As the summer sun rises faster and fiercer across the Indian subcontinent, the picturesque valleys of Kashmir, long known for their temperate climate, are now bearing the brunt of an unfamiliar adversary—extreme heat. With temperatures in Kashmir reaching alarming highs of 35–37°C this summer—unusual and record-breaking by historical standards—educational institutions have been forced to reconsider their traditional schedules. In response, the School Education Department of Jammu and Kashmir recently advanced school timings: 7:30 AM in urban areas and 8:00 AM in rural zones, effective from July. While some parents and educators have expressed reservations, claiming that the move disrupts children’s sleep and routines, a deeper look into scientific research and climatic realities reveals that this may, in fact, be a life-saving and learning-saving intervention. Traditionally, Kashmir’s summers have been mild, with daily highs rarely exceeding 30°C. However, climate change has altered this pattern dramatically. According to a 2023 report by the Indian Meteorological Department (IMD), Jammu and Kashmir has seen a 1.45°C rise in average summer temperatures over the last two decades, with the frequency of heatwave-like conditions increasing significantly, especially in the plains of South Kashmir like Anantnag, Pulwama and parts of the Jammu region. These temperature spikes are not just uncomfortable—they’re dangerous. Children, due to their underdeveloped thermoregulation systems and high metabolic rates, are especially vulnerable to heat stress. Symptoms ranging from dizziness, nausea, fatigue and dehydration to more serious conditions like heat exhaustion and heatstroke have been reported in several schools during mid-day hours. A landmark study by Harvard University found that for every 1°C increase in classroom temperature, students’ cognitive performance decreased by up to 2%, especially in mathematics and reading tasks. Children subjected to morning classes, when temperatures are 4–5°C cooler, were more alert and better performing than their afternoon counterparts. The Indian Journal of Community Medicine reported that in Northern Indian schools, classes held after 11 AM during May–July led to a 40% increase in reported cases of dehydration and fatigue among students, compared to those held in morning hours. While adolescent sleep cycles do lean towards later wake-up times, younger children (ages 5–13) naturally wake earlier and show higher alertness levels before noon, according to the National Sleep Foundation.
“Kashmir is increasingly affected by climate change, experiencing heat waves that were once uncommon in the region. This shift from its traditional climate of cool breezes and snow-fed rivers highlights the growing vulnerability of the area to climate volatility. In response to these changes, implementing early school timings emerges as a scientifically supported and practical adaptation strategy. This adjustment is crucial not only for the timing of education but also for ensuring that children can learn effectively, thrive, and remain safe in an evolving environment. Embracing this change is essential, as it reflects a commitment to the well-being of children, the integrity of educational institutions, and the future of the community. It is imperative to approach this transition with foresight, evidence, and compassion rather than resistance based on habit.”
Thus, early morning schedules are developmentally appropriate for the majority of students enrolled in Kashmir’s government schools. Data from the Sher-e-Kashmir University of Agricultural Sciences and Technology (SKUAST) in 2024 revealed that the Wet Bulb Globe Temperature (WBGT)—a measure of heat stress—often crosses 28°C by 11:30 AM during summer, the threshold beyond which outdoor physical activity is considered unsafe for children. Early school timings help bypass this danger window entirely. Early school schedules in Kashmir have already shown positive effects in preliminary surveys conducted by the Directorate of School Education, Kashmir (DSEK). Attendance has improved, classroom disruptions have decreased and teachers have reported more effective curriculum coverage with fewer midday breaks or health-related interruptions. Critics argue that early timings interfere with sleep schedules, especially for students in remote areas who walk long distances. While this is a valid concern, it must be weighed against the immediate and growing threat of heat exposure. The solution lies not in reversing the shift, but in supportive adaptation—such as providing transportation, issuing sleep hygiene guidelines to parents and ensuring hydration and shaded waiting areas for students. Ultimately, early school timings must be seen as part of a larger climate resilience strategy. The government must invest in passive cooling infrastructure, such as reflective roofs, cross-ventilation, and tree plantations. Schools should also have water stations, shaded compounds and heat action plans with clear protocols for schedule changes, partial closures, or remote learning in case of extreme weather. Kashmir is no longer insulated from the heat wave crises sweeping the Indian plains. What was once a land of cool breezes and snow-fed rivers is now increasingly vulnerable to climate volatility. In this evolving reality, early school timings offer a scientifically grounded, practically effective, and urgently needed adaptation. This is not just a question of when children go to school—it’s a question of whether they can learn, thrive and stay safe in a changing world. Let us not resist change out of habit. Instead, let us embrace it with foresight, evidence, and compassion—for the sake of our children, our schools, and our future.
(The author is a Social Science Researcher. The views, opinions and conclusions expressed in this article are those of the author and aren’t necessarily in accord with the views of “Kashmir Horizon”)
Dr. Rizwan Roomi
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