essay on school in nepali

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History and politics of Nepal’s school education

Ishwari Bhattarai

To understand the historical and contemporary context in which schooling education in Nepal developed, one has to raise certain questions: When and how did formal school education evolve? How did the state regulate the opening of schools before and after the 1950s? How did intersectional dynamics of caste, class, gender and societal politics play in the establishment and expansion of schools? How the state-led ‘nationalisation’ of schools and ‘standardisation’ of curriculum shaped the knowledge and impacted the learning experience of children from diverse social backgrounds? Readers will get answers to these questions in the book ‘School Education in Nepal: History, Politics and Society’ published by Martin Chautari, a Kathmandu-based research organisation.

In the past couple of years, under its book series, Martin Chautari has published a few other volumes on school education in Nepal, namely ‘School Education in Nepal: History and Politics of Governance and Reforms’, and ‘School Education in Nepal: Communityization, Federalism and Disaster’. Recently, another volume focusing on the Financial Aspects of School Education also came out.

The evolution of school education during the later decades of Rana rule from around the 1930s until the end of the Panchayat period in the 1990s is captured thoroughly in ‘School Education in Nepal’. Organised into six key chapters—apart from the introduction that sets a brief tone of the history of school education in Nepal—the book examines how successive regimes during the Rana and Panchayat period used school education as the most important tool to further their interests by restricting and regulating schooling, and the functioning of schools. This historical scholarship uses a wide range of published and unpublished archival sources complemented by interviews and personal accounts. All the chapters offer an intersectional element of dynamics of caste, class and gender and societal politics with the larger political context of the evolution of school education in Nepal.

Caste and school education

Historically class and caste system has played a significant role in determining access to formal schooling in Nepal. The erstwhile upper castes, traditionally placed in the dominant social position, have had greater access to education that helped them capitalise on socially valued resources. While traditional lower castes—such as Dalits and others in the margins—have had restricted access. This volume sheds light on how the caste system school education, influenced the appointment of teachers, development of school curriculum, and teaching style. An elaborate description of the history of upper caste Brahmins' access to school education has been captured by Arjun Panthi in his article on the educational dynamics of Brahmins. Panthi gives the readers an insight into the Harihar Sanskrit School in the erstwhile Gulmi district (now Arghakhanchi), started by a local individual philanthropist almost 100 years ago. Established around 1970 B.S. and later financed by a rich local Brahman man Harihar Gautam, the author pictures the context of student recruitment, curriculum and teaching method, provision for fellowships, its affiliation with a college as well as opportunities for higher education in Varanasi, India.

All these networks of relationships are likely to have shaped the social mobility of Brahmins since the past. The book also illuminates how the students who studied there were socially mobile, entered state institutions and expanded their power and influence, acquiring the necessary cultural capital. The text indicates that a good number of individuals from this region entered state institutions and Nepal’s bureaucracy in contemporary times because their families had the opportunity of early schooling.

While the children affiliated with the Ranas, the affluent class, and the ‘powerful’ families, had opportunities to attend schools, children in Dalit and other communities on the margins were facing many challenges. How did the Dalit students struggle for education in a rigid caste-ordered society? Devendra Upreti and Shivahari Gywali try to answer this question in the article ‘Dalit Education in Hindu Society’ and trace the history of Dalit education from the Rana period. The authors track down an account of the initiatives taken by a few individuals to educate Dalit children. Expansion of Dalit education in various parts of Nepal saw conflicts on multiple fronts. Along with tensions in the community, the chapter sheds light on how Dalit students continuously suffered discrimination in schools, although the nature and scale of discrimination varied across different regions. Reading through the chapter, it becomes evident that social conflicts emerged on the question of segregation/integration of Dalits with other ‘upper caste’ children in the same classroom/schools. Due to persistent discrimination faced by Dalits , there were efforts to open schools exclusively for them in different places.

Gender, school education and politics

The other key theme in the book is the complex relationship between gender and politics in school education. When formal schooling was just introduced, it was, by default, the domain of men. However, there are selected examples where women, particularly those belonging to upper castes/class, began attending schools during the late Rana period. Exploring the issue of women's education in the late Rana period, Lokranjan Parajuli outlines multifaceted debates that took place during this time in his article. Initially, women were missing from formal schooling. Even when there were efforts to expand formal schooling among girls, it was primarily viewed as a complementary effort to support men and reproduce patriarchal dominance. Despite this dominant motive, Parajuli shows how young girls who got a chance to enter schools also participated in the public discourse of freedom and equality, expressing their views in the newspapers and magazines published at that time.

School education evolved with political and social change in and beyond Nepal. There are regional, national and international political context that has shaped the growth of schools. Through formal schooling, the state began to socialise children and aimed to create a common ‘Nepali’ identity. This was done through the standardisation of school textbooks and curriculum that promoted the idea of a common national identity. The state politics on school education had a differential impact across Nepal. The regions where non-Nepali speakers were predominant were highly impacted by the state-led initiatives of ‘standardisation’ and ‘homogenisation’ of curriculum and imposition of the Nepali language as a compulsory medium of communication. The experiential and descriptive account by CK Lal provides the social and political analysis of schooling and its evolution in the southern central Tarai. Lal presents a vibrant picture of how the context of school education changed with local and national political dynamics. He provides a chronological picture and discusses the role played by local elites to educate children during the early period through ‘home schooling’ to the impact of a state-led project of nationalisation of school education leading to ‘homogenisation’ and ‘standardisation’ during the Panchayat period.

While locally powerful individuals and communities took the initiative to establish most of the schools until the early decades of Panchayat they largely operated autonomously. With the phenomenal growth of schools across Nepal after the 1950s, they appeared to be sites for political consciousness. The locally managed autonomous functioning of schools was seen as a threat to the regime by the Panchayat government. The government then converted all of them to ‘national’ schools introducing new policies. The schools turned to a new political battleground. Lokranjan Parajuli in his second article engages the question of the politics of school education during the Panchayat period and argues that by converting community schools into government schools and teachers as salaried ‘government employees’ the government sought to produce citizens loyal to the nation. This deliberate attempt to control and regulate schools was furthered through the introduction of new curricula and mandatory imposition of the Nepali language as a medium of education. Despite significant political changes during the post-Rana period, the author observes that the Panchayat regime continued a controlled and regulatory approach fundamentally not different from the earlier political regime.

The Panchayat government aimed to craft citizens loyal to its regime, and therefore textbooks were designed accordingly. Among these, the history textbooks in particular were deliberately written with an aim to erase Nepal’s diverse historical context and dynamics to produce a ‘homogenous’ monolithic history. Written almost two decades ago in English and its Nepali translation has been included in this volume, Onta engages with the question of how Nepali Rastriya Itihas (the national history of Nepal) was produced and disseminated through school textbooks in the Panchayat period. With an aim to produce uncritical citizens, this article argues that the Panchayat period textbooks crafted selective Nepali ‘icons’ and historical narratives to construct a common ‘Nepali’ and ‘ bir ’(brave) history. In doing so, there was an erasure of ambivalence and contradictions. This selective, hyper-masculine bir history produced during the 1970s and 1980s has had a deep impact on the psyche of young students.

