CYBERBULLYING

The humanitarian crisis has cultivated a ‘New Normal’ vitality for all of us. Ranging from quarantine greenhouse dates to online classes and good-byes, we all have harmonized to the culture. Technology played an integral role in maintaining the continuity as it brought new dimensions to the responsibilities of educators and mentors. 

But we need self-introspection to rethink the ethical use of technology. If Zoom is that easy to hack into, it’s likely to expect kids and teens trying to follow suit. The era where gadgets are the ‘toys’ for the kids plus the ‘Lockdown’ has increased the fear of ‘Cyberbullying.

 

Cyberbullying is defined as “sending or posting harmful or cruel text or images using the Internet or other digital communication devices”. Cyberbullying involves the use of information and communication technologies, such as e-mail, cell phone and pager text messages, instant messaging, defamatory personal Websites, and defamatory online personal polling Websites, to support deliberate, repeated, and hostile behaviour by an individual or group that is intended to harm. 

In India, an estimated 71 million children aged between 5-11 years access the Internet on devices of their family members, constituting about 14 percent of the country's active Internet user base of over 500 million. Two-thirds of internet users in India are in the age group of 12-29 year (Data shared by the Internet & Mobile Association of India). Data and statistics have highlighted that post lockdown, the internet has amplified the risk of cyberbullying, including online discrimination for children and young people.

 

Cyberbullying ranges from flaming to Catfishing. 

Flaming is a confrontation often happens in online spaces, which entails one or more bullies attacking a particular person for their views or comments.

Exclusion is singling-out of the targeted person and to purposefully exclude them from chats.

Cyberstalking is a type of harassment that involves one or more bullies going to great lengths to gather information about a particular person, continually frightening or threatening them, following them around social media and other sites, and potentially crossing the line into physical stalking.

Outing is the malicious release of private information about a person to embarrass or humiliate by spreading rumours about someone’s personal life, sexuality etc. through pictures, screenshots, videos.

Masquerading is creating a fake identity to harass someone anonymously or to impersonate someone else, often called “fraping,” such as pretending to be the victim or a significant other to create a negative reputation for the victim. 

Trolling is to provoke victims through the use of insults, controversial topics or off-topic posts into acting out in a similarly angry way.

Catfishing refers specifically to those cyberbullies who steal photos and information from a victim’s social media account and recreate a fake one of their own, mimicking and pretending to be the victim. 

Students with higher risk of being bullied are often targeted because of their visible appearance, 

Of all children who are bullied, more than one third reported bias-based bullying, a form of bullying that targets someone because of who they are or what they look like. Potential victims include LGBTQ youth, students with disabilities, and religious students, especially those who wear symbols of their religion. Students with a higher risk of being bullied are often targeted because of their visible appearance.

Girls and young women are targeted due to body image or sexuality, and are more often harassed over social media. Girls are more likely than boys to be victims of cyberbullying; bullying statistics show that 38% of girls who use social media report being bullied online, compared to 26% of boys.

Cyberbullying Self-Harm

If left unchecked, the effects of cyberbullying can lead to extreme stress and depression, and students who are victims may feel drawn to self-harm as a result of their experiences. 

However, the victims of bullying are not the only ones who are vulnerable to self-harm and suicidal behaviours. 

Young people who cyberbully others are at a significantly higher risk of experiencing these feelings than those who don’t.

Cyberbullying can be devastating for victims and their families. The psychological harm inflicted by cyberbullying, just like bullying, is reflected in low self-esteem, school failure, anger, anxiety, depression, school avoidance, school violence, and suicide. 

It is even possible that the damage from cyberbullying would be greater than bullying because there is no escape for the victims; harmful material could be easily preserved as well as quickly and widely spread.

For the cyberbullies, the consequences of their actions can be very severe, including being suspended or expelled from school and being removed from sports teams, clubs, and activities. Certain types of cyberbullying can even be considered criminal.

What did students do after they were cyberbullied? 

Apparently, only a few try to take revenge; the majority of students chose not to inform anyone. Some chose to get away from the cyberbully. Few try to take revenge on the cyberbully or bully others.  

Some inform parents and siblings. Few students reported to school adults (e.g., teachers, school administrators).

“If you were cyberbullied at school or at home, would you report the incident to a school counselor, teacher, or administrator?”

 ‘NO’, that’s what most of the students answer.

The secret of Cyberbullying being SECRETIVE

The fear of not being understood, made fun of kept most of the teens away from reporting to their educators. The thought of them getting into trouble either because of being at fault or for no reason made them escape from the best advice. 

‘Why are you exacerbating the problem?

Parents remarks like: ‘We are restricting your access to technology. So, No Phone, No Social Media.”

Some thought it was “no big deal.” 

The above reasons reflect the importance of teaching students about, ‘ Cyber threats’. 

What are students' beliefs about cyberbullying? Why do they think people behave this way?

Some think various factors cause the problem, ranging from feeling insecure, angry, jealous, or mean, to feeling bored or having family issues. A troubling finding, however, is that the majority believe that cyberbullies do it for fun. 

Even more disturbing is the fact that one in five perceived cyberbullying as a “cool” act. This might be explained by students' perception that technology is exciting. These students might think that using it for aggressive acts is creative. Further, they might not realize the seriousness of cyberbullying.

 For example, one student's narrative, “I bully online and it does not mean anything,” demonstrates that some fail to see the negative effect of cyberbullying or bullying on victims. The actual reason behind this perception is unclear; nonetheless, it deserves our serious consideration because this is a potentially dangerous perception.

 Some think that nothing can be done about Cyber victims. Some summarize this feeling: “No one cares. Deal with it yourself.” Some hold the belief that this is a serious problem and needs to be stopped. 

Another serious theme emerged relating to freedom of speech. One in six students considered that people have the right to say anything they want, even if what they say hurts someone or violates someone's privacy. 

So, How can we combat cyberbullying yet respect and exercise our freedom of expression? 

Although we understand that there is no absolute freedom of speech, balancing the two is the ultimate question.

One out of three students believes that what happens online should stay online which reflects a general perception that cyberspace is separated from the real world. But what we do online affects what we do in real life. 

Designing educational systems: Creating our future in a changing world

Addressing cyberbullying should be a collective effort on the part of schools, families, students, and society. Because cyberbullying happens outside of school boundaries, schools might direct such issues back to parents, saying that they have no legal jurisdiction. However, cyberbullying can be rooted in school or vice versa, even if the incidents appear to be initiated using school property. This requires schools to consider the development of comprehensive programs to fight cyberbullying, including detailed and unified policies as well as effective programs to educate students. 

