By Inshallah Azhar

Last week, I found myself in a packed hall at the University of Kashmir, attending a film festival organized by the Media Education Research Centre.

Various documentaries and short films were being screened, each followed by lively discussions between students and scholars.

I wandered among the audience, notebook in hand, ready to capture impressions. One documentary, in particular, stayed with me long after the lights came back on. Its title was almost casual: Hello Guyzz.

The film follows the life of a married woman from a middle-class family. She started making TikTok videos and went viral.

Her journey was far from easy. Family opposition, even physical abuse from her husband and relatives, could not shake her resolve. She continued creating content, learning along the way, refining her voice, and growing ever more confident.

I do not advocate that every woman in Kashmir follow her path or make similar content. Our society has deep cultural and religious traditions that guide public behaviour.

Still, her story illuminates a universal truth: confidence and courage are skills in themselves, and they can flourish outside conventional education.

Many viewers might dismiss her success as trivial. After all, TikTok videos are short, informal, and often unpolished.

But speaking confidently into a camera and sharing ideas with an audience is far from easy. It requires overcoming hesitation, fear, and self-doubt, barriers that many students in our schools face every day.

The woman in the documentary may not have had a formal higher education, but the environment she grew up in nurtured her with kindness, encouragement, and patience.

These qualities gave her the fearlessness that propelled her to viral success.

Scrolling through social media, most of us encounter content that feels superficial or cringe-worthy. Few stop to consider the courage it takes to put oneself out there for public scrutiny.

That courage, the ability to face an audience without fear, is precisely what our schools often fail to cultivate.

Kashmiri students frequently grapple with stage fright, hesitation, and low self-confidence. These are consequences of systemic shortcomings.

From early schooling onward, teacher-student relationships hinge on academic performance rather than holistic development. Good grades become the currency of approval, while personal expression, creativity, and risk-taking remain undervalued.

This pattern is visible across both government and private schools, though the disparities are sharper in the former.

Government schools, particularly at the primary and middle levels, often struggle with inadequate resources, overcrowded classrooms, and outdated teaching methods.

Students in such schools carry a weak foundation into higher education, hampering both knowledge and confidence.

Parents who can afford it send their children to private schools, hoping for an edge in academics and self-expression. Even teachers often do the same for their own children.

I have asked myself where the responsibility lies.

Are government teachers underperforming because their job security reduces pressure? Do parents in government schools fail to engage enough in their children's learning?

The truth is more complex. Becoming a teacher in a government school requires rigorous study and a competitive selection process. Knowledge is rarely the problem. The challenge lies in nurturing students who can express themselves without fear and hesitation.

In a digitally connected society, knowledge alone is insufficient. Confidence and communication are equally crucial for success.

Digital tools and online learning platforms have reshaped education, offering students a chance to learn at their own pace. Private school students often benefit from exposure to these tools, which can enhance their self-expression and creativity.

But fear and nervousness persist even among the academically gifted. A student who excels in exams but struggles to speak publicly remains handicapped in both personal and professional arenas.

The documentary reminded me that education must extend beyond textbooks. It must develop courage and self-assurance. Schools should foster positive, supportive teacher-student relationships. Students who perform well academically tend to receive encouragement, boosting their confidence. Those who lag fall behind emotionally, reinforcing fear of failure.

We need a system that values every student's voice, not just their grades.

Social media illustrates the potential of self-expression in a world where traditional employment remains uncertain. Campus radio, digital storytelling, and media-related co-curricular activities can give students the tools to communicate, collaborate, and showcase their skills.

Exposure to such platforms at the school level can cultivate fearlessness, preparing students to face both digital and real-world challenges.

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