The political changes even after the 1990s did not bring any fundamental alterations in the ideas on school education as the curriculum and textbooks were largely the continuum of the Panchayat past. I recalled my high school days when my experience was exactly the same as the one highlighted in the article. Being socialised into such schooling in the first decade after the fall of Panchayat government, I hardly had any critical approach to knowledge until I joined my university-level education. The Panchayat era was quite successful in producing a large band of uncritical citizens. This continued during the democratic period too. The author concludes this article by delineating a need for a critical reflection on the impact of such distorted histories among the masses through school education.

Although a couple of articles included in the volume are published elsewhere too, it is a welcome addition to the contribution of the history of education in Nepal to regenerate new debates in a contemporary context. Not only does the book document the cultural, historical and political context in which school education evolved but also examines the various facets of it—including political events, social changes and economic conditions happening in Nepal until the 1990s. Overall, it is a valuable resource for anyone interested in the evolution and politics of school education in Nepal and South Asia.

School Education in Nepal: History, Politics and Society

Editors: Lokranjan Parajuli, Pratyoush Onta, Devendra Upreti

Publisher: Martin Chautari

Ishwari Bhattarai Bhattarai is a researcher at Democracy Resource Centre Nepal, Kathmandu.

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Nepali Essay Topics Lists | Nibandha Lekhan

Here I have put some Nepali essays (nibandha) which are frequently asked in exams:

Here are your tips to write an essay.

Here is the topic list of Nepali Essay :

1 नेपाल

2 मेरो देश

3 सगरमाथा

4 मेरो देश मेरो गौरव

5 नेपालको राष्ट्रिय झण्डा

6 नेपालको राष्ट्रिय जनवार

7 तिज

8 दशैँ

9 तिहार

10 होली

11 नेपाली चाडपर्वहरु

12 नेपालको सस्कृति

13 पुस्तकालय

14 गाउँले जीवन

15 सहरिया जीवन

16 शिक्षाको महत्व

17 मेरि आमा

18 मेरो बुबा

19 मेरो परिवार

20 मेरो मिल्ने साथी

21 मेरो विद्यालय

22 मेरो घर

23 मेरो गाउँ

24 पानीको महत्व

25 हाम्रो स्वास्थ्य

26 स्वास्थ्य नै धन हो

27 वाताबरण

28 विधार्थी जीवन

29 अनुशासन

30 विधार्थी जीवनमा अनुशासनको महत्व

31 भ्रष्टाचार

32 लोकतन्त्र

33 प्राविधिक शिक्षाको महत्व

34 विज्ञान र प्रबिधि

35 संचार प्रविधि

36 सरस्वती पुजा

37 गाईको बारेमा निबन्ध

38 कुकुर बारेमा निबन्ध

39 महिला हिंसा

40 मेरो जन्मस्थान

41 फूलबारी

42 इन्टरनेट

43 मोबाइल

44 टेलिभिजन

45 फुटवल

46 क्रिकेट

47 मेरो जीवनको लक्ष्य

48 नेपालको विकाशमा पर्यटनको महत्व

49 प्राकृतिक स्रोतहरु

50 मनपर्ने खेल

51 मनपर्ने खानेकुरा

52 नेपालको राजनीतिक अवस्था

53 वायु प्रदूषण

54 नेपालको भौगोलिक अवस्था

Also read:   मेरो विद्यालय।

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Education System in Nepal: Structure, Challenges and Solutions

Article 12 Feb 2023 19962 0

Education is a critical aspect of human development and progress, and it is no different in the case of Nepal. With a rich history and cultural heritage, Nepal is a fascinating country with a diverse population. The education system in Nepal has undergone significant changes and developments over the years, and this article aims to provide an in-depth analysis of the current state of education in Nepal.

Overview of the Education System in Nepal:

The education system in Nepal is governed by the Ministry of Education, Science, and Technology, and it is structured into primary, secondary, and higher education. The education system in Nepal is free and compulsory for children aged 5 to 16 years. The Nepalese government has made significant efforts to improve access to education, particularly in rural and remote areas, and the results have been encouraging.

Historical Background and Evolution of Education in Nepal:

The history of education in Nepal can be traced back to ancient times when the Gurukula system was prevalent. This traditional system of education was based on apprenticeship, where students would live with their teachers and learn various subjects, including religion, philosophy, and practical skills. As Nepal opened to the influence of other countries, including Britain, the education system underwent significant changes, and modern schools were introduced. As the country has maintained its sovereignty throughout history.

During the Rana dynasty (1846-1951), the education system in Nepal was confined to the ruling class, and the majority of the population was illiterate. It wasn't until the 1950s, after the fall of the Rana dynasty and the introduction of democratic governance, that the education system in Nepal began to expand. During this period, the Nepalese government made efforts to improve access to education and to provide education to all sections of the population. The education system in Nepal was further expanded in the 1960s when the government introduced a policy of compulsory education, making primary education free and compulsory for all children.

Over the next few decades, the education system in Nepal continued to evolve and expand. In the 1980s, the government introduced a policy of extending free education to the secondary level, and in the 1990s, the government established a number of universities, which helped to expand access to higher education in Nepal.

Structure of the Education System in Nepal:

Primary Education: Primary education in Nepal is mandatory for children aged 5 to 11 years, and it lasts for six years. The primary education curriculum covers subjects such as Nepali, mathematics, science, and social studies.

Secondary Education: Secondary education in Nepal lasts for five years and is divided into two stages, lower secondary and upper secondary. The lower secondary stage lasts for three years, while the upper secondary stage lasts for two years. The curriculum at the secondary level includes subjects such as Nepali, mathematics, science, and social studies, as well as elective subjects such as arts, music, and physical education.

Higher Education: Higher education in Nepal includes colleges and universities, and it is optional for students who have completed their secondary education. The higher education system in Nepal offers a wide range of programs, including bachelor's degrees in arts, science, and commerce, as well as master's and PhD programs.

Current State of Education in Nepal:

The current state of education in Nepal is a mixed picture, with both positive developments and ongoing challenges. On the one hand, there has been significant progress in increasing access to education and improving the quality of education in Nepal in recent years. On the other hand, there are still significant disparities in access to education and in the quality of education, particularly in rural areas and for children from disadvantaged backgrounds.