Establishment of Systematic Programs 

First, schools need to establish systematic programs to stop cyberbullying. Such programs should develop strong policies on both traditional bullying and cyberbullying.

 Administrators should investigate current acceptable-use policies for technology (e.g., mobile, Internet) in the schools. Telling others such as school adults or family members remains an effective strategy for combating cyberbullying. 

It is important to establish easy and multiple ways of reporting. For example, we could create help lines (e.g., a phone line), e‐mail, or Web links, and provide a box or similar device in hot spots in schools so students can report incidents or offer suggestions anonymously.

Teaching about Cyberbullying

Second, schools should educate school adults, students, and parents about cyberbullying and provide clear procedures to follow when cyberbullying occurs.

 At the fundamental level, adults, including teachers and parents, need to keep pace with new technology to understand how students communicate and how cyberbullying happens. Effective strategies, therefore, need to be included in school adults' professional development opportunities. Schools can also provide opportunities for parents to learn such strategies.

 

Similarly, approaches to cyberbullying issues need to go beyond the one-time workshop mode for students and be part of regular curriculum learning. 

Such education can take place in different school situations, including classrooms, assemblies, and continuing education programs. For example, schools can use forums not only to mediate between cyberbullies and cyber victims, but also to offer opportunities for students to develop adaptive skills, such as dealing with emotional conflict and building positive behavioral patterns. Such forums help to build a strong rapport and trustworthy relationships between students and school adults as well as among students. 

Responsibilities associated with the use of Technology 

Students, a key group in fighting cyberbullying, need to learn responsibilities associated with the use of technology. They should be aware of the consequences of misuse of technology so that responsible behaviours can be promoted at an early age. They need to understand the dangers that exist and the importance of getting help from responsible adults when cyberbullying occurs. 

PANDEMIC & MAKING THE BEST USE OF IT 

Cyberbullying has been on the rise before lock down – some reports suggest that just 20% of bullying takes place at school now. The strain placed on mental health caused by being confined to the home for weeks at a time could be making matters worse. These unusual circumstances means that some kids may be venting their frustration online – and their classmates become the targets.

With the aim of addressing these concerns, the National Council of Educational Research and Training (NCERT) and UNESCO New Delhi Office developed an information booklet titled “Safe online learning in the times of COVID-19” to raise awareness of students and teachers on staying safe online. The booklet will be instrumental in keeping children, young people safe online through basic do’s, and don’ts that will help parents and educators teach their children how to use the internet safely.

“UNESCO is committed to ensure access to safe, inclusive and health promoting learning environments for all children. It is imperative that websites, digital platforms, social media platforms are free of Cyberbullying, if children have to access quality education. This information booklet titled ‘Safe online learning in times of Covid19’ highlights the negative consequences of cyberbullying and ways to eliminate and prevent the same”. UNESCO and NCERT are pleased to develop this booklet and hope that it acts as a valuable tool in creating a safer online environment.”

                        -Eric Falt, Director and Representative, UNESCO New Delhi

Pandemic and Parents : Working together

With COVID-19 closing schools in many states, children are turning to online schooling and with this comes a huge increase in device use by most children and teens. This is actually a wonderful opportunity for parents to spend some time talking with their child as to what cyberbullying means, and to talk through issues their child may be experiencing. It is also a great time for parents to establish guidelines and take the time to check-in and ensure that their child’s online behaviour is acceptable.

Younger children and tweens really should not be having “privacy” from their parents online. Parents need to be empowered to oversee what their elementary and middle school children are doing and with whom they are chatting. 

To think there wouldn’t be any cyberbullying during this time would be unrealistic, especially with so many children having excess frustration and a lot of free time. There will be children who take that frustration out on other kids. Parents need to be conscious of this possibility and schedule check-ins both to ensure their child is okay and behaving appropriately. 

With parents and children home, most households are getting back to family dinners. Parents can use those dinners not just to discuss cyberbullying but to talk about how their children are feeling in general — if they are feeling isolated, lonely or stressed. 

Although our concern is of course cyberbullying, what we are more likely to see is kids reaching out to one another as a support system. The upside to having all this connectivity is that sad and lonely children may actually have increased support.

We often see this in children who are hospitalized. They can feel very isolated. Having that virtual connection, the online social availability of their friends, really helps combat some of those feelings of loneliness and isolation. The hope would be that the social aspect of the connection that's going on in many homes right now with increased device use will outpace any uptick in cyberbullying. But it will be up to parents to make sure they are providing the guidance and supervision necessary to ensure that these online interactions are positive ones.

Human race has proven to overcome from all extremes the world has gone through may be it is a Plague, World Wars, Great Recession and many more. We have learnt lessons and we need to adapt and evolve every time and it’s a never ending process. This reminds of words of great genius Albert Einstein  that, “ Everything is Relative.”

Einstein gifted us with his inventions during the pandemic. Let us wait for the next ‘Science Genius’ from this Pandemic. It can be ‘YOU’. So, Let us work together to prevent the online propagated method of bullying.

CYBERBULLYING AND STUDENTS

The humanitarian crisis has cultivated a ‘New Normal’ vitality for all of us. Ranging from quarantine greenhouse dates to online classes and good-byes, we all have harmonized to the culture. Technology played an integral role in maintaining the continuity as it brought new dimensions to the responsibilities of educators and mentors. 

But we need self-introspection to rethink the ethical use of technology. If Zoom is that easy to hack into, it’s likely to expect kids and teens trying to follow suit. The era where gadgets are the ‘toys’ for the kids plus the ‘Lockdown’ has increased the fear of ‘Cyberbullying.

 

Cyberbullying is defined as “sending or posting harmful or cruel text or images using the Internet or other digital communication devices”. 

Cyberbullying involves the use of information and communication technologies, such as e-mail, cell phone and pager text messages, instant messaging, defamatory personal Websites, and defamatory online personal polling Websites, to support deliberate, repeated, and hostile behaviour by an individual or group that is intended to harm. 

In India, an estimated 71 million children aged between 5-11 years access the Internet on devices of their family members, constituting about 14 percent of the country's active Internet user base of over 500 million. Two-thirds of internet users in India are in the age group of 12-29 year (Data shared by the Internet & Mobile Association of India). Data and statistics have highlighted that post lockdown, the internet has amplified the risk of cyberbullying, including online discrimination for children and young people.

 

Cyberbullying ranges from flaming to Catfishing. 

•    Flaming is a confrontation often happens in online spaces, which entails one or more bullies attacking a particular person for their views or comments.

