Over the years Pakistan has established multiple laws advocating for the wellbeing of children; protecting them from violence, exploitation, child marriage, and advocating for health and education.
Various laws include; Article 25 (A) ensuring free education for children aged 5-16. Article 11(3) prohibiting child labor and the Juvenile Justice System Act in 2018, providing a structured framework for protecting children when in conflict with the law, etc.
The National Policy for Persons with Disabilities (2002) focuses particularly on children with learning disabilities and psychological needs. The policy focuses on empowering, educating and rehabilitating individuals with disabilities aiming to create an inclusive barrier free environment.
The WHO defines disability at three levels: an impairment in body function or structure; a limitation in activity, such as the inability to read or move around; a restriction in participation, such as exclusion from school or work.
As such, people with disabilities include those who are traditionally understood as disabled (for example wheelchair users, people who are blind or deaf or people with intellectual impairments), and people who experience difficulties in functioning due to a wide range of health conditions such as chronic diseases, severe mental disorders, multiple sclerosis and old age.
The NPPD 2002 covers aspects regarding those who require medica, social, psychological and educational support, highlighting a nuanced comprehensive approach. However, the policy’s presence does not directly equate to an improvement in children’s lived experiences.
Within the Pakistani culture, academic performance is often related to moral worth. So, what happens when there is a child who struggles with a learning disability? They are deemed as careless, lazy, or disobedient. A child’s neurodevelopmental wellbeing is overshadowed by the culture’s emphasis on academic performance.
Apart from culture, religion is also often cited as a barrier to discussions around mental health. However, Islam emphasises compassion, justice and protection of the vulnerable. The disconnect lies not in religious values, but in cultural interpretations that prioritise obedience and performance over emotional wellbeing.
In the movie Taare Zameen par, the main character, Ishan, struggles with a learning disability called dyslexia. Ishaan’s learning difficulties are interpreted as a behavioural failure rather than a cognitive disability. Teachers are seen punishing Ishaan, through public shame, and strict discipline, all while his emotional disengagement is ignored. The lack of early psychological assessment at Ishaan’s school shows how children can remain invisible in systems that prioritise outcomes above individual development.
In addition, the film also highlights the emotional consequences of extreme cultural responses. Ishaan struggles with anxiety, self-worth and isolation. However, when approached with understanding, individualised support and emotional validation, Ishaans development is evident.
The movie highlights the importance of nurturance, empathy, patience and individualised support from both parents and teachers to aid and protect children.
Building on this, it would be beneficial to provide specialised support within schools Teachers are often the first to notice a student is struggling, yet many are not adequately trained. Not only that, the presence of a school psychologist can help children with learning disabilities. Support should also extend to the childs families to help them better understand their childs needs and reduce the stigma around seeking help, leading to overall wellbeing.
