This article explores the diverse challenges encountered by the school education system in Kashmir, a region marked by armed conflict and the unparalleled disruptions induced by the COVID-19 pandemic. The author examines how these dual lockdowns, one political and the other viral, have profoundly impacted school education in Kashmir. A region known for violent instability, Kashmir has seen generations of students grapple with the closure of schools, intermittent curfews and a pervasive sense of insecurity. COVID-19 added a new layer of complexity to an already fragile educational landscape. Lockdowns, social distancing measures and the transition to online learning exacerbated the challenges already faced by Kashmiri students and educators. Employing descriptive qualitative research methods, the study presented here investigated the magnitude of disruption in school education, delving into the psychological impact on students, the adaptability of educators, and the accessibility of online learning tools within the dual lockdown scenario. The study adopted a multifaceted approach to assess the varied effects of both armed conflict and COVID-19 on education, encompassing dimensions such as security concerns, academic stress, teaching methodologies and students' overall well-being. The findings underline the necessity for policy discourse to address the unique challenges faced by stakeholders amid the double lockdown caused by armed conflict and COVID-19.