•    Exclusion is singling-out of the targeted person and to purposefully exclude them from chats.

•    Cyberstalking is a type of harassment that involves one or more bullies going to great lengths to gather information about a particular person, continually frightening or threatening them, following them around social media and other sites, and potentially crossing the line into physical stalking.

•    Outing is the malicious release of private information about a person to embarrass or humiliate by spreading rumours about someone’s personal life, sexuality etc. through pictures, screenshots, videos.

•    Masquerading is creating a fake identity to harass someone anonymously or to impersonate someone else, often called “fraping,” such as pretending to be the victim or a significant other to create a negative reputation for the victim. 

•    Trolling is to provoke victims through the use of insults, controversial topics or off-topic posts into acting out in a similarly angry way.

•    Catfishing refers specifically to those cyberbullies who steal photos and information from a victim’s social media account and recreate a fake one of their own, mimicking and pretending to be the victim. 

Students with higher risk of being bullied are often targeted because of their visible appearance, 

Of all children who are bullied, more than one third reported bias-based bullying, a form of bullying that targets someone because of who they are or what they look like. Potential victims include LGBTQ youth, students with disabilities, and religious students, especially those who wear symbols of their religion. Students with a higher risk of being bullied are often targeted because of their visible appearance.

Girls and young women are targeted due to body image or sexuality, and are more often harassed over social media. Girls are more likely than boys to be victims of cyberbullying; bullying statistics show that 38% of girls who use social media report being bullied online, compared to 26% of boys.

Cyberbullying Self-Harm

If left unchecked, the effects of cyberbullying can lead to extreme stress and depression, and students who are victims may feel drawn to self-harm as a result of their experiences. 

However, the victims of bullying are not the only ones who are vulnerable to self-harm and suicidal behaviours. 

Young people who cyberbully others are at a significantly higher risk of experiencing these feelings than those who don’t.

Cyberbullying can be devastating for victims and their families. The psychological harm inflicted by cyberbullying, just like bullying, is reflected in low self-esteem, school failure, anger, anxiety, depression, school avoidance, school violence, and suicide. 

It is even possible that the damage from cyberbullying would be greater than bullying because there is no escape for the victims; harmful material could be easily preserved as well as quickly and widely spread.

For the cyberbullies, the consequences of their actions can be very severe, including being suspended or expelled from school and being removed from sports teams, clubs, and activities. Certain types of cyberbullying can even be considered criminal.

What did students do after they were cyberbullied? 

Apparently, only a few try to take revenge; the majority of students chose not to inform anyone. Some chose to get away from the cyberbully. Few try to take revenge on the cyberbully or bully others.  

Some inform parents and siblings. Few students reported to school adults (e.g., teachers, school administrators).

“If you were cyberbullied at school or at home, would you report the incident to a school counsellor, teacher, or administrator?”

 ‘NO’, that’s what most of the students answer.

The secret of Cyberbullying being SECRETIVE

The fear of not being understood, and made fun of keeps most of the teens away from reporting to their educators. The thought of them getting into trouble either because of being at fault or for no reason made them escape from the best advice. 

‘Why are you exacerbating the problem?

Parents remarks like: ‘We are restricting your access to technology. So, No Phone, No Social Media.”

Some thought it was “no big deal.” 

The above reasons reflect the importance of teaching students about, ‘ Cyber threats’. 

What are students' beliefs about cyberbullying? Why do they think people behave this way?

Some think various factors cause the problem, ranging from feeling insecure, angry, jealous, or mean, to feeling bored or having family issues. A troubling finding, however, is that the majority believe that cyberbullies do it for fun. 

Even more disturbing is the fact that one in five perceived cyberbullying as a “cool” act. This might be explained by students' perception that technology is exciting. These students might think that using it for aggressive acts is creative. Further, they might not realize the seriousness of cyberbullying.

 For example, one student's narrative, “I bully online and it does not mean anything,” demonstrates that some fail to see the negative effect of cyberbullying or bullying on victims. The actual reason behind this perception is unclear; nonetheless, it deserves our serious consideration because this is a potentially dangerous perception.

 Some think that nothing can be done about Cyber victims. Some summarize this feeling: “No one cares. Deal with it yourself.” Some hold the belief that this is a serious problem and needs to be stopped. 

Another serious theme emerged relating to freedom of speech. One in six students considered that people have the right to say anything they want, even if what they say hurts someone or violates someone's privacy. 

So, How can we combat cyberbullying yet respect and exercise our freedom of expression? 

Although we understand that there is no absolute freedom of speech, balancing the two is the ultimate question.

One out of three students believes that what happens online should stay online which reflects a general perception that cyberspace is separated from the real world. But what we do online affects what we do in real life. 

Designing educational systems: Creating our future in a changing world

Addressing cyberbullying should be a collective effort on the part of schools, families, students, and society. Because cyberbullying happens outside of school boundaries, schools might direct such issues back to parents, saying that they have no legal jurisdiction. However, cyberbullying can be rooted in school or vice versa, even if the incidents appear to be initiated using school property. This requires schools to consider the development of comprehensive programs to fight cyberbullying, including detailed and unified policies as well as effective programs to educate students. 

Establishment of Systematic Programs 

First, schools need to establish systematic programs to stop cyberbullying. Such programs should develop strong policies on both traditional bullying and cyberbullying.

 Administrators should investigate current acceptable-use policies for technology (e.g., mobile, Internet) in the schools. Telling others such as school adults or family members remains an effective strategy for combating cyberbullying. 

It is important to establish easy and multiple ways of reporting. For example, we could create help lines (e.g., a phone line), e‐mail, or Web links, and provide a box or similar device in hot spots in schools so students can report incidents or offer suggestions anonymously.

Teaching about Cyberbullying

Second, schools should educate school adults, students, and parents about cyberbullying and provide clear procedures to follow when cyberbullying occurs.

 At the fundamental level, adults, including teachers and parents, need to keep pace with new technology to understand how students communicate and how cyberbullying happens. Effective strategies, therefore, need to be included in school adults' professional development opportunities. Schools can also provide opportunities for parents to learn such strategies.

 

Similarly, approaches to cyberbullying issues need to go beyond the one-time workshop mode for students and be part of regular curriculum learning. 

Such education can take place in different school situations, including classrooms, assemblies, and continuing education programs. For example, schools can use forums not only to mediate between cyberbullies and cyber victims, but also to offer opportunities for students to develop adaptive skills, such as dealing with emotional conflict and building positive behavioral patterns. Such forums help to build a strong rapport and trustworthy relationships between students and school adults as well as among students. 

