Post-COVID Trauma among rural school students: Restructuring their consciousness through legal awareness programs in Telangana, India

Abstract

 The abrupt shift to hybrid and virtual learning during the COVID-19 pandemic significantly changed the traditional behavioral dynamics of students. Students’ proactive reliance on smartphones for remote instruction reduced peer interactions and increased screen distractions, including mobile gaming. Upon the reopening of physical classrooms, educators encountered substantial pedagogical hurdles, marked by reduced student interest and low classroom engagement. To address this educational challenge, this study adopts a quasi-experimental action research approach grounded in the theory of restorative justice. This theoretical framework is based upon the principles of healing institutional harm, individual student voice, and collaborative learning. The research design was based on the systematic implementation of on-the-ground field-based intervention programs in a sample size of six high schools located in Shankarpally Mandal. An unannounced, blind-intervention deployment strategy was employed to guarantee baseline behavioral authenticity. The intervention curriculum consisted of a series of highly structured, interactive, and thought-provoking educational workshops designed specifically to restore cognitive focus and promote academic curiosity. The data collected after the intervention and empirical observations indicate a statistically significant change in students' attitudes. Participants said they had a new appreciation for the value of formal education for its own sake and a real new interest in classroom learning. Ultimately, this action research offers a scalable pedagogical model to combat post-crisis academic disengagement in rural school districts.