• Enrollment and Literacy Rates: The enrollment rate in primary education in Nepal has increased in recent years, reaching 85% in 2019, according to the World Bank. Additionally, the literacy rate in Nepal has increased from 65% in 2015 to 72% in 2019.
• Access to Education: The Nepalese government has made significant efforts to increase access to education, particularly in rural areas. Programs such as the Community Schools Program have successfully enrolled over 50,000 students from underprivileged backgrounds.
• Quality of Education: Despite progress in increasing access to education, the quality of education remains a concern. Many schools lack basic infrastructure and qualified teachers, and the quality of education received by students in rural areas is often lower than that received by urban students.
• Teacher Training and Availability: The Nepalese government has made efforts to improve teacher training and increase the availability of qualified teachers, particularly in rural areas. However, there is still a shortage of qualified teachers in many areas, and many teachers remain inadequately trained.
• Gender Disparities: Despite progress in increasing access to education for girls in Nepal, significant disparities remain. Girls are still less likely to attend school and to complete their education than boys, particularly in rural areas.

Challenges Faced by the Education System in Nepal:

Despite the progress made in recent years, the education system in Nepal still faces several challenges. One of the biggest challenges is the lack of resources, particularly in rural and remote areas, where infrastructure and facilities are limited. Another challenge is the quality of education, which is often poor, and teacher training and development are also lacking. Furthermore, there are significant disparities in access to education between urban and rural areas, and between different socio-economic groups.

Some of the major challenges facing the education system in Nepal include:

• Low Enrollment and Attendance Rates: Despite the introduction of compulsory education, many children in Nepal, especially in rural areas, do not attend school. According to the latest data from the World Bank, the net enrollment rate in primary education in Nepal was only 85% in 2019. Additionally, many children who do enroll in school drop out before completing their education.
• Poor Quality of Education: The quality of education in Nepal remains a major concern. Many schools lack basic infrastructure, such as toilets and drinking water facilities, and the teacher-student ratio is often high, leading to overcrowded classrooms and inadequate attention for individual students. Additionally, many teachers in Nepal are poorly trained, and there is a shortage of qualified teachers in many rural areas.
• Lack of Resources: The Nepalese government faces significant challenges in providing sufficient resources for the education system. The government budget allocation for education remains low, and many schools lack adequate funding for basic supplies and infrastructure. This has a negative impact on the quality of education and student outcomes.
• Inequality: Despite the government's efforts to provide education to all sections of the population, significant disparities remain in access to education and in the quality of education. Children from disadvantaged backgrounds, including those from low-income families and from rural areas, face significant barriers to accessing education, and the quality of education they receive is often lower than that of their urban peers.
• Political Instability: Political instability and frequent changes in government have had a negative impact on the education system in Nepal. This has led to a lack of consistency in policy and has hindered the government's ability to effectively implement reforms and initiatives aimed at improving the education system.

Government Initiatives and Policies to Improve the Education System:

The Nepalese government has taken various initiatives and implemented policies to improve the education system in Nepal. One of the most successful government-led initiatives is the Community Schools Program, which has enrolled over 50,000 students from underprivileged backgrounds. The program provides free education, as well as other resources such as textbooks, uniforms, and meals to students in rural areas where access to education is limited. The program has been instrumental in increasing enrollment and reducing dropout rates, and it serves as a model for other initiatives aimed at improving access to education in Nepal.

Another initiative that has been introduced in recent years is the implementation of digital classrooms in some schools in Nepal. This has not only improved the quality of education by providing students with access to digital resources and educational technology, but it has also helped to reduce the burden on teachers, who are now able to use digital tools to enhance their teaching methods.

Despite these efforts, the education system in Nepal still faces a number of challenges. One of the major challenges is the shortage of trained and qualified teachers. Many schools in rural areas lack trained teachers, which leads to low-quality education and high dropout rates. In addition, the lack of adequate infrastructure and facilities in many schools is another challenge, as this makes it difficult for students to receive a proper education.

Another challenge facing the education system in Nepal is the lack of funding and resources. The government has limited resources to invest in education, and this has resulted in a lack of investment in infrastructure, teacher training, and other resources necessary to provide quality education to students. As a result, many schools in Nepal are under-resourced and are unable to provide students with the education they need to succeed.

Despite these challenges, the future prospects for the education system in Nepal are positive. The Nepalese government has demonstrated a commitment to improving the education system, and it has taken a number of important steps towards achieving this goal. Additionally, international organizations and non-governmental organizations have been providing support and resources to help the Nepalese government achieve its goals.

Recommendations

Given the challenges faced by the education system in Nepal, it is clear that a comprehensive approach is needed to address these issues and improve the quality of education in Nepal. Improving the education system in Nepal requires a multi-faceted approach, encompassing investment in education, teacher training and support, promoting gender equality, improving the quality of education, and encouraging private sector involvement. With the right investments and policies, it is possible to build a strong and effective education system in Nepal that will provide all children with access to quality education.

Here are a few recommendations that could help to achieve this goal:

• Increase investment in education: The Nepalese government should increase investment in the education sector, to provide better infrastructure, teacher training and support, and educational materials for students. This will improve the quality of education and increase access to education for all children, especially those in rural areas.
• Address teacher shortages: The Nepalese government should take steps to address the shortage of qualified teachers, particularly in rural areas, by providing teacher training and support programs and increasing incentives for teachers to work in rural areas.
• Promote gender equality: The Nepalese government should take steps to promote gender equality in education, by providing girls with equal access to education and by addressing the social and cultural barriers that prevent girls from attending school and completing their education.
• Improve quality of education: The Nepalese government should work to improve the quality of education by implementing national curriculum standards, ensuring that all schools have adequate resources and infrastructure, and providing regular teacher training and support programs.
• Emphasize early childhood education: The Nepalese government should place a strong emphasis on early childhood education, to provide children with the foundation they need for future academic success and to help break the cycle of poverty.
• Encourage private sector involvement: The Nepalese government should encourage private sector involvement in the education sector, through public-private partnerships and other initiatives, to help provide additional resources and support for education in Nepal.

In conclusion, the education system in Nepal has come a long way since its inception, and it has made significant progress in recent years. However, it still faces a number of challenges, including a shortage of trained teachers, lack of adequate infrastructure and facilities, and lack of funding and resources. The Nepalese government and international organizations have demonstrated a commitment to improving the education system, and with the right resources and support, the future prospects for education in Nepal are bright.

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नेपाली निबन्ध : Nepali Essay

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51+ Nepali Essay Topics Lists | Nibandha Topics

Hello Dear Students, Are you searching for Nepali Essay Topics to write an essay and submit to your teacher? If so, you are in the right place. You can scroll below to list the Nepali Essay or Nibadha Topics Lists.

An essay can be short or long. It depends on the level of the student. A lower-level student is asked short and a higher-level student is asked for long essays. Essay writing skill helps the teacher to measure a student’s writing skill of a student.

Basically, there are three parts to an essay introduction, body, and conclusion. In the first introduction part, a student needs to write a basic introduction about an essay topic, explain detail in the body part, then write a summary and suggestions in the last conclusion part.

Lists of Nepali Essay Topics

We had tried to cover as much as possible Nepali Essay Topics in this article. We hope that you found this post helpful.

Please put your views in the comment box.

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Essay on Nepali Culture

Students are often asked to write an essay on Nepali Culture in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Nepali Culture

Introduction to nepali culture.

