Educational Disruption in Conflict-Induced Displacement: Experiences of Internally Displaced Students in Manipur

Abstract

Manipur, a state known for its ethnic diversity and complex social and political dynamics, has often experienced inter community tension and conflict.

Manipur has witness it most devastating communal conflict in 2023, causing disruption of livelihood, essential services and according to reports displacement of nearly 67000 individual (The Hindu,2024) which has significantly affected access to education for many school going children and adolescents. Educational continuity is critical for stability, psychological wellbeing and future prospects of young people effected by conflict. This study examines the nature and extent of educational disruption experiences by internally displaced students in conflict affected areas of Manipur.

For the purpose of the study a descriptive exploratory research design has been adopted using primary data collected through a structured questionnaire administered to approximately 59 displaced student who were enrolled in high and higher secondary classes (classes 9-12). The research explores the duration and causes of educational interruption, challenges in continuing education after displacement, accessibility to learning materials, and the psychological impact on displaced students. Secondary sources, including policy reports and existing literature on education in conflict and displacement settings, are used to contextualized findings.

The primary finding suggest that displacement has resulted in prolonged interruptions in school, difficulties in transferring to new institutes due to loss of relevant academic document and financial constrain, limited access to academic materials such as text books and course materials. Many students have also reported experiencing psychological stress affecting learning outcome. In several displacement setting, inadequate educational infrastructure further exacerbates the educational challenges faced by displaced students. Despite these challenge and obstacles, many respondents demonstrate resilience and strong aspiration to continue their education.

The study highlights the urgent need for educational support mechanisms, including flexible admission policies, temporary learning spaces in relief areas, and psychological support services within educational institutions for displaced student. There is a need to strengthen institutional responses to educational disruption not only for safeguarding the right to education but also fostering recovery, resilience, and long-term peacebuilding in conflict affected societies.