Across the world, education is celebrated as the most powerful equalizer — a tool that gives every child, regardless of background, a fair chance at success. But for underprivileged students, the journey to attaining this promise often begins with hope and ends with disappointment. When aid programs, government schemes, or educational institutions raise expectations and later withdraw support, they don’t just disrupt learning; they fracture trust — both in the system and in the idea of education itself.
Dr. Naazneen Ladak, a consulting psychiatrist known for her work with adolescents and education-related behavioural issues, emphasizes that the effects of such experiences are deeper than they appear. “Students who are suffering are already underprivileged. Giving them hope and taking it away can make them feel more insecure while damaging their relationship with education itself. In future, when they are actually attending a stable school, they may end up being more careless because of their past experience,” she explains.
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The Fragile Foundation of Trust in Education
For many economically disadvantaged families, access to quality education often depends on external promises — scholarships, admissions drives, NGO-backed programs, or temporary government initiatives. These efforts are well-intentioned but can become harmful when discontinued abruptly. Children become emotionally invested in the opportunity, believing their path to stability has finally begun.
When that trust is broken, it leaves behind more than academic gaps. It seeds long-term emotional wounds: fear of commitment, low self-worth, and a reluctant attitude toward future educational opportunities. Such children may begin associating the education system with instability and false hope — feelings that can persist into adulthood.
Dr. Ladak notes that for young minds already navigating poverty and emotional stress, unpredictability in learning environments can reinforce insecurity. “For these students, education isn’t just about learning — it’s a lifeline. Taking it away, even temporarily, can trigger abandonment and a sense that the world is unreliable,” she says.
The Psychological Ripple Effect
The damage caused by false promises in education often shows up subtly. Teachers may notice students becoming disengaged or fearful about future opportunities. Parents may find them less motivated or more cynical about the value of schooling. These observations are not mere mood shifts — they are survival responses.
When a child experiences repeated cycles of hope followed by disappointment, the brain begins to associate effort with loss. Over time, this can manifest as a defense mechanism: why try if it might be taken away again? In psychological terms, it can lead to learned helplessness, a state where the person stops believing that their actions can change outcomes.
Dr. Ladak explains, “Many adolescents I’ve worked with express guilt and confusion rather than anger. They wonder if they were ‘not good enough’ for the opportunity they lost. That self-blame can create lasting scars on their confidence and decision-making.”
Socioeconomic Context: A Wider Systemic Loop
Educational promises don’t exist in isolation. They’re part of broader social systems where institutions, NGOs, and government bodies operate under funding cycles and policy changes. When those mechanisms fail to follow through, the children affected are rarely informed with transparency. Instead, support simply dissolves — free lunches stop, school fees reappear, or buses cease to run.
For underprivileged students, these interruptions are not inconveniences; they are disruptions of their entire life rhythm. One week they are part of the school community, and the next, they are forced to stay home due to reasons they don’t fully understand. In many rural and urban low-income areas, such instability contributes directly to school dropouts.
Moreover, when community members witness repeated program failures, collective trust in education also erodes. Parents become skeptical of enrolling their children in similar schemes in the future, fearing another cycle of disappointment. Thus, the failure of one promise can ripple into hundreds of lost educational journeys.
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Building Emotional Resilience Through Stable Support
Recovering from broken trust isn’t easy — but it’s not impossible. According to Dr. Ladak, even when structural failures occur, timely emotional support can buffer the psychological impact. “If students are guided through a transparent process — told why a program ended, reassured that they are not at fault, and connected to alternative opportunities — the damage can be minimized,” she explains.
Schools and community organizations can integrate counseling and mentorship programs to help children process changes constructively. Emotional validation, open communication, and consistent encouragement can rebuild confidence and sustain motivation.
Additionally, stakeholders in education must prioritize continuity — even small-scale initiatives should plan exit strategies responsibly. It’s not only about launching programs successfully but also about maintaining or concluding them ethically.
Expert View: Dr. Naazneen Ladak
As a psychiatrist working closely with students from diverse socio-economic backgrounds, Dr. Naazneen Ladak advocates for a balanced approach that combines empathy with accountability.
“The education system should never underestimate the emotional intelligence of children. They may not understand policies or budgets, but they feel abandonment deeply. When we promise education, we’re promising stability and belonging — not just textbooks or scholarships. Every broken promise chips away at that foundation.”
She emphasizes that the solution requires cooperation between policymakers, educators, and mental health professionals. “A truly inclusive education system is one where support is predictable, communication is honest, and every student knows their worth does not depend on external aid.”
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The Way Forward
False promises in education are not simply logistical errors — they represent ethical lapses with real emotional consequences. A child’s first betrayal by a school or institution can shape how they engage with trust for the rest of their lives. When educational systems strive for credibility and compassion equally, they nurture not just smarter students, but stronger, more confident individuals.
Dr. Ladak’s words serve as a reminder that education is both a privilege and a promise — one that should never be made lightly. For every child who dares to hope, the least society can offer is consistency, integrity, and faith that the path of learning won’t be taken away mid-journey.