Nepali culture is like a beautiful garden with many kinds of flowers. It is a mix of traditions, values, and customs. This culture comes from the people of Nepal, a country in South Asia. It is known for its mountains, like Mount Everest, and its history.

Language and Religion

In Nepal, many people speak Nepali, but there are over 120 other languages too. Religion is important, with Hinduism and Buddhism being the most followed. Many festivals come from these religions, which people celebrate with joy.

Festivals and Food

Nepali festivals are colorful and full of life. Dashain and Tihar are the biggest ones. People eat special foods, play music, and enjoy dances. The food in Nepal is tasty and includes dishes like dal bhat (rice and lentils) and momo (dumplings).

Traditional Clothing

In Nepal, traditional clothes are worn with pride. Men wear a daura-suruwal and women wear a sari or kurta. These clothes are often made with bright colors and fine materials, showing the beauty of Nepali handwork.

Art and Music

Art and music are important in Nepal. Paintings and sculptures show stories of gods and daily life. The music is made with instruments like the madal and sarangi, creating tunes that are both happy and sad.

250 Words Essay on Nepali Culture

Nepali culture is like a beautiful garden with many kinds of flowers. It is rich with traditions, festivals, music, and dances. Nepal is a country in South Asia, home to the tall Mount Everest and many other mountains. The people living there come from different backgrounds and speak many languages, but they all share the culture of Nepal.

Festivals and Celebrations

One of the most important parts of Nepali culture is festivals. Dashain is the biggest festival where families come together, enjoy food, and children get gifts. Tihar, another festival, is when people light up their homes with candles and lamps. They also honor animals like crows, dogs, and cows. These festivals show how Nepalese people love family, nature, and animals.

Food in Nepal

The food of Nepal is tasty and unique. Dal Bhat, which is rice and lentil soup, is a common meal. Momos, which are like dumplings filled with meat or vegetables, are very popular too. The food is not just about eating; it is a way for families to sit together and share their day.

In Nepal, people wear special clothes that are part of their culture. Men often wear a dress called Daura-Suruwal and a cap named Dhaka Topi. Women wear beautiful long skirts called Gunyu Cholo. These clothes are not just for daily wear but also for special occasions to show respect to their culture.

In conclusion, Nepali culture is full of life, colors, and joy. It brings people together through festivals, food, and clothing. Even though it has many different parts, they all fit together to make the culture of Nepal special and interesting for everyone, especially for students learning about new places in the world.

500 Words Essay on Nepali Culture

Nepali culture is like a beautiful garden with many kinds of flowers. It is rich with traditions, art, festivals, and music. Nepal is a small country between China and India. Yet, it has a big heart filled with cultural treasures. People from different backgrounds live together in Nepal, sharing their customs and beliefs.

In Nepal, many languages are spoken. Nepali is the main language, but people also speak Maithili, Bhojpuri, and dozens of other languages. This shows how diverse the country is. Religion is a big part of life in Nepal. Most people follow Hinduism or Buddhism. The two religions mix in many ways, showing respect and peace among the people.

Nepal is known for its colorful festivals. Dashain is the biggest festival. It is a time when families come together, share food, and give blessings. Tihar, also known as the festival of lights, is another important celebration. People light up their homes and honor animals like dogs and cows. These festivals show the joy and kindness in Nepali culture.

Food and Cuisine

Food in Nepal is tasty and unique. Dal Bhat, a dish of lentils and rice, is eaten almost every day. Momos, which are dumplings filled with meat or vegetables, are a favorite snack. The food is not just about taste; it is also about bringing family and friends together to share a meal.

The clothes in Nepal are bright and beautiful. Women often wear sarees or a long skirt called a ‘gunyu cholo’. Men wear a ‘daura suruwal’, which is a shirt and trousers with a Nepali style. These clothes are worn with pride, especially during festivals and important events. They are a symbol of the Nepali way of life.

Music and Dance

Music and dance are important in Nepal. They tell stories of the land and its people. Traditional instruments like the ‘madal’ and ‘sarangi’ make music that touches the heart. Folk dances are performed during festivals. They are full of energy and smiles, showing the happiness of the Nepali spirit.

Arts and Crafts

Nepali arts and crafts are famous for their beauty. Paintings, pottery, and sculptures are made with great skill. Many of these items show scenes from religion and nature. They are not just things to look at; they are pieces of the soul of Nepal.

Nepali culture is a wonderful mix of people, traditions, and nature. It is like a colorful painting that tells a story of harmony and friendship. The culture is deep and alive, touching everyone who experiences it. It is a treasure that the people of Nepal share with the world, and it makes the country a special place full of warmth and beauty.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on Nepal
• Essay on Neolithic Revolution
• Essay on Gardening With Family

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Essay on My Country Nepal For Students

If there is a country’s flag that stands out among all other countries it is the flag of Nepal . Our flag is very unique and cannot be compared to other countries’ flags due to its shape. It also has a hidden meaning behind it which represents the country’s peace-loving and friendly nature, bravery, and immortal history.

My country Nepal is situated between two countries, India and China. Although it is sandwiched between international powers, conflicts have not happened between any, and peace remains. Nepal is a country of various castes and cultures. In other words, it is like a beautiful garden of flowers with people of different ethnicities and backgrounds.

My country Nepal is not only unique for its flag but also its geographical terrain, the variety of castes and cultures you can find, and the rich history of it. It is the land of various great places and important figures that people know far and wide. The temperature here spans from cool to hot and is a heaven for residing in.

There are about 126 castes in Nepal each with its own rich history and culture which makes Nepal a rich place for culture. Some dating back to the millenniums. Not only that, our country is very rich in its geographical terrain. From the lowest point of just 70 Meters from sea level to the world’s highest peak Mt. Everest (8848.86 meters) , we have temperature scales that vary from place to place. It is divided into three regions, Terai, Hilly, and Himalayas each according to their altitude and geographical differences.

Himalayan regions have high and mighty Himalayas that are breathtaking to look at. Out of the world’s top 10 highest peaks, 8 of them fall in my country. It is already a great pride to have come from such a country. The diverse flora and fauna, beautiful landscapes, lush and green jungles, historical and religious places in Nepal are enough to gather the attention of foreigners and locals too. People from all over the world pay thousands of dollars just to see our country’s snow-capped mountains, rivers, cliffs, waterfalls, other beautiful landscapes, the rich flora and fauna, and sites of great religious and historical importance. It just doesn’t end there.

📌 Read –   Essay on the Importance of English Language

Our country ranks in the top 5 for the richest in water resources. With just a small country with an area of 1,47,181 sq kilometers, it has the potential to fuel hydropower worth 2% of the entire world. It may look small in number but taking our country’s small area in context, it is a potential incomparable to all. The Terai region holds fertile land and smooth flowing waters that are excellent for farming and cultivating.

