14/01/2026
He Lost His Parents, Not His Place in School: Onagam Student’s Third Division Marks a Quiet Victory Over Adversity
Bandipora: While Class 10 results on Wednesday threw up a list of toppers and first-division scorers across the Valley, a third-division result from Onagam village in Bandipora stood out for reasons beyond academic performanceSaqib, a student of Government High School Onagam, cleared the matriculation examination in third division.
In a result season dominated by numbers, the outcome might have passed unnoticed. Instead, it drew attention locally for the circumstances that shaped it over nearly a decade of schooling.Saqib lost both his parents while he was in Class 4.
The loss disrupted not only his family life but also his schooling. In the years that followed, his academic performance remained weak, and his engagement with school was inconsistent. For a long period, continuation in formal education itself was uncertain.
During this phase, the school’s approach shifted from performance to retention. When Javid Jawad was heading the institution, the emphasis was placed on ensuring that the student remained in school, followed routine, and gradually re-engaged with classroom activity.
“Academic targets were moderated to match emotional recovery and stability.From Class 4 to Class 8, progress was slow and incremental. Attendance improved first, followed by participation in classroom and school activities. While academic scores remained modest, the student continued to move through grades without disengaging from the system,” Javad said.
By the time Saqib reached secondary classes, the immediate risk of dropping out had receded. Teachers noted greater regularity and consistency, even though he did not emerge among high scorers. The focus, they said, had shifted to completion of schooling rather than competitive performance.
The Class 10 result declared this week marked the end of that process. For the school, it represented the successful completion of a full schooling cycle by a student who had once been considered vulnerable to leaving education altogether.
Saqib’s case has highlighted a parallel outcome that of holding a student within the education system despite personal adversity.As merit lists and distinction holders continue to dominate result-day narratives, a third division from Onagam has quietly underscored another measure of success: continuity in education, institutional patience, and the ability of schools to prevent loss from turning into exclusion.