Combat-Related Psychotic Manifestations Among Sri Lankan Army Personnel

 

Dr. D.P.D Wijesinghe and Dr. Ruwan M Jayatunge

Sri Lanka underwent a prolonged armed conflict lasting 30 years, during which many combatants ended up with severe post-traumatic reactions (Jayasinghe & de Silva, 2024). Beyond post-traumatic stress disorder, a subset of soldiers exhibited temporary psychotic reactions, and some soldiers ended up in full-blown psychosis that was directly linked to the intense combat stress encountered during warfare. This particular manifestation of psychological distress has not been extensively explored within the medical literature.

PTSD and Psychosis are two different mental health conditions, but sometimes they can overlap. There are few studies that have found direct evidence for a link between PTSD and psychosis. Psychotic phenomena may also be a relatively common manifestation in patients with chronic PTSD (Seedat et al.,2003). Morrison and team (2003) provide evidence to support the relationship between trauma and psychosis.

Stress is a significant factor in many theories regarding the origins of psychotic disorders (Holtzman et al., 2012). Extreme battlefield conditions can precipitate the onset of Brief Psychotic Disorders in some soldiers. The severe trauma encountered by military personnel during combat may result in various psychotic disorders, such as Post-Traumatic Stress Disorder with Psychotic Features, Stress-Induced Schizophreniform Disorders, and Bipolar Disorder.

Investigating combat-induced psychotic manifestations in Sri Lanka Army personnel is essential as it highlights a significant and often overlooked aspect of psychiatric trauma that conventional PTSD frameworks do not adequately address. While much of the global military research tends to concentrate on symptoms such as anxiety, hypervigilance, and depression linked to traditional PTSD, a thorough examination of these psychotic manifestations is crucial for enhancing regional public health, advancing military medicine, and ensuring long-term societal stability.

 

Brief Psychotic Disorders Following Combat Trauma

In high-stress combat situations, certain soldiers may experience Brief Psychotic Disorders, or Brief Reactive Psychosis, which is marked by an abrupt and transient emergence of psychotic symptoms. Umbrasas (2010) highlights that extreme combat stress acts as a direct precipitant for Brief Psychotic Disorder (BPD) in vulnerable soldiers. This disorder can emerge following combat trauma, resulting in a significant disruption in the brain's ability to interpret reality due to the overwhelming stress encountered in such environments.

The mental resilience of soldiers is severely compromised by combat stress, which can lead to a complete breakdown of the brain's stress response. The amygdala, which plays a crucial role in processing fear, may become overstimulated, resulting in acute panic (van Wingen et al.,2011). Simultaneously, heightened levels of cortisol and adrenaline can impair the functioning of the prefrontal cortex, hindering logical reasoning and accurate reality assessment (Arnsten, 2009). Furthermore, an excessive release of neurotransmitters like dopamine and glutamate can distort sensory perceptions (Master, 2024), complicating the soldier's ability to effectively engage with their surroundings. Consequently, this condition can result in hallucinations, delusions, disorganized speech, or catatonic behavior, with episodes typically lasting from several days to less than a month (Bashir & Ahmad, 2023).  

Corporal KJX's experience illustrates the onset of Brief Psychotic Disorder in a soldier during wartime. Following a devastating mortar attack, he witnessed the violent deaths of two fellow soldiers, an event that left him horrified as he saw their brain matter exposed. This traumatic incident triggered an acute stress reaction, leading to a psychotic episode characterized by incoherent speech and unresponsiveness to verbal commands. Additionally, he exhibited signs of agitation and disorientation, becoming confused about his environment. Subsequently, he was transported to Palali Hospital, where he was diagnosed with Brief Psychotic Disorder. Remarkably, after three weeks, he regained his normal cognitive functions.  

  

Combat Related PTSD with Psychotic Features

Research conducted by Hamner and colleagues (2000) indicates that between 30% and 40% of combat veterans suffering from chronic PTSD exhibit psychotic symptoms. The Sri Lankan war theatre has seen numerous soldiers develop post-traumatic stress disorder (PTSD), a condition that has been further exacerbated by the emergence of psychotic symptoms. 

