Ahmed Umer Sohaib
Those who have watched the American TV series House of Cards must be familiar with its famous character, Frank Underwood, who struggles to contest the general elections in the United States and aspires to be re-elected as president. Having lost public support due to his flawed policies, he coins the idea of creating a fictional enemy (named ICO) and allows it to attack U.S. soil to kill its citizens. Frank then crafts a narrative of war against ICO, spins it in public, and launches an operation against it. The result? Frank Underwood wins the presidential election again.
The head-on collision between India and Pakistan before the ceasefire reminded me of this TV series. War narratives are not just hollow slogans; they play an evocative role in shaping public opinion, influencing decision-making, and affecting the psychological well-being of individuals and societies. The ruling party of India appears to have replaced its political ideology with warmongering rhetoric against Pakistan. Perhaps it is a coincidence, but general elections in a few Indian states such as Bihar, Kerala, Assam, and Tamil Nadu are due in the upcoming months. Imitating Frank Underwood’s election strategy is reckless, as it may pose an existential threat to the entire region.
Although Pakistan and India have reached a ceasefire after U.S. intervention, this war fiasco needs to be seen through a different lens. Since the war began, it has had far-reaching political, economic, social, and psychological implications. It also disrupted education in both countries. Hundreds of educational institutions were closed on both sides of the border. Lectures were rescheduled, exams postponed, and conferences cancelled. Had the conflict continued any longer, it could have led to the displacement of students and teachers. Fear, stress, psychological trauma, and low motivation to study are still visible among students. The question “Will this happen again?” continues to haunt everyone in India and Pakistan.
Beyond the conventional arch-rival jingoism, we must understand that urban centres in both countries are relatively well-equipped with digital technologies that allow educational activities to shift online. However, remote areas, particularly those near the India-Pakistan border, lack digital access and suffer the most. Discontinued education, combined with fear of war, takes a harsh toll on students’ mental health. Evacuations force children to leave behind their homes, schools, books, and friends. The result is a significant impact on learning outcomes, health, and psychological well-being.
The Indian government must reflect on this unavoidable consequence of war, where the educational careers of thousands of students were at stake. If it believes that only Pakistan was affected, it should remember that war has a boomerang effect.
Now that a ceasefire has been announced and war hysteria is fading, a pressing question remains: what are the practical solutions to prevent future conflicts? The answer lies with policymakers, opinion-makers, critical voices, and intellectuals in both countries. Policies need reform. Peace education should be introduced from early childhood, creating a spiritual, cultural, and social environment that discourages the recurrence of war. Curricula must also include measures to build students’ resilience and psychological well-being. This can form the basis for modern social and psychological support systems for students affected by war.
These measures should be comprehensive, involving active collaboration among educators and stakeholders in developing strategies that consider students’ individual psychological and social needs. This holistic approach can help create a sense of security, empowerment, and a pathway to recovery. War is not an answer—it leaves behind many questions for future generations to solve.
The writer teaches at a university in Lahore. He can be reached at iamsohaib22@gmail.com
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