Responsibilities associated with the use of Technology 

Students, a key group in fighting cyberbullying, need to learn responsibilities associated with the use of technology. They should be aware of the consequences of misuse of technology so that responsible behaviours can be promoted at an early age. They need to understand the dangers that exist and the importance of getting help from responsible adults when cyberbullying occurs. 

PANDEMIC & MAKING THE BEST USE OF IT 

Cyberbullying has been on the rise before lock down – some reports suggest that just 20% of bullying takes place at school now. The strain placed on mental health caused by being confined to the home for weeks at a time could be making matters worse. These unusual circumstances means that some kids may be venting their frustration online – and their classmates become the targets.

With the aim of addressing these concerns, the National Council of Educational Research and Training (NCERT) and UNESCO New Delhi Office developed an information booklet titled “Safe online learning in the times of COVID-19” to raise awareness of students and teachers on staying safe online. The booklet will be instrumental in keeping children, young people safe online through basic do’s, and don’ts that will help parents and educators teach their children how to use the internet safely.

“UNESCO is committed to ensure access to safe, inclusive and health promoting learning environments for all children. It is imperative that websites, digital platforms, social media platforms are free of Cyberbullying, if children have to access quality education. This information booklet titled ‘Safe online learning in times of Covid19’ highlights the negative consequences of cyberbullying and ways to eliminate and prevent the same”. UNESCO and NCERT are pleased to develop this booklet and hope that it acts as a valuable tool in creating a safer online environment.”

                        -Eric Falt, Director and Representative, UNESCO New Delhi

• Pandemic and Parents : Working together

With COVID-19 closing schools in many states, children are turning to online schooling and with this comes a huge increase in device use by most children and teens. This is actually a wonderful opportunity for parents to spend some time talking with their child as to what cyberbullying means, and to talk through issues their child may be experiencing. It is also a great time for parents to establish guidelines and take the time to check-in and ensure that their child’s online behaviour is acceptable.

Younger children and tweens really should not be having “privacy” from their parents online. Parents need to be empowered to oversee what their elementary and middle school children are doing and with whom they are chatting. 

To think there wouldn’t be any cyberbullying during this time would be unrealistic, especially with so many children having excess frustration and a lot of free time. There will be children who take that frustration out on other kids. Parents need to be conscious of this possibility and schedule check-ins both to ensure their child is okay and behaving appropriately. 

With parents and children home, most households are getting back to family dinners. Parents can use those dinners not just to discuss cyberbullying but to talk about how their children are feeling in general — if they are feeling isolated, lonely or stressed. 

Although our concern is of course cyberbullying, what we are more likely to see is kids reaching out to one another as a support system. The upside to having all this connectivity is that sad and lonely children may actually have increased support.

We often see this in children who are hospitalized. They can feel very isolated. Having that virtual connection, the online social availability of their friends, really helps combat some of those feelings of loneliness and isolation. The hope would be that the social aspect of the connection that's going on in many homes right now with increased device use will outpace any uptick in cyberbullying. But it will be up to parents to make sure they are providing the guidance and supervision necessary to ensure that these online interactions are positive ones.

Human race has proven to overcome from all extremes the world has gone through may be it is a Plague, World Wars, Great Recession and many more. We have learnt lessons and we need to adapt and evolve every time and it’s a never ending process. This reminds of words of great genius Albert Einstein  that, “ Everything is Relative.”

Einstein gifted us with his inventions during the pandemic. Let us wait for the next ‘Science Genius’ from this Pandemic. It can be ‘YOU’. So, Let us work together to prevent the online propagated method of bullying.

The normalcy till December 2019 is dearly missed by the people across the globe, with no restrictions, stepping out at any time of the day, be it to simply hang out with friends or to sit and have a little “me time” at the café. The sudden outbreak of the deadly virus has affected people of all age groups. The normalcy was an excuse for some to escape the toxic environment of home and take a break from the reality. Alas, 2020 wasn’t in their favour.

Since the lockdown had been implement worldwide, the aim was to eradicate the spread of the virus and eventually, the virus itself. Confining themselves at home, the mental health wasn’t given much of a thought, with the routine life coming to a halt altogether.

For children, they found comfort and pastime in extreme exposure in front of Television screens, and gadgets supporting the usage of internet. In a study it was found for such a prolonged exposure can lead to lower the child’s self-esteem with the internet proving out to lead in an addiction disorder in many. With limited external interaction, the “indoor pollution” can affect the development of a child and hence results in limited cognitive abilities. Internet is a home to cyberattacks as we as cyber bullying, henceforth, affecting the mental of a child. Therefore, the children plunge themselves in an ocean of depression, anxiety, avoidance behaviour and even PTSD. The same set of problems are faced by children who have been confined in the hospitals from being infected by the deadly virus, especially with the rise of reports in children being sexually harassed during the confinement, the child lives through a traumatic experience without anyone to turn into, apart from their family takes a toll on the child.

A drastic impact proved to be on students and adults living away from home and migrant laborers stranded in their temporary homes, for those living on rent, it put them in a tough situation for them to pay the rent before the regulation of work from home came into effect.  Most adults drove into the decoy of satisfaction by online pornography. The disruption in most people’s sexual lives persuaded the individuals to use such platform to cope up from the on-going stress of rendered jobless with a deadly virus outbreak, living afar from their beloveds, which sadly could lead to depressive symptoms.

Another age group drastically affected by this were the elderly and sick. For those who were assigned caregivers to look after the sick, now were rendered helpless and alone in their homes. Such people are also known to have a higher risk of acquiring an infection, and for those who continued with their jobs were left in wonderment if they weren’t the carriers of the infection which could affect them and their families.

This year also saw an alarming rise within the cases of Domestic Violence alone. Between March 25 and May 31, 2020, 3,11,477 complaints were recorded which were made by women. The complaints recorded within a 68-day period were higher than those recorded between March and May in last 10 years. Delhi and U.P. saw the highest number of complains, followed by Maharashtra, Tamil Nadu, Himachal Pradesh, Kerala and Andhra Pradesh. According to the data, 86% of women who were victims to the violence during that period never sought help, 77% victims didn’t mention the dreadfulness of the situation to anyone.  Women faced Physical, Sexual and even both. The highest number of sufferers documented were the ones who faced Sexual Abuse, which summed up to about 80.6 who never dared to tell anyone. For those who had reported the incidents were 14% but only 7% reached out to relevant authorities, but more than 90% of the victims sought help only from their immediate family.