Post-Traumatic Stress Disorder (PTSD) is strictly classified as a trauma- and stressor-related disorder, not a psychotic disorder (Friedman, 2014). The experience of severe and persistent trauma can lead some soldiers with PTSD to exhibit psychotic symptoms, a consequence of significant neurochemical and cognitive strain. This overload arises from the intense stress associated with their traumatic experiences (Arnsten, 2009). 

According to Hamner and team (1999), combat stress causes PTSD with psychotic features by triggering a profound neurobiological and chemical collapse in the brain. Chronic combat stress leads to a physical weakening and down-regulation of the medial prefrontal cortex (mPFC) and the anterior cingulate cortex (Shin et al.,2011). In the absence of the regulatory function of the prefrontal cortex, the amygdala becomes hyperactive, resulting in a constant release of adrenaline and cortisol into the nervous system (Koenigs & Grafman, 2009). Prolonged exposure to elevated cortisol levels can cause hippocampal atrophy, damaging neurons in the hippocampus, which is crucial for contextualizing and time-stamping memories (McEwen,2007). Additionally, dysregulation of dopamine can trigger a series of failures in the brain's ability to accurately process reality (Kapur, 2003).  This neurobiological breakdown can cause psychosis.

The following case study examines a Sri Lankan soldier, Corporal XLC, who participated in the Eelam War and subsequently developed PTSD with psychotic features. Having served in the operational area for several years, he was exposed to numerous traumatic combat experiences, which significantly impacted his mental health. By 2003, after more than five years of service, Corporal XLC's condition had severely declined, leading to a diagnosis of combat-related PTSD. In addition to the core symptoms of PTSD, he displayed signs of paranoid surveillance, extreme hypervigilance, and delusions characterized by feelings of depression and guilt. He also experienced traumatic replays, including auditory hallucinations of deceased comrades' voices and phantom sounds reminiscent of the battlefield, such as gunfire and helicopter sounds. On one occasion, he experienced environmental distortion, mistaking an old lorry near his residence for a Unicorn APC, a type of mine-protected personnel carrier developed by the Sri Lanka Army.

  

War Trauma and Schizophreniform Disorders

The emergence of Schizophreniform Disorder, or a complete schizophrenia-spectrum disorder, in soldiers after experiencing intense combat stress can be comprehensively explained by the Stress-Vulnerability-Sensitization Model (Stefanis et al.,2020). It is important to note that the onset of such disorders is not solely attributable to stress; rather, a pre-existing genetic predisposition is necessary (Van Os & Kapur, 2009). Extended exposure to the traumatic conditions of a combat environment can lead to lasting changes in the brain's biochemical pathways (Southwick et al.,2011). This includes dopaminergic hyper-reactivity, sympathetic overload, and a surge in cortisol levels. (Pruessner et al.,2014).  Chronic stress results in an excess of cortisol, which can inflict damage on critical brain regions such as the hippocampus and prefrontal cortex, ultimately contributing to dopamine dysregulation and the development of Schizophreniform Disorders among combatants (Grace, 2016). 

Lance Corporal PNXG's experience illustrates how combat stress can lead to Schizophreniform Disorder. As a seasoned combatant, he took part in Operation Liberation in 1987, where he encountered traumatic events, including the deaths of two fellow soldiers, which left him emotionally overwhelmed. Six months’ post-operation, he began to exhibit symptoms such as combat-themed delusions and paranoia, particularly when he saw airplanes. Additionally, he experienced trauma-echoing hallucinations, hearing the voices of his deceased platoon members, and developed a belief that his thoughts were being manipulated by the enemy to extract critical intelligence from his mind. His condition was further characterized by affective flattening and avolition, resulting in significant neglect of self-care.