Nepal is also known as an agricultural country where 60% of the people here follow agriculture as their work. Our country also has huge historical importance. Gautama Buddha the founder and preacher of Buddhism which is practiced worldwide was also born in Nepal. Buddhism is known to preach peace and non-violence and to love everyone. King Janak is also an important figure who holds great importance to communities in Nepal.

Other personalities include Bhrikuti, Araniko, etc. Our country is also known for its bravery. Our country never has to celebrate Independence day as we were never under the rule of any other. We stood and fought against the Britans and other Mongol countries. Brave Gorkhalis were united after a long struggle and fought their way to preserve their country. The courage and bravery of Nepali people are also know world wide. Many brave Gorkhalis went to fight under countries in world wars and won various colors and medals. This brought our country so much respect that we even enjoy it for granted to date.

Although our country’s history, culture, terrains, and achievements make anyone feel proud, the power struggle for the politicians, previous kings, and presidents have made the country weak and fall in the developing country category. Our rich natural resources have not been utilized and we have fallen way behind. Corruption is widely prevalent in our country and the loans we have taken from other countries are in a large number. The amount of food and other materialistic consumption has made Nepal import more and export less.

Our country is poor but the people here are rich. This is because of the corruption and the illegal working/trading that has been done. The government has not made significant progress and the people aren’t responsible. Although I feel proud to be A Nepali, the condition of my country makes me feel bad. People should feel responsible and carry out their duties and not just complain about the government.

The government too should implement proper policies and rules and enforce them accordingly. Utilization of our natural resources should be done in an effective way and social evils such as discrimination according to castes and genders, other superstitions should be slowly removed. Centralized development should stop and we should control the people moving out to other countries with their skills that are wasted abroad. This way we can slowly develop our country.

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28 thoughts on “ essay on my country nepal for students ”.

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Orange High School junior earns second place in City Club’s Free Speech Essay Contest

• Updated: Apr. 19, 2024, 4:39 p.m. |
• Published: Apr. 19, 2024, 9:08 a.m.

Orange High School junior Lucy Campbell earned second place in the City Club of Cleveland’s 2024 Hope and Stanley Adelstein Free Speech Essay Contest (Photo Courtesy of Orange City Schools)

• Ed Wittenberg, special to cleveland.com

PEPPER PIKE, Ohio -- Orange High School junior Lucy Campbell earned second place and $750 in the 11th/12th-grade category of the City Club of Cleveland’s 2024 Hope and Stanley Adelstein Free Speech Essay Contest.

Winners were announced April 9.

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मेरो देश नेपाल बारे निबन्ध | Essay on my country nepal in nepali

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Machine learning for social impact .

The Thirty-Eighth Annual Conference on Neural Information Processing Systems (NeurIPS 2024) is an interdisciplinary conference that brings together researchers in machine learning, neuroscience, statistics, optimization, computer vision, natural language processing, life sciences, natural sciences, social sciences, and other adjacent fields. 

This year, we invite high school students to submit research papers on the topic of machine learning for social impact.  A subset of finalists will be selected to present their projects virtually and will have their work spotlighted on the NeurIPS homepage.  In addition, the leading authors of up to five winning projects will be invited to attend an award ceremony at NeurIPS 2024 in Vancouver.  

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She used Grammarly to proofread her paper. Now she's accused of 'unintentionally cheating.'

Whatever my school's rule is on artificial intelligence, i will abide by it. but the concern over grammarly makes me think of the debate over calculator use in schools from the 1970s..

Grammarly , the company that provides the eponymous grammar and syntax program, recently announced that it’s getting smarter and now offers “strategic suggestions” for its  30 million users . It might not be an innovation that helps the company.

As Grammarly gains more generative capabilities, its usefulness for students declines because it will place them at risk for unnecessary academic discipline. 

In a story that’s gone viral, University of North Georgia student Marley Stevens ended up on academic probation for using Grammarly on her criminal justice essay. Stevens said her professor accused her of “unintentionally cheating” on her academic work because she used the program to proofread her paper.

Stevens received a zero for the assignment, which she said put her scholarship at risk. Under Stevens’ TikTok video , comments indicated that she’s not the only student who’s been penalized for Grammarly use. 

Stevens’ case shows the murkier world of using artificial intelligence in schools – using it as an aid, a resource, rather than a replacement for one’s work. Until now, discussions of AI’s use in academics focused on its potential for plagiarism, the act of simply representing an AI product as one’s own work, which is admittedly indefensible.  Researchers from Stanford University say that concern is overblown. 

At my school, Deerfield Academy in Massachusetts, the use of generative AI is prohibited .

What's considered cheating may depend on your school

Grammarly hasn’t been necessarily generative in the ways we think of that type of intelligence; it couldn’t write a student’s essay like ChatGPT can. But now the “ strategic suggestions ” make the program more generative in nature – and more likely to fall under general AI bans. 

Here’s the rub, though: Many schools encourage and even pay for students to use Grammarly. It's expressly promoted in at least 3,000 educational institutions that have signed up for institutional accounts, according to Grammarly .

In Stevens’ case, the University of North Georgia promoted Grammarly on its website then removed it , then placed it on its website again. 

High school seniors need help: Why the college application process isn't adding up for students

While individual schools should be allowed to create their own policies, we are headed for a situation where what’s considered cheating is allowed at one school and not at another. Or in one course and not another.

That’s a problem because academic integrity is universal. Or at least it’s supposed to be. 

Whatever the rule is on using Grammarly, I will abide by it, but I notice that the concern over the type of assistance Grammarly provides hearkens back to the debate over calculator use in schools.

How is Grammarly different from a calculator – or autocorrect?

Back in the 1970s, some educators and parents worried that calculators might supplant math lessons . Research shows that they never did. It took 50 years, but with calculators now required in some courses and tests, we know that assistive technology doesn’t necessarily replace basic lessons – or do our work for us. 

We now prioritize agility of thought and creativity over memorization; that’s why some schools rid themselves of  spelling tests  in favor of critical thinking. 

Will my student loan be forgiven? Prepare for disappointment and hardship. Grace period for repayments expires in September.

If anything, these devices and programs allow deeper learning, mostly because they’re used by students who are well past the age of initial math functions and grammar lessons. If anything, Grammarly is a refresher on grammar lessons of years past. 

Technically, autocorrect is a form of AI , but holding its use against a student whose typos were fixed would be overkill and defeat the purpose of these programs, which were created to meet the needs of education’s evolution. 

Whether using Grammarly constitutes cheating is a multibillion dollar question that remains unanswered; it's an ethical question that intersects with school finance. Use of Grammarly might cause students to lose scholarships, and schools don’t refund tuition if a student is expelled and that student may owe student loans. On top of that are the opportunity costs of being accused of cheating.

Marley Stevens’ fight wages on, but Grammarly donated $4,000 to her GoFundMe to assist her education. 

Beyond Stevens’ case, though, technology companies that provide programs to students need to consider how making their products more generative will create more problems for students who use them. And teachers and schools that ban these programs need to consider what kind of learning they want from students.  