A study was conducted by a team of researchers via an online survey which was proliferated over the social media between May 9 to May 15, 2020, using an anonymous Google form. The team used items like anxiety, depressive symptoms, symptoms of internet addiction, pornography addiction, experiences of hostility, changes in food and sleep habits, social empathy and relationship quality, to construct the overall picture of social and psychological experience during the lockdown period. They also conducted 14 qualitative interviews from May 10 to May 17, 2020. The subjects were self-selected by broad social media invitations. The survey included a total of 282 Indian adults, in which ¾ of people belonged to the age group of 30 years and younger. Following the figures, 88% were educated beyond the 12th standard about 81% were urban residents.

The concluded with depressive symptoms, higher amongst those who an addiction towards pornography. The presence of depressive and anxiety symptoms was expected and linked to a higher chance of self-reported sleep disorder and changes in food patterns. For those who were connected with their loved ones and shared their vulnerabilities shoed more social empathy and better social relationships.

The researchers concluded by stating, “To our knowledge, this is the first study to look at the differential psychological impact of the lockdown across different social groups in India. Our study also highlighted a few positive aspects of the lockdown, underscoring the increase in social empathy and strengthened social bonds among Indian adults.”

Image source-https://www.cedars-sinai.org/blog/hidden-symptoms-of-stress.html

The Coronavirus Can Be Airborne Indoors, W.H.O. Says

"We have been talking about the possibility of airborne transmission and aerosol transmission as one of the modes of transmission of COVID-19," Maria Van Kerkhove, technical lead on the COVID-19 pandemic at the WHO, told a news briefing."

• The World Health Organization has acknowledged that there's possibility of coronavirus being spread in the air under certain conditons


• The UN body releases new guidelines on COVID-19 transmission, including new scientific evidence available on the spread of the SARS-CoV-2

The coronavirus may linger in the air in crowded indoor spaces, spreading from one person to the next, the World Health Organization acknowledged on Thursday.

The W.H.O. had described this form of transmission as doubtful and a problem mostly in medical procedures. But growing scientific and anecdotal evidence suggest this route may be important in spreading the virus, and this week more than 200 scientists urged the agency to revisit the research and revise its position.

In an updated scientific brief, the agency also asserted more directly than it had in the past that the virus may be spread by people who do not have symptoms: “Infected people can transmit the virus both when they have symptoms and when they don’t have symptoms,” the agency said.

The W.H.O. previously said asymptomatic transmission, while it may occur, was probably “very rare.” Some experts said both revisions were long overdue, and not as extensive as they had hoped.

“It is refreshing to see that W.H.O. is now acknowledging that airborne transmission may occur, although it is clear that the evidence must clear a higher bar for this route compared to others,” Linsey Marr, an aerosol expert at Virginia Tech, said in an email.

An aerosol is a respiratory droplet so small it may linger in the air. In its latest description of how the virus is spread, the agency said transmission of the virus by aerosols may have been responsible for “outbreaks of Covid-19 reported in some closed settings, such as restaurants, nightclubs, places of worship or places of work where people may be shouting, talking or singing."

The guidelines stated that understanding how, when and in what types of settings the SARS-CoV-2 virus spreads between people is critical for developing effective public health and infection prevention measures to break chains of transmission. WHO said current evidence suggests that COVID-19 transmission occurs primarily through direct, indirect, or close contact with infected individuals through their saliva and respiratory secretions, or through their respiratory droplets expelled when they cough, sneeze, talk or sing. The agency also said that asymptomatic people can also spread the virus to others, although it is still unclear to what extent this occurs and more research is needed in this area.

WHO stressed that high-quality research is urgently needed to understand the role of airborne spread of the SARS-CoV-2 transmission in the absence of aerosol-generating procedures, the dose of virus required for transmission to occur, the settings and risk factors for superspreading events, as well as the extent of asymptomatic and pre-symptomatic transmission. In this article, let us tell you how airborne transmission is different from droplet transmission and what you can do to stay safe from respiratory infections such as COVID-19.

What you can do to prevent contracting respiratory infections?

In the current scenario,

• it’s always best to wear a mask while venturing out in crowded areas to keep respiratory infections away.


• Try to keep at least 3 feet physical distance and wash hands frequently with soap and water for at least 20 seconds.


• Do not touch your face unnecessarily.


• Practice respiratory etiquette.


• Avoid crowded places, close-contact settings and confined and enclosed spaces with poor ventilation.


• Ensure appropriate environmental cleaning and disinfection.


• To maintain immunity, opt for Indian square meal and exercises like Surya Namaskar and Pranayam or any other cardiorespiratory fitness regimen. It can help your cardio-respiratory fitness and lowers blood pressure as well. Moreover, it also increases cardio-respiratory efficiency and respiratory capacity.


• To prevent transmission, WHO recommends identifying suspect cases as quickly as possible, testing, and isolating all cases (infected people) in appropriate facilities.

Considering the loss of classroom teaching time due to the Covid-19 pandemic and lockdown, CBSE reduced the syllabus of classes 9 to 12 with the help of suggestions from NCERT.

This means that Class 11 students of political science will not study about federalism in the Constitution during the academic year of 2020-21. Political theory sections on citizenship, secularism and nationalism have also been removed, according to the details on deleted sections, available on the CBSE website.

In Class 12, the topic of India's relations with its neighbours has been deleted, along with sections on social movements, regional aspirations, the changing nature of India's economic development, and the Planning Commission. Business Studies students will not study the concept of demonetization, Goods and Services Tax, or the impact of government policy changes on business with special reference to liberalization, privatization and globalization in India. In History classes, students will not study chapters on understanding the partition, or on peasants, zamindars and the State.

Some of the excluded topics in Maths are Properties of Determinants, Consistency, Inconsistency, and Number of Solutions of System of Linear Equations by Examples and Binomial Probability Distribution.

The revised Physics syllabus for Class 11 omitted portions from Newton’s Laws of Motion, Kepler’s law of planetary motion and the Doppler effect in waves, while chapters on anatomy and morphology of flowering plants were dropped from the Biology syllabus.

Science teachers have questioned the rationale behind these choices, and say this will not only affect a student’s understanding of key concepts but also impact them when they attempt entrance exams such as the Joint Entrance Examination (JEE) for engineering colleges and National Eligibility and Entrance Test (NEET) for medical colleges.

Bengal Chief Minister Mamata Banerjee said she was "shocked" by the decision to drop subjects like democratic rights, federalism and secularism from the Economics and Political Science syllabuses of Classes 9 to 12.

"Shocked to know that the central government has dropped topics like citizenship, federalism, secularism and partition in the name of reducing CBSE course during the COVID-19 crisis," Mamta Banerjee tweeted.

