Helin Ahmed

Sulaymaniya - Boycotts are considered a form of peaceful civil resistance adopted by citizens to pressure authorities to reclaim their legitimate rights, especially when those authorities fail to fulfill their duties or violate laws. In this context, boycotts are used as a civilized, non-violent means of expressing social awareness and contributing to the development of civil movements that confront injustice and abuse.

 

In the Kurdistan Region, over the past decade, teachers, employees, and some professionals have resorted to boycotts to demand their basic rights—most notably, the payment of salaries. However, despite the legitimacy of these actions, they have had deep negative effects on the educational process. Many students have been deprived of regular schooling, leading to a decline in academic performance, fading ambitions, and the emergence of frustration and psychological distress.

 

The continued boycotts and lack of government support have negatively impacted the quality of education and weakened students’ motivation to learn. Some have even stopped adhering to school regulations. This educational and psychological crisis is a direct result of systematic policies that threaten future generations and weaken the educational foundation of society—calling for comprehensive solutions that balance the rights of educators with the students’ right to a stable learning environment.

 

The Psychological Crisis of Students in the Kurdistan Region Due to Educational Instability

Psychotherapist Lawin Korda Tawfiq explained that the policies adopted by the Kurdistan Regional Government in the education sector have created a state of psychological instability among students, stemming from over 11 years of accumulated challenges. The ongoing economic deterioration has led to repeated teachers’ strikes- especially in higher education- which have had serious negative effects on children’s mental health.

She pointed out that this unstable situation has caused students to live in a state of hesitation and confusion- unsure whether classes will continue or stop- reducing their enthusiasm for learning and their commitment to school regulations. The repeated interruptions in schooling mean that students often receive only a few months of education per year, resulting in poor academic achievement and serious psychological consequences.

Tawfiq noted that this psychological crisis has driven children away from the educational system, leading them to make independent decisions outside the educational framework- such as refusing to follow school rules or choosing alternative paths. Moreover, the continuous media coverage of strikes has further weakened children’s desire to learn and created a negative image of school- some students now see it as a restrictive or prison-like place.

She added that when children are cut off from schooling, they often turn to electronic games. When they suddenly return to school, they face pressure from their families to focus on studying, which intensifies their feelings of deprivation and reinforces their aversion to education. Tawfiq stressed that this psychological state, combined with repeated strikes, is one of the main reasons for the weakening of the education sector in the region. She called for urgent, systematic measures to protect the future of coming generations.

 

Psychological Pressure Between Educational Disruption and Media Influence

Tawfiq emphasized that primary school students in the Kurdistan Region face increasing psychological challenges, especially at the start of their educational journey. The first school experience is often accompanied by anxiety and stress, which are intensified by repeated school closures due to strikes- creating a sense of psychological instability among children.

She explained that this instability affects how children perceive their freedom within school; some begin to view school as a closed or even prison-like space, limiting their ability to interact and engage with the educational process. This perception may lead them to seek alternatives outside the school framework and develop undisciplined individual behaviors.

 

Tawfiq further highlighted the negative role of virtual media, noting that some parents post photos and videos of their children’s first school day- often with exaggerated or mocking captions. Such posts can undermine children’s self-confidence and expose them to bullying or ridicule from peers.

These practices, she warned, may have long-term psychological effects, especially when the content is archived or reshared later, deepening the child’s feelings of rejection or embarrassment. A child who is photographed crying or treated disrespectfully on the first school day may associate their initial educational experience with negative emotions, affecting their relationship with school in the future.

She stressed the importance of family and community awareness in safeguarding children’s mental health- particularly during early school years- urging that a child’s first educational experience should be treated with sensitivity and respect, free from mockery or media exaggeration.

 

The Need to Protect Children’s Mental Health

Tawfiq shed light on the ongoing economic crisis and repeated strikes in the education sector, which have directly affected students’ mental health and limited their future prospects. These circumstances have fostered negative beliefs among some children- many now say, “Even if I study well, there’s no future for me in this country.” Such expressions reflect the frustration of their social and family environments.

She emphasized that children possess pure and impressionable psyches, and thus should not bear the burden of harsh realities. It is essential to address the psychological accumulations they experience and teach them that school is not a prison but a space for growth and learning. Educational rules should be implemented in a nurturing manner, with clear communication about the importance of education, alongside emotional support to ease their fears.

Tawfiq warned that if the economic crisis and strikes persist, children’s psychological well-being will deteriorate further, causing them to disengage from school activities and responsibilities- especially as the school year approaches its end.

To overcome these challenges, she recommended using effective methods such as producing short educational videos that encourage children to love school and learning, rebuilding their positive connection to education. Such approaches, she concluded, help protect children’s mental health, strengthen their attachment to school, and pave the way for a more stable and humane educational environment.