Ultimately – in all areas, not just education – AI is a case of making sure our technology does not outpace our integrity or call into question honest work. Otherwise, we all may be cheating. Or worse, not learning as much as we can.

William Tang is a high school junior at Deerfield Academy and serves on the school’s Honor Committee.

• climate change

America’s Young Farmers Are Burning Out. I Quit, Too

I n 2023, Scott Chang-Fleeman—a young farmer like me—put down his shovel. A post on his Instagram read, “Shao Shan Farm, in its current form, is going on indefinite hiatus.” From the outside, the burgeoning farm had the makeup of one that could stand the test of time. In reality, his experience of farm ownership was wrought with challenges.

A farmer in his late 20s, Chang-Fleeman started Shao Shan Farm in 2019 to reconnect with his roots and provide a source of locally grown heritage Asian vegetables to the Bay Area. He quickly secured a clientele and fan base—two of the greatest hurdles of starting a farm—and became the go-to for San Francisco’s high-end Asian eateries.

But after four years of creative pivots to withstand unexpected hurdles that included financial stress, severe drought, and a global pandemic, Chang-Fleeman made a choice that many young farmers are considering: to leave farming behind. Why he left and what could have kept him on the land are critical questions we must address if we are to have a sustainable and food-secure future.

The USDA Census of Agriculture reported that in 2017, nearly 1 in 4 of the 3.4 million agricultural producers in the US were new and beginning farmers. Many of these new farmers are doing exactly what it seems American agriculture needs: starting small farms. According to the most recent data from the Agricultural Resource Management Survey (ARMS) in 2019 , farms with annual sales of less than $100,000 accounted for about 85% of all U.S. farms. And though not all of these small-scale farms are necessarily organic, small farms are more likely to grow a diversity of crop types, use methods that reduce negative impacts on the climate, increase carbon sequestration, and tend to be more resilient in the face of climate change.

Read More: How Extreme Weather Is Affecting Small Farmers Across the U.S.

There has been a growing interest among younger people in recent years in sustainable and organic farming practices, as well as in local food systems. This interest has led people in their 20s and 30s to enter into small-scale farming, particularly in niche markets such as organic produce, specialty crops, and direct-to-consumer sales.

As a result, both congressional Democrats and Republicans have maintained that encouraging young people to farm is of utmost importance in ensuring the stability of our food system. But getting young people into farming may not be the problem. Keeping them on the farm may be the hardest part.

I should know. I quit too.

Chang-Fleeman got his start in agriculture right out of college, where he spent several years working at the on-campus farm. As a third-generation Chinese American, he noticed a distinct lack of Asian vegetables at local farmers markets, particularly those that were grown organically, and suspected there would be a demand should a supply exist. He started trialing some varieties, and his suspicions were quickly affirmed when samples of his choy sum caught the attention of chef Brandon Jew of Mister Jiu’s, a contemporary Chinese eatery with a Michelin star in the heart of San Francisco’s Chinatown. Jew provided some seed funds for what was to become Shao Shan Farm in 2019.

During the first year running his farm, Chang-Fleeman focused his sales on his relationships with local restaurants, while attending some farmers' markets sales to supplement income. But when the COVID-19 pandemic hit in early 2020, he lost all of his restaurant accounts overnight.

Like many farmers at that time, he pivoted to a CSA model, offering farm boxes that provide a household with an assortment of vegetables for the week.

“So literally over a night, I reworked my crop plan” he told me. “Just to get through that year, or through that season, not knowing how long [the pandemic was going to] last.”

As if a global pandemic wasn’t enough, in 2021, California entered a drought, and he lost the ability to irrigate his crops come mid-summer, which meant a hard stop for production.

“I was hoping to hit some sort of a rhythm, and every year felt a bit like starting from scratch,” Chang-Fleeman reflected.

Throughout farm ownership, he worked side jobs to compensate for the slow build of business income and the fact that he could only afford to pay himself a monthly salary of $2,000. He regularly worked 90 hours a week. At the same time, farm expenses were on the rise.

“The cost of our packaging went up like three times in one year and the cost of the produce didn't change,” he explained. “Our operating expenses went up like 30%, after COVID.”

In four short years, Chang-Fleeman experienced an avalanche of extenuating circumstances that would bring most farm businesses to their knees. But the thing that finally catalyzed the closing of his business was burnout. He relayed the experience of the exhaustion and stress building over time until he reached a breaking point. “If I don’t stop now, it’s going to kill me,” he recalled thinking.

Chang-Fleeman’s burnout reminded me of my own story. In the fall of 2018, I took what ended up being a two-month medical leave from an organic farm I managed in Northern California in order to try to try to resolve a set of weird symptoms that included dizzy spells and heart palpitations. If you know anything about farming, fall is not the time to be absent. It’s peak harvest time and the culmination of all of your work is underway. But as my medical anomaly continued to worsen, I came no closer to getting back to work. After many doctor visits, several trips to the specialist, a flurry of blood tests, and a week of heart monitoring, it took one Xanax to solve the mystery.

Read More: ‘ They’re Trying to Wipe Us Off the Map.’ Small American Farmers Are Nearing Extinction

The prolonged physical stress that I had been harboring at work had triggered the onset of panic disorder, a nervous system affliction that had led me into a near-chronic state of fight or flight mode, causing a swath of physical symptoms not typically associated with “anxiety.”

For me, this was a wake-up call. I turned to a slew of Western and naturopathic remedies to alleviate my symptoms, but ultimately, removing the stressors of farm management was the thing that allowed me to, mostly, reach a nervous system balance. Even still, six years later, I’m constantly navigating the ‘new normal’ of this diagnosis.

A pilot study conducted by agriculture researcher Josie Rudolphi and her colleagues in 2020 found that of 170 participants, approximately 71% met the criteria for Generalized Anxiety Disorder. By comparison, in the US, an estimated 18% of adults experience an anxiety disorder. Rudolphi’s work indicates that these disorders maybe three times more prevalent in young farmer and rancher populations.

This rang true as I went from farm to farm trying to figure out what so often goes wrong in a new farm operation. Again and again mental health was a through-line. Collette Walsh, owner of a cut-flower operation in Braddock, PA, put it to me bluntly: "I usually get to a point in late August or early September, where there’s a week where I just cry.”

How can we build a farming economy that helps young farmers not only stay, but also thrive on the land? The Farm Bill , a federal package of legislation that provides funding for agricultural programs, is one route. As the reboot of the Farm Bill approaches, it’s a critical time to ask these questions and advocate for policies that support young farmers and the barriers they’re facing in maintaining a long-lasting career in agriculture.

Take for instance, Jac Wypler, Farmer Mental Health Director at the National Young Farmer Coalition (Young Farmers), who oversees the Northeast region’s Farmer and Rancher Stress Assistance Network (FRSAN). The organization was established by the Farm Bill in 2018 to develop a service provider network for farmers, ranchers, and other agricultural workers that was dedicated to mental well-being. Through the network of service providers she directs, called “Cultivemos,” Wypler and her colleagues utilize a multi-tiered approach to address mental health in farming spaces. Cultivemos partners provide direct support in moments of stress and crisis as well as peer-to-peer support spaces.

