In today’s Kashmir and far beyond a silent transformation unfolds inside homes classrooms and hostels. The moment a student crosses the milestone of Class 10 the first demand is rarely books or guidance. It is a smartphone. Parents often comply with pride and affection believing that access to technology is a symbol of progress and trust. What follows however is a complex chain reaction that many families fail to anticipate.
At this stage the child stands at the peak of adolescence. Curiosity is intense emotions are volatile and identity is still forming. When such a mind is handed unrestricted access to Instagram Facebook YouTube reels and Snapchat it enters a universe designed not for learning but for endless stimulation. Algorithms do not ask whether the viewer is a student with dreams or a mind in need of discipline. They only ask how long attention can be captured. The combination of teenage stimulus and short video culture creates a powerful escape one that is entertaining addictive and dangerously absorbing. Parents often assume that time spent behind closed doors is time invested in study. The room is silent the books are open and the coaching institute timetable is full. On the surface everything appears disciplined and purposeful. In reality the screen tells another story. Between lectures and assignments reels slip in effortlessly. A minute becomes an hour. An hour becomes a habit. Slowly concentration weakens patience erodes and the ability to engage deeply with textbooks declines. The irony is striking. Never before has knowledge been so accessible. Lectures from world class professors study material exam strategies and digital libraries are all a click away. Yet never before has serious study demanded such resistance. Earlier generations studied with limited resources but with intense focus. Today’s students live in abundance yet struggle with attention. Information has exploded but learning has thinned. The pressure to succeed adds another layer to this crisis. Parents send children to expensive coaching centres with dreams of medical colleges and engineering institutes. In Kashmir especially education is seen as the safest bridge to dignity stability and social mobility. Many families go to extraordinary lengths. Loans are taken land is sold savings are drained all to keep the dream alive. The classroom fees are paid with hope and sacrifice. But hope alone cannot compete with the seductive power of the virtual world. Behind the screen many students are not revising concepts or solving problems. They are scrolling through curated lives viral dances motivational clips and instant entertainment. A false sense of productivity develops. Watching a study reel feels like studying. Following a motivational speaker feels like discipline. In reality nothing replaces sustained effort and silent struggle with difficult ideas. Another subtle shift occurs within family dynamics. Students who pass Class 10 with high marks often develop a sense of ego. Praise flows respect increases and parental trust deepens. The child is now seen as responsible capable and mature. This trust while beautiful can become blind. Parents hesitate to question routines or monitor screen usage fearing they may appear controlling or unsupportive. The result is a gap between belief and reality. This is not an argument against technology. Smartphones are tools and like all tools their value depends on how they are used. The problem arises when guidance disappears and vigilance is mistaken for mistrust. Adolescents do not always possess the self regulation required to balance reels and reals. Expecting them to navigate this digital storm alone is unfair. Parents must move beyond assumptions. Love must be accompanied by presence. Sitting with children observing their digital habits and discussing their online world is not interference. It is responsibility. Asking what they watch how much time they spend and why certain content attracts them opens doors to understanding. Boundaries around screen time are not punishments. They are protections.
Educational institutions and coaching centres also share responsibility. The culture of selling dreams without monitoring outcomes must be questioned. Academic success cannot be outsourced entirely to institutes while homes turn into digital playgrounds. Teachers parents and students must act as a triangle of accountability. The larger question remains what kind of generation are we shaping. A generation fluent in scrolling but fragile in thinking. A generation rich in information but poor in wisdom. Reels reward speed not depth. Education however demands patience repetition and reflection.
If Kashmir and similar societies wish to protect their youth then the conversation must shift. Success is not measured by phone models or coaching fees but by habits of mind. The real revolution will not come from banning apps but from rebuilding a culture of focused learning meaningful guidance and conscious parenting.
Until then reels will continue to dominate reals and dreams will quietly dissolve behind glowing screens.

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