The issue of government-run schools in Jammu and Kashmir operating with zero or extremely low student enrollment is a complex problem within the education system. Despite the closure of thousands of public schools due to such circumstances, at least 119 schools with no student enrollment are still functioning in the union territory as per recent reports in the media. The reasons behind this situation are deeply rooted in demographic, administrative and socio-economic factors, all of which need to be examined to understand the broader implications. One of the primary reasons for the declining enrollment in government schools is the growing preference for private schools among parents. Private institutions are often perceived to provide better quality education, infrastructure, and teacher commitment compared to government schools. This perception has led to an exodus of students from public schools, particularly in urban and semi-urban areas where private schools are more accessible. Parents are increasingly willing to invest in their children’s education in private institutions, even if it means incurring higher costs. Another factor could be the declining population in certain areas due to migration. Many families in rural and remote regions have relocated to urban centers or townships in search of better livelihoods and opportunities. Despite the absence of students, these schools continue to function, with teachers being posted to institutions with no enrollment. This highlights a lack of proper monitoring and planning within the system. The presence of 238 teachers in schools with zero students is indicative of administrative negligence and a failure to address ground realities. Furthermore, the pupil-teacher ratio in Jammu and Kashmir, at 1:16 against the prescribed norm of 1:30, suggests an imbalance in resource distribution, with some schools being overstaffed while others remain understaffed. The process of merger of schools with low enrollment into nearby institutions often faces logistical challenges, including the feasibility of students traveling to the merged schools, particularly in remote and hilly areas. This has left many schools operational despite their redundancy, as the practicalities of merging them have not been fully addressed. Socio-economic factors also play a role in the declining enrollment in government schools. Poverty and lack of awareness about the importance of education in some communities have led to high dropout rates. Additionally, the quality of education in government schools, often hindered by inadequate infrastructure and lack of motivation among teachers, has further eroded public confidence in the system. The closure of over 4,400 government schools and the subsequent reduction in the total number of public schools by nearly 30% in the primary category is a stark reminder of the challenges faced by the education sector in Jammu and Kashmir. While the merger of schools aims to optimize resources and improve efficiency, the presence of 119 schools with zero enrollment calls for a more comprehensive approach. The education department must focus on better planning, resource allocation, and addressing the root causes of declining enrollment. The education department must also conduct regular audits to identify and address inefficiencies.