An expanded (and subsidized) program that scales efforts like Cultivemos to a size commensurate with the young work force is clearly needed. But it’s only part of the picture.

“While we believe that it is important to make sure that farms, farmers, and farmworkers are getting direct support around their mental health,” Wypler explained. “We need to alleviate what is causing them stress.” 

Cultivemos works to address the structural root causes of stress which can include climate change, land prices, and systemic racism, to name a few. They focus on communities that are disproportionately harmed by these structural root causes, specifically Black, Indigenous, and other farmers of color. Finally, they seek to make this impact by regranting funding directly into the hands of these farmers.

“The way I think of regranting is that the USDA and these large institutions are the Mississippi River of funding.” Wypler says. “We’re trying to get the funding into these smaller rivers and tributaries to disperse these funds and shift that power dynamic and leadership dynamic.”

The next Farm Bill cycle will be critical in ensuring this work is continued. In November of 2023, lawmakers signed a stopgap funding bill that allows for a one-year extension on the 2018 Farm Bill. Lawmakers are currently in deliberations over the bill until September when it will be up for a vote. Young Farmers underscores the importance of the appropriations process, which is when program areas that are authorized in the farm bill are allocated funding.

Back-to-the-landism has waxed and waned throughout the last hundred years, booming in the pre-Depression years of the 1930s, dying in the war years and then storming back in the 60s and 70s. When my generation’s own farming revolution came along in the early 2000s, I was similarly swept up. I imagined when I chose to farm that the path would be lifelong. What I hadn’t accounted for, as a determined, starry-eyed changemaker, was the toll that a decade of farming through wildfires, evacuations, floods, power outages, and a global pandemic would take on my mental health.

Don’t get me wrong:  I was happy working hard with my two feet planted firmly on the land. In a better world I and people like Scott Chang-Fleeman would have kept getting our hands dirty, making an honest, if modest, living providing good and wholesome food in synch with the rhythms of the planet.

But to borrow a word from the world of ecology, being a young farmer in today’s economy is “unsustainable.” The numbers don’t work economically and, eventually, any mind trying to square this un-squarable circle is going to break. The economic, physical and mental challenges are all interconnected.

It’s hard to find an American, Republican or Democrat, red or blue state resident that doesn’t want more young hands on the land. We all rightly see agriculture as a pathway to personal fulfillment and a way to make our food supply healthier and more secure. But words and intentions can only do so much. We must answer these very real problems with very real subsidy.

If we don’t, my generation might be the last to think of going “back-to-the-land” as something actually worth doing.

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25 years later, a Columbine teacher reflects on why she stayed: “We take care of each other”

DENVER — Twenty-five years ago, Michelle DiManna sat in the math office at Columbine High School grading papers and talking to a colleague when she heard students screaming in terror.

Two heavily armed shooters had entered the Jefferson County school late in the morning on April 20, 1999, and proceeded to kill 12 of their classmates and a teacher, injuring dozens more in a tragedy that shocked Colorado and the nation.

The shooting, which ended with the two killers taking their own lives,  reshaped school security  across the United States and served as a precursor to the litany of mass killings that have taken place across the country in the decades since — so much so that the school’s very name, Columbine, remains synonymous with school shootings.

But what happened next, after DiManna fled the building with her colleagues and pupils, is also part of  Columbine’s legacy , the one that, 25 years later, both current and former employees talk about the most: the resiliency and hope that persists in a community marked by one of the deadliest school shootings in American history.

“We take care of each other,” DiManna, who still teaches math at the high school, said in a recent interview. “You don’t really leave your family after trauma — and that is what Columbine is.”

And that’s why the 53-year-old, who will retire at the end of this academic year, has spent her entire career at Columbine despite such tragedy. DiManna is one of 15 current Columbine staff members who were either employees or students at the time of the shooting.

As Jeffco Public Schools marked the shooting’s 25th anniversary, officials held a media day with Columbine and district staff earlier this month to talk about the changes to school security that occurred nationwide in the wake of the shooting, such as  lockdown drills  and the  creation of Safe2Tell , Colorado statewide anonymous reporting system for students.

Much has changed in 25 years. Those who were students at the time of the shooting  have become parents  and the pupils that now sit in the high school’s classrooms are  too young to remember the tragedy , having not been born until years later.

One thing that hasn’t changed, though, is that at 11:20 a.m. each April 20 — around the time the shooting began — former Principal Frank DeAngelis gathers at the school with families and staff to read the names of the  12 students and one teacher  who died that day: Cassie Bernall, Steven Robert Curnow, Corey Depooter, Kelly Fleming, Matt Kechter, Daniel Mauser, Danny Rohrbough, Dave Sanders, Rachel Scott, Isaiah Shoels, John Tomlin, Lauren Townsend and Kyle Velasquez.

“Columbine represents a time to remember,” said DeAngelis, who served as principal for almost two decades, and made it his mission to rebuild the school after the shooting and to help his students through the trauma.

DeAngelis retired in 2014 , two years after he fulfilled a promise he made after the attack to remain as principal until all of the students in Columbine feeder schools at the time of the shooting had graduated.

“Columbine also represents hope,” he said. “Columbine is strong.”

The day has also become  an annual day of service  where students and staff give back to the community through volunteer projects.

“The community came together and made it stronger,” said current Principal Scott Christy, adding, “I hope Columbine is a place of hope for those who have experienced tragedy.”

On the day of the shooting, DiManna was a 28-year-old in her fifth year of teaching at Columbine, a school she also graduated from in 1989.

For DiManna, the moments after she heard screaming followed like this: A teacher pulled a fire alarm to evacuate the building. Her sister, Kim, who was a senior, found her and DiManna told her to leave — but she did not do so herself until after helping evacuate the math department’s classrooms.

DiManna found her sister again outside, where they saw an injured student near a stoplight before going into a house across the street, which is where she called her husband.

Residents opening their doors to students and staff fleeing the shooting isn’t the only thing DiManna remembers. She also recalls youth ministries helping care for students in the days that followed no matter whether they were members of their churches or not.

“I don’t know how many communities could take care of kids as ours did,” she said.

At the time, the shooting at Columbine was the deadliest at a K-12 school in U.S. history. There hadn’t yet been  massacres at schools  in Newtown, Connecticut, Parkland, Florida, or Uvalde, Texas.

In other words, there weren’t many people who knew what the survivors of the school shooting experienced and how it would affect them in the years that followed. They couldn’t understand how, for Columbine survivors, routine fire drills can be a trigger, how lockdown drills can create a panic, or how each year when April rolls around, so, too, comes anxiety about what might happen, DiManna said.

That’s also why DiManna stayed at Columbine. The support that the community provides didn’t end 25 years ago, she said.

