She Stayed When It Was Easier to Leave

Iftikhar Rashid Wani

 

In every society, education remains the most enduring instrument of change. Schools do more than impart knowledge; they shape values, build character, and nurture hope—especially in regions grappling with uncertainty and conflict. Across the country, hundreds of principals serve in private and public institutions, contributing in varying degrees to the nation’s intellectual and moral fabric.

Most follow conventional paths—completing higher education, securing employment, and progressing steadily within established systems. Some encounter delays or difficulties, but eventually find stability. Rarely, however, does one encounter an individual who chooses a path not defined by convenience or security, but by sacrifice, courage, and an unwavering sense of responsibility toward society.

Mrs. Shabnum Kousar is one such individual—an educationist whose journey transcends personal achievement and reflects a quiet yet powerful social revolution in Bandipora district of Jammu and Kashmir.

Born in the modest village of Gondebal Kaloosa in Bandipora, Shabnum Kousar grew up amid the ordinary rhythms and challenges of rural life. She completed her 10+2 education at the local higher secondary school, at a time when educational opportunities—particularly for young women—were limited and often constrained by social expectations.

 Like many of her peers, she was preparing to pursue higher studies in college or university, with the hope of building a secure and respectable career. Yet fate had charted a different course for her—one that demanded resilience rather than comfort, and courage rather than conformity.

The year 2004 was a particularly difficult period for Kashmir. Frequent law-and-order disruptions, prolonged shutdowns, and recurring unrest had taken a heavy toll on the education system. Schools were often closed, students lost precious academic years, and parents lived in constant anxiety about the safety and future of their children.

In response to this crisis, the Indian Army’s 14 Rashtriya Rifles unit stationed at Khapora, Bandipora, undertook an initiative rooted in goodwill and long-term social healing—the establishment of an Army Goodwill School (AGS) to ensure uninterrupted, quality education for children affected by instability.

When recruitment for the school was announced, Shabnum Kousar appeared in the written examination and was selected as a teacher. At that stage, leadership was not part of the plan. However, circumstances soon altered the course of events. The newly appointed principal resigned within just twenty days, reportedly unwilling to continue with a school that had enrolled only four students. In a telling moment, she was advised to abandon the uncertain venture, pursue higher education, and secure her personal future instead.

Choosing to stay was neither easy nor popular. Accepting responsibility meant facing societal suspicion, professional uncertainty, and personal risk. It meant stepping into a leadership role without guarantees, resources, or widespread acceptance. Even her own parents initially opposed the decision, fearful for her safety and concerned about the stigma attached to working with an Army-run institution during turbulent times.

When she assumed charge as principal, the challenges were overwhelming. The school lacked infrastructure, resources were scarce, and public trust was virtually nonexistent. Many parents were reluctant—even fearful—to send their children to the institution. Rumors, misinformation, and deeply ingrained mistrust created formidable barriers. Undeterred, she embarked on an extraordinary grassroots campaign—going door to door across Bandipora, personally meeting families, listening to their concerns, and patiently persuading them that education was the safest and most powerful investment in their children’s future.

This outreach came at a personal cost. She endured taunts, humiliation, criticism, and, at times, direct threats. Social pressure was relentless. However, her resolve remained unshaken. She believed, deeply and unwaveringly, that education was not merely a profession but a moral responsibility—especially in a region where conflict had already stolen too much from its children.

From the very beginning, her leadership was defined by vision and hands-on involvement. She focused on building a disciplined yet nurturing environment, emphasizing academic excellence alongside moral and ethical values. She worked tirelessly to motivate teachers, inspire students, and gradually rebuild parental trust. Every small success became a stepping stone toward larger transformation.

A landmark moment arrived with the celebration of the school’s first Annual Day—an initiative she introduced for the first time in Bandipora district. The event was not just a cultural programme; it was a statement of confidence and possibility. When the function was streamed live on a local cable television channel, it captured public attention. Parents and community members witnessed students performing with confidence, discipline, and enthusiasm—challenging long-held assumptions about the school.

From an initial enrolment of just 20 students in the first academic session, the school witnessed an unprecedented surge, receiving nearly 200 admissions the following year. This marked a turning point—not only in the institution’s trajectory but also in public perception. Each subsequent academic year brought steady growth, both in numbers and in quality. The school evolved into a symbol of stability, consistency, and excellence.

Shabnum Kousar’s leadership philosophy centered on inclusivity, compassion, and high expectations. She believed that discipline should be firm yet humane, and that academic rigor must be complemented by character-building. Under her stewardship, the Army Goodwill School emerged as a safe space—free from fear, discrimination, and neglect—where students were encouraged to dream, aspire, and excel.

Working in close coordination with the Army’s broader vision of goodwill and nation-building, she helped transform the institution into a bridge between the community and opportunity. She challenged social taboos, particularly those limiting girls’ education, and gradually convinced families that schooling was not a threat but a path toward empowerment and dignity.

The Army Goodwill School Bandipora now enrolls more than 800 students every academic term. It boasts modern infrastructure, well-equipped science and computer laboratories, libraries, and facilities designed to support holistic development. Among nearly 200 Army Goodwill Schools across the Valley, AGS Bandipora consistently ranks at the top academically and remains unbeaten in co-curricular activities.

Its alumni include engineers, doctors, scientists, and professionals serving across India and abroad. Several former students have represented Jammu and Kashmir at national and international platforms in sports and other fields—bringing recognition not only to the school but to Bandipora district as a whole.

This journey is not merely a story of institutional success; it is a narrative of social transformation. It demonstrates how determined leadership, guided by empathy and integrity, can dismantle barriers of fear, challenge entrenched norms, and create pathways toward collective progress.

Mrs. Shabnum Kousar’s life and work remind us that true leadership is not measured by the ease of one’s journey, but by the courage to persist when the road is uncertain and the resistance overwhelming. Her legacy stands as enduring proof that one individual’s conviction can shape institutions, restore faith in education, and change countless lives. She remains, in every sense, a beacon of courage.

 

Author can be mailed at iftikar.wani@gmail.com