 

Battle Stress and Bipolar Disorder

Clinical studies show a shockingly high presence of bipolar symptoms in heavily traumatized military cohorts. The experience of battle stress can lead some combatants to develop Bipolar Disorder due to the brain's adaptation to prolonged hyper-vigilance in active combat zones (Gordon et al., 2014).  This heightened state triggers a relentless release of dopamine and glutamate, enhancing focus, energy, and reaction times (Popoli et al.,2012). However, chronic exposure to combat stress inflicts lasting damage on the Hypothalamic-Pituitary-Adrenal (HPA) axis, which regulates the body's stress response, resulting in excessive cortisol levels in the bloodstream. Following such stress, the brain experiences significant emotional and chemical upheaval, with repeated traumatic events forging deep neurological pathways (Herman et al.,2016).  Over time, the brain becomes increasingly sensitive to stress, leading to emotional extremes that can occur without any external threat. Consequently, the internal mood-regulation system operates independently, oscillating between manic and depressive states. Additionally, sustained high cortisol levels contribute to the structural shrinkage of the hippocampus and prefrontal cortex, impairing the brain's capacity to manage emotional fluctuations and reinforcing the cycle of Bipolar Disorder (Tomaszewska & Nowak, 2025). 

Sargent BCX dedicated 12 years of service in the Army, primarily in operational areas, where he encountered gruesome battle experiences that significantly affected his mental health. This exposure led to a complex psychological profile characterized by severe mood fluctuations, marked by episodes of both manic and depressive phases. During the manic phase, he displayed explosive rage, restlessness, and grandiose beliefs. Conversely, in the depressive phase, he suffered from emotional numbness, survival guilt, social isolation, and suicidal thoughts.

 

Concluding Thoughts

A considerable number of military veterans from Sri Lanka endured extended deployments, often lasting as long as ten consecutive years, in intensely active operational areas located in the North and East during the protracted Eelam War, which spanned three decades. This prolonged exposure to combat situations has led to a significant prevalence of combat-related stress among these soldiers, with some experiencing severe psychotic manifestations directly linked to their wartime experiences. These psychotic disorders represent a particularly complex and serious form of trauma, arising from encounters with traumatic events that are far removed from typical human experiences. It is important to be vigilant not to miss psychotic symptoms in soldiers presenting with PTSD as early treatment directly improves long-term recovery and reduces symptoms by shortening the duration of untreated psychosis.

  

(Dr. D.P.D. Wijesinghe serves as a consultant psychiatrist and is also a visiting lecturer at the University of Wayamba) 

References

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Bashir, A., & Ahmad, M. (2023). Brief psychotic disorder. Stat Pearls Publishing.

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Hamner, M. B., Frueh, B. C., Ulmer, H. G., & Arana, G. W. (1999). Psychotic features and illness severity in combat veterans with chronic posttraumatic stress disorder. Biological Psychiatry, 45(7), 846-852.

Hamner, M. B., S. Robert, & Frueh, B. C. (2000). Psychotic symptoms in posttraumatic stress disorder: A distinct phenotype. The Journal of Clinical Psychiatry, 61(1), 30–40.

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Jayasinghe, N., & de Silva, V. (2024). Exploring the effects of the past civil war in terms of the prevalence and associating factors of PTSD. Sri Lanka Journal of Psychiatry, 14(2).

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Stefanis, C. N., Panagiotakos, D., Smyrnis, N., Charsou, M., & Stefanis, N. C. (2020). The diathesis-stress model in the emergence of major psychiatric disorders during military service. European Psychiatry, 63(1), e40, 1–7. doi.org.

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Cross-Examining Milgram's Obedience Study and the Story of Angulimala

 

Dr. Ruwan M Jayatunge

It is essential to highlight the parallels between psychologist Stanley Milgram's 1961 research, "Behavioral Study of Obedience," and the story of Angulimala found in Buddhist literature.

Milgram's research shows how far ordinary individuals will comply with an authority figure, even at the expense of an innocent person. In his experiment, a participant, referred to as the Teacher, was paired with an actor playing the Learner, while a researcher in a lab coat acted as the Authority Figure.