A section of academicians claimed the move appeared to give importance to "political considerations" than academics. 

Elucidating on how its sole motive on the revised CBSE Syllabus was to relax the stress on students by reducing the syllabus by 30%, the ministry wrote that the decision has been falsely politicized.

Facing criticism over its decision to revise the syllabi for classes 9 to 12, which saw many important chapters getting axed from the curriculum, the Central Board of Secondary Education (CBSE) Wednesday said the portions have not been “deleted”.

It said all these chapters have been covered in the “alternative academic calendar” launched by the National Council for Educational Research and Training (NCERT) earlier this year.

The clarification comes in the backdrop of CBSE facing criticism for its decision to drop key chapters like Democratic Rights, Federalism, Citizenship and Secularism from school courses

The education board also clarified that no question shall be asked from the reduced syllabus in the Board Exams for 2020-2021only

It is out there to be serious about mental health these days, specially with the numerous cases of suicides which been rising. But how aware are the citizens of India about the exodus of children who have been victims of PTSD amidst the political insurgency for decades?

Kashmir, a pulchritudinous state of India, now declared as a union territory (UT) has been a victim of the political skirmish which has, in turn, diddled the indigenous beings of Kashmir leading to death of thousands of people including family members, sexual abuse, damage to property and various natural disasters, namely- earthquake and snowstorms. According to reports, majority of the people suffer from PTSD (Post Traumatic Stress Disorder). As the name suggests, the psychiatric disorder arises in wake of traumatic events. The events are digested and affect each person differently. 

In Kashmir, majority of the children are diagnosed with PTSD. The age group to which these children belong to were above 6 years of age and maximum belonged to 11-15 years of age. The children diagnosed with Abnormalities in brain electrical activity on electroencephalogram were also noted. Children with PTSD were found to perform poorly by affecting their attention, abstract reasoning and executive functioning. Children diagnosed with PTSD were detected in schools because of their behavioural changes and their deteriorate performances. Maximum minors affected belong to rural areas as compared to the urban areas.  Following the figures, 75% of the children belonged to the lower middle class, followed by middle class which entailed 25% respectively. 

Post-Traumatic Stress Disorder consists of risk factors which affects the children to a great extent; lower educations, lower intelligence, absence to social support, sexual harassment, lower socio-economic status, family history of psychiatry illness, multiple traumatic events- are some of the risk factors. Unfortunately, 49% of the children have been witnesses to death of a family member or close friends, followed by arrest, torture of a close relative or being caught up in cross-firing and hearing about the death of a close relative. It is absolutely unimaginable as to what the future of this country has to go through. Kashmir has been regarded as the place called “heaven on earth” but the heaven contains a hell within which largely ignored. Amidst this turmoil , the emphasis ought to be put on the psychological distress, a scar invisible yet the power of changing the entire personality of the human being, affecting the course of their actions and changing the outlook of life, for life.

The destruction of educational infrastructure, in addition to the unlawful detentions, leaves a lifelong impact on children, perpetuating a cycle of trauma, fear and bitterness. The literacy rate in Kashmir is 54.4% as compared to some parts of India, which have resulted in 65% 

The following 3 dimensions which were focussed were shown by the affected for a month which proved them to have paediatric PTSD- 

1. The affected re-experienced the event with deteriorate recollections in the form of dreams, flashbacks, with psychological and psychical distress.

2. They persistently avoided the stimuli associated with trauma that might recall the memories or events of the trauma.

3. There was also an increase in arousal in the form of hyper vigilance and exaggerated startled response, experienced difficulty in sleep, irritability.

In children older than 6 years, there was a repetitive play occurred in which themes or aspects of traumatic events were expressed. They also experienced frightening dreams without recognizable content, a dream which the minors aren’t able to express and even dissociative reactions (eg flashbacks) in which they felt the traumatic events were recurring. Such reactions may occur in continuum, and the most extreme expression of their feeling is expressed by complete loss of awareness of the present reactions.

The unfortunate events lead to persistent and exaggerated negative beliefs about the oneself, others and even the world. In other words, they express themselves by stating, “I am Bad”, “The world is bad and dangerous”, “My whole life is ruined” or “My entire nervous system is ruined”. This leads them to have distorted cognition about the cause and consequences of the events which leads them to blame themselves or others for it.

In order to recover from this the children are subjected to maladaptive method of coping. It was recorded that females prefer for maladaptive method of coping more than males who were associated with PTSD in Kashmir. Most of these patients were even aware what they suffering from and indulged in self-medication, for even somatic issues which included headaches, stomach aches, palpitations, breathlessness, anxiety, panic attacks, loss of appetite etc, which eventually leads to addiction. Popularly benzodiazepine, opioids, and cannabis. In contrast to world reports, alcohol was the used the least (4.8%).

Amidst this turmoil, the children residing in a place regarded as “heaven on earth” go through hell every single day. Not a single day can they have a goodnight’s sleep, a sleep without the fret of being a victim to the worst thought of never seeing the face of a family member anytime. three-year-old boy described the sequence of events leading to the killing of his grandfather. The minor had been subjected to extreme events, events from which even veterans aren’t able to cope up from.  

Picture reference: https://medium.com/@ovaiskarni /psychological-impact-of-armed-conflict-on-kashmiri-children-97c76e77bef1

Pandemic and Digital Divide: Sparking Mental Trauma among young minds.

The lack of technological resources in the hands of the poor has challenged remote-learning which can create a big - learning gap between the rich & poor. We can't imagine the physiological trauma of a child who craves to study but can't.

Online Classes through the gifts of technology has bridged the gap between the educators and the students but has also mirrored “ Digital-Divide” in India.

The Digital Divide: The non-accessibility of gadgets has created a historic wave of mental-health problems like suicide, depressions etc.

According to the 2017-’18 National Sample Survey report on education, only 24% of Indian households have an internet facility. While 66% of India’s population lives in villages, only a little over 15% of rural households have access to internet services.

 

Giving a global perspective, UNESCO noted, “Half of the total number of learners — some 826 million (82.6 crores) students — kept out of the classroom by the Covid-19 pandemic, do not have access to a household computer and 43 percent (706 million or 70.6 crores) have no internet at home, at a time when digitally-based distance learning is used to ensure educational continuity in the vast majority of countries.”

The psychological trauma of the class 10 student who committed suicide as she was distraught by not being able to access classes online is unimaginable. Think about the students who used to go to school for the “Mid-Day Meal”.

