Nestled in the rugged embrace of the Himalayas, the Gurez and Tulail valleys in Jammu and Kashmir are a study in resilience. These remote regions, located near the Line of Control in Bandipora district, are breathtakingly beautiful with snow-capped peaks and the glistening Kishanganga River. Yet, their serene landscapes mask a harsh reality for the communities that call them home, particularly regarding education. Heavy snowfall, geographic isolation and infrastructural limitations create formidable barriers to learning, testing the determination of students, teachers and families alike.

Winter in Gurez and Tulail is not just a season, it is a way of life. From December to March, the valleys are blanketed in snow with accumulations often reaching 10–15 feet at Razdan Pass, the main route connecting Gurez to the rest of Kashmir. The Gurez-Bandipora and Dawar-Tulail roads, lifelines for these communities, are frequently closed due to heavy snowfall, avalanches and slippery conditions. For instance, in April 2025, moderate snowfall forced the closure of the Gurez-Bandipora road, isolating the region and disrupting supply chains. Similarly, in February 2025, a snow avalanche in Khandyal village damaged homes, underscoring the precarious conditions. This isolation directly impacts education. Schools in Gurez and Tulail, such as those in Dawar and Kilshay Tulail, often suspend classes during heavy snowfalls for safety reasons. On April 19, 2025, the Sub-Divisional Magistrate of Gurez ordered the suspension of classes up to the 8th standard in Tulail and up to the 5th standard in Gurez Tehsil due to continuous snowfall. These closures, while necessary, disrupt academic schedules and create gaps in learning. For students preparing for board examinations, such interruptions are particularly detrimental. In March 2024, over 300 schoolchildren were stranded in Bandipora, unable to reach Gurez for exams due to road closures, causing widespread panic among parents.

The geographic isolation of Gurez and Tulail exacerbates infrastructural challenges. The single road connecting these valleys to Bandipora is often impassable for six months of the year, leaving helicopters as the only reliable mode of transport during winter. In January 2024, helicopter services were introduced to ensure connectivity but they are primarily used for emergencies and essential supplies, not regular school commutes.

For students and teachers, this means limited access to educational resources, including textbooks, stationery and even basic classroom heating. Many schools in these valleys lack adequate infrastructure to withstand extreme weather. Wooden buildings, typical of the region’s Dardic architecture, are vulnerable to snow accumulation and avalanches. Classrooms are often poorly insulated, making it challenging to maintain a conducive learning environment when temperatures plummet to -10°C or lower. Moreover, the lack of reliable electricity and internet connectivity hinders the adoption of digital learning solutions which could otherwise bridge some gaps during school closures. The closure of roads also affects teacher availability. Many educators posted to these remote areas face delays in joining and are reluctant to serve in such challenging conditions. Recent posts on X highlighted the frustration of locals over teacher shortages in Tulail’s schools with some alleging that political influence has led to unfulfilled transfers, further straining the education system.

The combined effects of poor infrastructure, teacher shortages and extreme climate contribute to high dropout rates, particularly among girls. For many, continuing education past middle school becomes impossible due to a lack of higher secondary institutions within reachable distance, especially during the winter. Additionally, the seasonal disconnect from the academic world widens learning gaps and students often struggle to keep up with the prescribed syllabus.

The Dard-Shina communities of Gurez and Tulail are known for their rich cultural heritage but their isolation has preserved traditional lifestyles that sometimes clash with modern educational demands. The short summer window from April to September is critical for both tourism and agriculture with many families relying on potato farming for their livelihood. During this period, children are often expected to contribute to household or farm work, leading to irregular school attendance. Moreover, the shift in examination schedules has added pressure. Historically, exams in Gurez were held in September to accommodate the region’s weather patterns. However, recent changes have pushed exams to March or April when snow and road closures are still prevalent, creating logistical nightmares for students. For girls, cultural norms and early marriages can further limit educational opportunities, though community efforts are slowly challenging these practices. Despite these challenges, the people of Gurez and Tulail demonstrate remarkable resilience. Parents, teachers and local leaders are advocating for better infrastructure and policies to support education. Snow clearance operations, led by the Border Roads Organisation (BRO), are critical to reopening roads like Gurez-Bandipora and Dawar-Tulail, enabling students to return to school. Community-driven initiatives such as local study groups, help students keep up with their studies during closures. The introduction of mobile connectivity in Tulail in 2020 has been a game-changer, allowing students to access online resources when weather permits. Additionally, corporate interest such as PepsiCo’s initiative to source potatoes from Gurez, is fostering economic hope which could indirectly support educational infrastructure by boosting local incomes.

To address these challenges, a multi-pronged and sensitive approach is essential. Set up insulated winter learning centres equipped with heating systems and solar power backup to ensure year-round education. Invest in satellite-based internet solutions and distribute tablets or laptops preloaded with offline educational content for continuous learning during snowbound months. Introduce special hardship allowances, better accommodation, and career incentives to attract and career incentives to attract and retain qualified teachers in the region. Encourage local educated youth to contribute as volunteer educators, especially during the winter closure period. Develop residential schools or hostels in safer areas to ensure continued education, particularly for high school students. Modify the academic calendar and syllabus delivery to suit the unique geographical constraints of the region. The challenges of education in Gurez and Tulail are daunting but they are not insurmountable. Policymakers must prioritise year-round connectivity, perhaps through tunnels like the one proposed for the Razdan Pass, to reduce isolation. Schools need weather-resilient infrastructure, including insulated classrooms and reliable heating. Teacher incentives and timely transfers are essential to address staffing shortages. Finally, aligning examination schedules with the region’s climatic realities would ease the burden on students. The children of Gurez and Tulail are not just students, they are torchbearers of a unique cultural legacy. Their pursuit of education amidst snow and solitude is a testament to human endurance. It is time for concerted efforts to ensure that the light of learning shines brightly, even in the harshest of winters.