachers occupy central roles within the lives of children and the expectations have widened beyond providing instructions in academic skills in addition to ensuring a safe learning environment, supporting children’s emotional needs and fostering social cohesion. This study explored the experiences of the teachers in the border conflict between India and Pakistan using a qualitative transcendental phenomenological approach. Purposive sampling was used to select the 15 teachers experienced in teaching the children in border conflict areas of Jammu &Kashmir-India. Finding reveals that teachers are facing problems of regular disturbances in the academic calendar, heavy workload, burden to complete their syllabus, and lack of competence to deal with the traumatic experiences of the children. Teachers also recommend suggestive measures like hostel facilities, scholarship provisions, online learning, and psychosocial training for them.