Web-based learning in the Indian market has increased gigantic footing as of late. Beside simply scholastic content, they likewise empower students to pick up abilities and even get ready for serious assessments. Yet, there are different sides to each story. E-learning too has a considerable amount of advantages and disadvantages.  Let’s check some points

Almost sixteen lakh kids from poor households studying in government and municipal schools within the Delhi are watching disruptions of their studies without access to mobiles, net and laptops or desktops, at the same time privileged students from private faculties are taking online classes amid the coronavirus lockdown.

From coping with basics like internet connectivity and India’s notoriously undependable power supply to more structural issues such as curriculum and teaching methods, educators have come under tremendous stress.

A teacher from an SDMC faculty in Sarvapriya Vihar said the first actual problem in implementing the plan is: “We do not even have the database for the students or the parents’ contact numbers as a way to reach out to them.”

The teacher said there isn’t even a computer in the school for teachers to feed contact details into.

A mathematics teacher from a North Delhi municipal faculty agreed that executing the plan is a huge hassle. “At the same time as my faculty hasn’t received any orders, several others I recognize had been instructed to start WhatsApp class. But subjects like maths can't study on those applications, even for those who use WhatsApp. How will one take a look at calculations?”

Online education is not equal or the same or easy for everyone. When others are discussing the technical disadvantages of E-learning like lack of interaction, less cost-effective etc, while others don’t have a phone at least, this is the hidden truth of the society. It is the condition of the Nation’s capital.

According to a study conducted by scholarship ed-tech platform Buddy4Study, of the 25 crore students affected by the lockdown, 80 percent fall in the Economically Weaker Section category. Let’s read some stories:

Kartik and his sister Mansi are students of class5 and class 1, respectively, in distinct MCD schools in Kapashera. Their mother and father sell vegetables for a living. Kartik, who wants to be a police officer, said that they've no longer received any assignments from school on their father’s phone for the reason that lockdown started out. “We haven’t been given any work; on the grounds that schools closed, it’s been a holiday for us.”

Shyam Singh, a labourer in Samaypur Badli, had no clue what WhatsApp meant while he received a call from his son Sohan’s class teacher at an NDMC school. “Madam called five days ago, and I didn’t have WhatsApp installed on my phone. Now my son has explained it to me and I’ve downloaded the app, but no work has been assigned through the school yet,” he said.

Tarun, son of a domestic employee in GK-II, cannot now use his father’s second-hand phone as it has broken. The father’s employer offered to shop for him a simple phone but realized delivery of non-essentials online wasn’t possible amid the lockdown. The owner explained: “I felt depressed, that’s why I allow Tarun to take a class with my smart hone every morning.  I feel that’s was the sole thing I could do.”

A visually-impaired pupil at a Delhi government school, who didn’t want to be diagnosed, stated: “Assignments on WhatsApp were now not possible for me. I don’t have parents and my grandparents too antique to use WhatsApp.

The interaction with school students, their parents, and teachers from government schools revealed how everybody was suffering to bridge the virtual gap — many families do not have smartphones, not to mention computers or laptops. Some said they don’t understand how to use WhatsApp, even as some parents are engaged in vital services and need to take their only smartphones with them on work.

The humanitarian crisis has brought all the officials under the microscope. How to ensure a sound transaction of online classes to students, especially poor across the country?

The Mirror of lockdown has reflected how the rooted structural imbalances are between rural & urban, rich & poor even in the digital world.

"TEST-TRACK-TREAT" is the new formula for defeating the COVID-19.

The Union Ministry on the 1st of July announced that A Doctor's Prescription will no more be required for getting oneself checked for COVID-19. 

This order has come after a lot of chaos and tension caused when many concerned individuals with minor symptoms similar to COVID-19 were restricted from getting tested.

The Health Ministry advised all the states and UT's to allow all medical practitioners to prescribe the Coronavirus test for anyone who wants to get himself checked.

It said that this will decrease the load on the medical fraternity, the mental stress amongst people and lead to unprecedented situations. 

It is to be noted that this step is being welcomed by the public as random and aggresive testing is the only way to recognize the new strain of asymptomatic coronovirus and then get it treated. 

Money never sleeps but humans do!

India can grow two-fold by simply sleeping more!

Sacrificing Sleep is the crazy frenzy ‘Habit’ to end up making big bucks in this productivity-obsessed world. Inadequate sleep not only hinders individual health and well-being, but its effects ripple into the economy.

In pursuit of chasing money and fame, people are fast forgetting the power of sleep- a biological necessity and body’s own way of recovery. Vitamin M (money) has become the globally understood language.

Who saw a time where sleep had to be advertised? In lust for monetary increments, we, so called ‘rational consumers’ have lost sight of all rationale.

 In India, 93% of the population is sleep deprived which increases risk of mortality and causes Type II diabetes, hypertension, low mood, depression, cardiovascular diseases etc. Japan incurs losses of around $138 billion and Germany of $60 billion as a result of lack of sleep.

If the United States, starts sleeping for 7 hours on an average, the economy could grow by $226.4 billion. Think about India.

If sleep has such huge economic impacts, why then is a rational human sacrificing this luxury?

The mismatch in trade-off between sleep and productivity leads to poor sleep. So, if you engrossed to be productive, be ready to spend that hard earned bucks on repairing your health. The problem of poor sleep is not restricted only to the working class, children and teens are spending more time on their fancy gizmos This has detrimental effects on health in two alarming ways – one, the light impairs eyesight and two, it leads to ‘gadget-addiction’ for which there is no known cure.

Sleep is the only mechanism through which information gets stored from our short-term memory to long-term memory. The three stages of sleep – light, deep and REM (rapid-eye movement) or the dream stage. Deep sleep aids physical recovery and REM - memory and mental recovery. Thus, cutting down on sleep affects us mentally and physically, making the labour force more and more unproductive.

The cost of this sleep debt is then ill health and lower productivity that culminates into billions of dollars’ worth economic losses. Individuals need to proactively ensure clean sleeping habits with consistent wake up times and combined with awareness camps in educational and corporate institution.

While the recommended sleep hours are said to be anywhere between 7-9 hours, this is not an arbitrary number, everyone is known to have his/her unique ‘sleep signature’. Some can make do with 5 hours of efficient sleep, while others may need up to 11 hours. Outliers exist in all walks of life, but this doesn’t take away from the fact that globally we are tending towards a sleepier planet. Time is money, and sleep takes up a substantial amount of time. More sleep could thus mean less money earned. We sleep less in order to do more, but people need to soon realize that this madness is only backfiring.

