WFH, online classes: Panicked Pak turns to Covid
The rapid move to work‑from‑home (WFH) and online classes across Pakistan has triggered a wave of anxiety among students, employees, and families. While the changes aim to protect public health, they have also highlighted deep‑seated challenges in the country’s digital infrastructure, economic stability, and mental well‑being.
A sudden shift in daily life
When the pandemic hit, schools closed their doors and many offices ordered staff to stay home. Within weeks, classrooms migrated to video‑calling platforms and corporate teams logged in from living rooms. For a nation where only a fraction of households have reliable broadband, the transition felt abrupt and overwhelming. Parents scrambled to set up makeshift study spaces, while employers struggled to keep projects on track without face‑to‑face interaction.
Several factors combine to create a sense of panic. First, the digital divide is stark: the Pakistan Telecommunication Authority estimates that less than 30 % of the population has high‑speed internet access. Rural families often rely on slow, unstable connections or share a single device among several children. Second, the sudden loss of regular income for many workers—especially those in the informal sector—has heightened financial stress. Finally, the lack of clear guidance from authorities on how to balance safety with productivity has left many feeling uncertain about the future.
Students in public schools are the most affected. Without reliable internet, they miss live lessons, fall behind on assignments, and lose the social interaction that schools provide. Teachers, many of whom received little training in digital tools, report spending extra hours preparing materials that can be accessed offline or via low‑bandwidth platforms. The result is a widening gap between urban and rural learners, a trend that could have long‑term consequences for the country’s human capital.
Businesses face a different set of hurdles. Large corporations with existing IT departments have been able to shift operations relatively smoothly, but small and medium‑sized enterprises (SMEs) often lack the resources to equip staff with laptops, secure VPNs, or reliable internet plans. According to a recent survey, more than half of SME owners said productivity had dropped since the shift to remote work. The uncertainty has also led to increased turnover, as employees seek more stable or better‑paid positions.
Mental health concerns
The combination of isolation, financial pressure, and academic setbacks has taken a toll on mental health. Health professionals note a rise in anxiety and depression, especially among young people who spend long hours in front of screens. Community clinics report higher demand for counseling services, yet mental‑health resources remain scarce outside major cities. The pandemic has forced the conversation about mental well‑being into the public sphere, but adequate support systems are still lacking.
The federal and provincial governments have launched several initiatives to ease the transition. Subsidies for broadband, distribution of low‑cost tablets to schools, and training programs for teachers are among the measures announced. However, implementation has been uneven, and critics argue that funding is insufficient to meet the scale of the problem. Some provinces have also introduced temporary wage support for workers unable to perform their jobs remotely.
Pakistan’s experience mirrors a broader global trend where rapid digitalisation has exposed existing inequalities. Countries with robust internet coverage and strong social safety nets have managed the shift more smoothly, while those with limited infrastructure face similar panic and uncertainty. The situation underscores the need for coordinated policy that addresses both technology access and socio‑economic protection.
Experts suggest that the pandemic may permanently alter work and education in Pakistan. Hybrid models—combining in‑person and online elements—are likely to become the norm once schools reopen fully. To make this work, the country will need to invest heavily in expanding broadband, training educators, and supporting small businesses in digital adoption. Failure to act could entrench current disparities and hinder economic growth.
What can individuals do?
While systemic change takes time, families can take small steps to reduce stress. Setting a daily routine, designating a quiet study area, and limiting screen time help create structure. Communities can share resources, such as lending devices or organizing local study groups that follow health guidelines. Employers can prioritize clear communication, flexible hours, and mental‑health resources to keep staff engaged.
The shift to remote work and online schooling in Pakistan has sparked widespread anxiety, revealing gaps in digital access, economic security, and mental‑health support. Addressing these challenges will require coordinated effort from government, private sector, and civil society. If handled thoughtfully, the crisis could become a catalyst for lasting improvements in connectivity, education quality, and workplace flexibility—benefits that extend far beyond the pandemic.