Peer-reviewed article
Frequent Protests on the Mental Health Effects on Early Childhood Development
Ashok Pandey, Sumiran Koirala ·
Summary
Written by AI, not yet AICS's view ·Key points
Limitations
Abstract
Nearly 8% of children worldwide experience mental disorders, yet few receive professional support, an issue more acute in Nepal, where mental health remains stigmatized and underfunded. Frequent strikes and protests, often organized by political groups and teachers’ unions, have become a persistent feature of Nepal’s socio-political landscape, disrupting children’s education and emotional stability. This qualitative study explores the impact of such political unrest on early childhood development (ECD) and mental well-being. Drawing on literature reviews, field observations, and interviews with parents and caregivers in Kathmandu, the research reveals how repeated school closures and community tensions create chronic stress for children. Many lose access to safe learning spaces, regular routines, and emotional security factors vital for cognitive and socio-emotional growth. Parents report heightened anxiety, restlessness, and behavioral changes in their children during prolonged disruptions. The findings emphasize that early instability can have long-term effects on brain development, learning capacity, and emotional regulation. Addressing these challenges requires integrating psychosocial support into education systems, promoting teacher-parent cooperation, and ensuring policy responses that minimize disruption. Protecting young minds from the ripple effects of political instability is essential not only for child well-being but also for Nepal’s sustainable social and educational development.