Sleep deprivation is a vicious cycle, sleep gets cut short due to various work-related stresses, poor mental health, obesity, sleep disorders, etc. This then causes further mental distress that results to prolonged sleep deprivation. The cost of this sleep debt is then ill health and lower productivity that culminates into billions of dollars’ worth economic losses. Individuals need to proactively ensure clean sleeping habits with consistent wake up times and combined with awareness camps in educational and corporate institutions. Who saw a time where sleep had to be advertised? In lust for monetary increments, we, so called the ‘rational consumers’ have lost sight of all rationale.
 

Mr COVID-19 toured all length and breadth across the globe and the unwelcomed guest made us unsafe even in our own bubbled space within the confines of our homes. The ‘Invisible Virus’ brought all of us under the microscope. As the civilization was scrambling to discover the vaccine, the ease in limitations cultivated a “New Normal” vitality for me.

Experiences expresses the essence of viewpoint of life and so let us talk about how I balanced the skepticism of being unproductive and the sensibility of being productive.

When I walk down the lane of ‘small memories' with Mr. Covid-19 who has been indirectly dating me for the last 3 months, I realize that I have harmonized with this “New Culture” of Pandemic.

Initially, the reflections of “Egg me Jams” and the downpour of ‘Online Classes’ blurred my peaceful life. As hours felt like days and seconds like minutes, the inner opportunist I cried to be productive. From workout challenges to discovering the chef in me, I tried it all.

For one of us, ‘productivity’ may mean different. Someone else’s idea of productivity may not be the same as mine and therefore, it is best to find out where your productivity lies. For me ‘productivity’ was as simple as watching a movie or listening to a song and it was not limited to something huge. I realized that productivity can be dimensionless. It can be the simplest of things that give you the grandest of smiles.

But, in the race of being productive in quarantine, I grabbed all the opportunities which somehow taught me the most important lessons of life. Ranging from attending webinars to online courses of Havard University to interning with 3-4 companies at a time, I turned to be ‘ working machine’ with unrestricted labour, undefined working hours and restricted sleeping hours.

Well, quarantine helped me to figure things out and explore the work culture. The internships crafted my communication skills and enhanced my management skills. Writing and using words to form opinions has always been my strength. But, Mr. Covid-19 boosted my confidence and helped me to explore my potential.

The lane of memories gifted me a ‘Dark realization’ that I lacked “Appreciation” and “Kindness”. I was so much engrossed to win the war of productivity that the creativity to appreciate little things erased. A nature-lover like me could not acknowledge the dawn followed by morning birds chirping and I missed the brilliant blue sky which awaited me to hear the poetry of love and gratitude.

Sometimes, beds seemed to be more comforting than the world outside but it was only for “Sometimes” as I used to again dive into the ocean of Instagram newsfeed and stories. My hands never shivered while looking at the phone screen continuously. I was engulfed in this web of darkness and despondency where I sought for a reason to wake up; a reason to continue the ‘normal’ in my life.

You know, the realization hits harder and what I learnt is that, It’s okay not to do anything productive during quite routine. Don’t be stressed. It’s an opportunity to live real life with family although tangled with small cute fights.

You can just daydream about the quarantined greenhouse dates and give online goodbyes and farewells. As you have read till here and if you agree to what you read through my words,let us go on for “ Online Chai par Charcha”, as that is million times better than being homeschooled by parents on ‘ relationships’.

 HAPPY OR SAD: THE CHEMISTRY BEHIND DEPRESSION

“The human life is made up of choices. Yes or No. In or Out. Up or Down. Live or Die. Hero or Coward. I’ll say it again to make sure you hear me. The human life is made up of choices. Live or die. That’s an important choice. And it’s not always in our hands.”

-Derek Shepherd, Season 6, Episode 24.

Genetic makeup influences how sensitive you are to stressful life events. When genetics, biology, and stressful life situations come together, depression can result.

Stress has its own physiological story with a chain of chemical reactions and responses in the body. 

People with suicidal thoughts exhibit higher levels of Translocator Protein, associated with microglial activation and indicating inflammation of the brain in a region of the cortex which is involved in emotional processes.

The long story of stress causes the low secretion of Serotonin ‘the happy neurotransmitter’, which increases the higher risk of suicide

Dopamine, ‘the motivational chemical’ and Noradrenaline, ‘fight-to-fight chemical’ acts as ‘magical wand’ to reinforce pleasure.

Our thoughts regulate chemical processes. We can’t let negativity dominate us. 

The loss of creative soul, Sushi Bhai who won hearts through ‘ Chichore’ actually sparked mainstream media to talk about ‘ Mental Illness’. We need to make ‘therapy’ the ‘New Norm’. It’s okay not to be okay!

QUARANTINE SCHOOLING: NEW NORMAL FOR HOMESCHOOLERS

With schools across the country closed in response to coronavirus, parents, teachers, and children are becoming subjects in an unofficial homeschooling experiment. But for experienced homeschoolers, coronavirus is a new normal, since you’re not supposed to leave your home unless necessary.

Schools have transitioned to distance learning, forcing parents to simultaneously manage their kids’ schooling and their own jobs. That part is nothing new to homeschooling parents, who have been sharing tips while they also navigate the changed realities outside. Parents have become accidental home school teachers now.  Home school parents advised others to keep in mind that academics are not the most important — especially while living in a pandemic. Of course, homeschooling during quarantine is quite different from homeschooling under ordinary circumstances. For example, many parents are unexpectedly adjusting work schedules to accommodate their new child care needs.

So, if you’re worried about your kids not completing a difficult assignment, know that one of the leading figures in Indian education has your back when you throw up your hands and let them read a book for an hour instead. The worst thing you can do is create a tense environment at home because “a stressful brain is not conducive to learning”. They don’t need you standing over them with your arms folded until they finish their fractions assignment during an already tumultuous time in their lives.

The most important thing parents need to homeschool their children is to like them, enjoy their company, their physical presence, their energy, foolishness, and passion. They have to enjoy all their talk and questions and enjoy equally trying to answer those questions. For the majority of parents who homeschool, the only prerequisite is the desire to do so, along with a dedication to the educational process.

Therefore, try to find creative ways to engage with your kids. Use gardening as an educational tool: building a garden bed could be an engineering or architecture assignment. Cooking meals together can provide plenty of lessons in science, math and reading. Turning meal times into lessons and reading aloud while cooking is a simple idea to have a long time influence.

Homeschooling was and is likely to remain, a niche approach to educating school-age children. The pandemic may convince some parents that it’s the right one for them. By taking a pluralistic approach to education and letting a thousand flowers bloom, policymakers can make homeschooling a viable alternative for parents who desire it.