Faisal (pseudonym), a class three student at Dhanmondi’s Government Laboratory High School, is grappling with a disrupted school year.
According to his school diary, the academic calendar initially listed 76 government holidays. Adding weekends, this left only 195 school days for the year.
However, the situation worsened when the government ordered the closure of all educational institutions on July 16, and Faisal’s school remained shut until October 8.
This three-month hiatus further reduced his already limited number of school days.
The disruptions extended beyond the calendar. The school did not conduct any term or final exams for students from grades 1 to 3. Instead, Faisal took part in just two class tests, worth 10 marks each, on October 24 and November 10.
Faisal’s mother, Farzana, expressed her frustration: “From the beginning of the year, there was confusion about the curriculum. No one was sure if exams would be held or not,” she told Dhaka Tribune.
This uncertainty, coupled with the prolonged closures, has left Faisal questioning the value of formal schooling. “What is the point of going to school if I can study at home?” he said.
Faisal’s reluctance is compounded by such other factors as traffic congestion and dust on his way to school. A more relaxed environment at home, where he can take breaks to play video games, has made him less motivated to attend school regularly.
However, his mother insists that she will send Faisal to school everyday because being away from school leads to learning gaps and makes children unable to relate to society.
This is not the first time. Faisal, like many students during the pandemic, faced school closure for more than a year.
Faisal’s struggle is not an isolated case.
A recent study by the Campaign for Popular Education (CAMPE) and the Brac Education Development Institute revealed alarming trends. According to the study, 36.9% of children do not want to attend school while 36.5% of students are inattentive to their studies. Additionally, more than 50% of students experience fear and panic.
The study also revealed that close to 8% of children display irritable tempers, and 28.6% suffer from mental health issues.
In this regard, Md Rabiul Islam, a senior teacher at Government Laboratory High School, said: “Student attention to studies was slightly lower this year. However, we hope this will improve next year.”
Curriculum challenges
Rabiul Islam attributed some of the inattentiveness to a recently revised curriculum.
“The evaluation system under the new curriculum made students less focused. However, with the return of the old curriculum, we expect them to engage better,” he explained.
Md Abdur Rouf, Program Manager at CAMPE, highlighted the challenges posed by frequent curriculum changes: “Primary school students missed nearly two years of learning during the pandemic, and this learning loss continues to affect them.”
Device addiction and physical inactivity
Abdur Rouf also pointed to increased mobile phone addiction among children as a lingering consequence of the pandemic.
“During the lockdown, children relied heavily on devices since they couldn’t leave their homes. Unfortunately, this habit has persisted,” he said.
Adding to the problem, many schools lack playgrounds, forcing children to play in confined spaces like classrooms or balconies.
Dr Alpana Jahan, assistant professor of Neonatology at Dr MR Khan Shishu Hospital & Institute of Child Health, emphasized the importance of physical activity for children’s mental well-being: “Without opportunities to play, children’s mental health suffers. Extended school closures also distanced children from their friends, making them less social.”
She added that parents play a critical role in preventing device addiction: “Instead of spending quality time with their children, some parents hand them devices, leading to dependency. Exposure to violence on TV and video games also influences children to mimic aggressive behaviours.”
Impact of political turmoil
Abdur Rouf said that happenings like the July uprising further affected children’s mental health.
“The violence broadcast on TV and social media during this period increased stress and fostered a rebellious mentality among children,” he said.
Abdur Rouf, who is also a parent, drew examples from his own personal life. “During the uprising, I struggled to keep my child indoors,” she said.
The CAMPE study suggests several measures to address these issues, like parents should socialize with children, buy them sports equipment and encourage them to participate in local sports and cultural events.