DIP: 18.02.018/20251004 
DOI: 10.25215/2455/1004018 
Abstract
The COVID-19 pandemic, declared by the World Health Organization in March 2020, disrupted education systems worldwide, including in Dehradun, India. This study investigates the impact of the pandemic on students, teachers, and parents, focusing on challenges posed by lockdowns, school closures, and the transition to online learning. Using primary data from 36 young respondents and secondary sources, the research highlights key issues such as reduced access to education, declining quality of instruction, technical barriers, lack of motivation, and adverse effects on mental health. Findings reveal that while online platforms provided continuity, they also exposed inequalities linked to the digital divide and socioeconomic factors. Respondents emphasized the need for improved online learning resources, teacher training, investment in technology infrastructure, and contingency planning to better prepare for future disruptions. The study concludes that although virtual education offered opportunities, it could not fully replace traditional classroom learning, particularly in fostering social skills and physical development. Recommendations include government policies to provide free internet and digital devices, alongside training initiatives for teachers and students to strengthen resilience in the education sector.
The author appreciates all those who participated in the study and helped to facilitate the research process. 
The author declared no conflict of interest. 
ISSN 2455-670X