Christy, the school’s principal, checks on the staff members who were at Columbine in 1999 each time there’s another school shooting or something else happens that could upset them, DiManna said.

“We just pick each other up,” she said. “You always knew if you were having one of those days, or something happened, you had someone to talk to.”

The reason DiManna returned to Columbine after the shooting is also simple.

“I wanted to teach,” she said.

Fast heart attack care saves Spokane man from a widow-maker

In August 2022, Rick Hosmer was mountain biking in Mount Spokane State Park, one of his favorite hobbies.

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Guest Essay

We Don’t See What Climate Change Is Doing to Us

By R. Jisung Park

Dr. Park is an environmental and labor economist and assistant professor at the University of Pennsylvania and the author of “Slow Burn: The Hidden Costs of a Warming World.”

Many of us realize climate change is a threat to our well-being. But what we have not yet grasped is that the devastation wreaked by climate change comes not just from headline-grabbing catastrophes but also from the subtler accumulation of innumerable slow and unequal burns that are already underway — the nearly invisible costs that may not raise the same alarm but that, in their pervasiveness and inequality, may be much more harmful than commonly realized. Recognizing these hidden costs will be essential as we prepare ourselves for the warming that we have ahead of us.

Responsibility for mitigating climate change on the local level lies in part with public institutions not only in encouraging emissions reductions but also in facilitating adaptation. Public discourse around climate change too often misses the central role that local institutions play in this latter function, how much of the realized pain locally depends on not simply the physical phenomena of climate change per se but also how they interact with human systems — economic, educational, legal and political.

Let’s start with heat, which is killing more people than most other natural disasters combined. Research shows that record-breaking heat waves are only part of the story. Instead, it may be the far more numerous unremarkably hot days that cause the bulk of societal destruction, including through their complex and often unnoticed effects on human health and productivity. In the United States, even moderately elevated temperatures — days in the 80s or 90s Fahrenheit — are responsible for just as many excess deaths as the record triple-digit heat waves, if not more, according to my calculations based on a recent analysis of Medicare records.

In some highly exposed and physically demanding industries, like mining, a day in the 90s can increase injury risk by over 65 percent relative to a day in the 60s. While some of these incidents involve clear cases of heat illness, my colleagues and I have found that a vast majority appear to come from ostensibly unrelated accidents, like construction workers falling off ladders and manufacturing workers mishandling hazardous machinery. In California, our research shows, heat might have routinely caused 20,000 workplace injuries per year, only a tiny fraction of which were officially recorded as heat-related.

A growing body of literature links temperature to cognitive performance and decision making. Research shows that hotter days lead to more mistakes, including among professional athletes ; more local crime ; and more violence in prisons , according to working papers. They also correspond with more use of profanity on social media , suggesting that even an incrementally hotter world is likely to be a nontrivially more irritable, error-prone and conflictual one.

Children are not immune. In research using over four million student test scores from New York City, I found that, from 1999 to 2011, students who took their high school Regents exams on a 90-degree day were 10 percent less likely to pass their subjects relative to a day in the 60s. In other research, my colleagues Joshua Goodman, Michael Hurwitz and Jonathan Smith and I found that across the country, hotter school years led to slower gains on standardized exams like the Preliminary SAT exams. It may not seem a huge effect, on average: roughly 1 percent of learning lost per one-degree-hotter school year temperatures. Probably hardly noticeable in any given year. But because these learning effects are cumulative, they may have significant consequences.

And that’s just heat. Researchers are bringing to light the more subtle yet cumulatively damaging effects of increased wildfires and other natural disasters. The hidden consequences of wildfire smoke may cut even deeper than the more visible death and destruction caused by the flames. Tallying the downstream economic and health costs of smoke exposure, researchers have estimated in a not-yet-published paper that increased wildfire smoke due to climate change may cause more than 20,000 additional deaths per year nationwide by 2050. Very few of these will be officially categorized as having been caused by wildfires, because they will have been the result of the cumulative influence of worsened air quality and weakened health over the course of many weeks and months. Research now suggests that wildfire smoke can adversely affect fetal health , student learning and workers’ earnings as well.

Since even noncatastrophic climate change may be more subtly damaging and inequality amplifying than we used to think, local interventions are essential to help us prepare for the warming that is to come.

At present, our social and economic systems are not well prepared to adjust to the accumulating damage wreaked by climate change, even though much of what determines whether climate change hurts us depends on the choices we make as individuals and as a society. Whether a hot day leads to mild discomfort or widespread mortality comes down to human decisions — individual decisions such as whether to install and operate air-conditioning and collective decisions around the pricing and availability of insurance, the allocation of hospital beds or the procedures and norms governing how and when people work.

Recent research indicates that how temperature affects human health depends greatly on the adaptations that happen to be at play locally. For instance, a day above 85 degrees in the coldest U.S. ZIP codes has nearly 10 times the effect on elderly mortality relative to in the warmest ZIP codes. In other words, a string of such days in a place like Seattle will lead to a much higher increase in the mortality rate than in a place like Houston, even though both places have similar income levels. In rural India , institutional factors like access to banking may affect how many lives are ultimately lost because of heat; heat can reduce crop yields, leaving subsistence farmers dependent on financing sources to keep them afloat.

In our research of heat and learning , we found that the adverse effects of a one-degree-hotter school year are two to three times as large for Black and Hispanic students, who are less likely to have working air-conditioning at school or at home even within a given city, and are virtually nonexistent in schools and neighborhoods with high levels of home and school air-conditioning. We estimate that hotter temperatures may already be responsible for 5 percent of racial academic achievement gaps. Without remedial investments, climate change is likely to widen these gaps. With a shift in focus to these subtler social costs, we can devise and carry out more effective strategies. But right now, adaptation efforts remain highly fragmented and are often focused on more visibly salient climate hazards, like storm surges .

And, of course, an empirically nuanced understanding of climate damages makes it even clearer that reducing emissions aggressively makes cost-benefit sense not only because we want to insure against total ecological breakdown (cue “extinction rebellion” and “tipping points”) but also because the economic costs of even noncatastrophic warming may be considerable. Recent Environmental Protection Agency estimates that incorporate just some of these cumulative impacts suggest that a single ton of carbon dioxide sets in motion $190 worth of future social costs, which means that technologies that can reduce such emissions at a lower per-ton cost are most likely worth pursuing.

Climate change is a complex phenomenon whose ultimate costs will depend not only on how quickly we transition away from fossil fuels but also on how well we adapt our social and economic systems to the warming we have in store. A proactive stance toward adaptation and resilience may be useful from the standpoint of safeguarding one’s own physical and financial security, whether as a homeowner or the head of a Fortune 500 company. It may be vital for ensuring that the ladders of economic opportunity are not deteriorating for those attempting to climb its lower rungs.

R. Jisung Park is an environmental and labor economist and assistant professor at the University of Pennsylvania and the author of “Slow Burn: The Hidden Costs of a Warming World.”

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