The Teacher was instructed to deliver increasingly severe electric shocks, ranging from 15 to 450 volts, to the Learner for each memory error made, despite the Learner's simulated cries of pain. The researcher exerted pressure on hesitant participants to continue administering shocks through standardized verbal prompts.

Ultimately, 65% of the participants proceeded to deliver the maximum, potentially fatal shock of 450 volts, highlighting the alarming ease with which ordinary people can follow harmful directives from authority figures.

The Milgram experiment focuses on the concept of obedience to authority, leading psychologist Stanley Milgram to formulate the agentic state theory. This theory elucidates how ordinary individuals can engage in cruel actions when directed by an authority figure.

From a young age, individuals are conditioned to comply with legitimate authorities, such as teachers, law enforcement officers, or scientists, under the belief that these figures possess greater knowledge or the right to issue commands. When individuals are assured that they will not face personal consequences for their actions, their internal moral constraints diminish.

The narrative of Angulimala serves as a compelling historical example that parallels the Milgram experiment, highlighting the profound and often tragic consequences of uncritical obedience to authority.

In Buddhist texts, the character Ahiṃsaka, who later becomes known as Angulimala, undergoes a profound transformation from a promising and serene student to a notorious serial killer. This drastic change occurs as he relinquishes his moral compass to a corrupt authority figure, his teacher. Driven by jealousy and ill will, the teacher imposes an outrageous demand for a Dakshina (teacher's fee), requiring Ahiṃsaka to collect the right pinky fingers of 1,000 individuals.

Similar to the individuals involved in Milgram's experiment, Angulimala initially harbored no desire to inflict harm. However, his profound commitment to honoring his teacher led him to enter an agentic state, perceiving himself merely as a tool carrying out his guru's directives, which allowed him to momentarily overlook the horrific reality of having killed 999 people.

Angulimala found himself ensnared by deep cultural imperatives of loyalty and duty, believing that fulfilling his teacher's wishes was essential for his spiritual advancement, which ultimately suppressed his inherent compassion until the Buddha intervened to disrupt this psychological cycle.

The striking similarities between Angulimala's narrative and Stanley Milgram’s obedience studies highlight significant flaws in human psychology when subjected to dominant social influences, despite the two stories being separated by more than two thousand years. Both cases illustrate how easily an individual's moral compass can be compromised by authoritative social structures, as participants in the Milgram experiment and Angulimala underwent a significant transformation from autonomous moral agents to passive instruments of authority.

This unthinking compliance was driven by the formidable status of the authority figures—whether a contemporary scientist in a lab coat or an ancient, revered spiritual leader. To reconcile their actions, both groups deflected personal guilt by attributing moral responsibility to the commanding figure, yet neither found solace in their actions; both experienced profound inner turmoil and psychological distress while carrying out their orders. Ultimately, both narratives depict a gradual descent into cruelty, whether through the incremental increase of electric shocks or the progressive desensitization to murder.

The major conclusion shared by both the Milgram study and the Angulimala story is that human morality is highly vulnerable to social structures, and ordinary, good people can easily be driven to commit horrific atrocities when they blindly surrender their conscience to an authority figure.

 

 

 

 

Lost in Pink Floyd’s Time

 

I was listening to Pink Floyd’s song "Time,"
Swept away by a cosmic, sonic rhyme.
I felt that Time is eternal, vast and deep,
A steady promise the universe must keep.

Time is not a healer; it offers no warm embrace,
It leaves no comfort in its endless chase.
Instead, Time is ticking, sharp and clear,
Ticking away the moments we hold dear.

Time is a rapid passage of life, a rushing stream,
Washing away the colors of our youth's dreams.
Yet Time creates years of empty routines,
Fading our spirits behind dull, quiet screens.

These habits give us the illusion of endless Time,
Making us think we are forever in our prime.
But suddenly you wake up, the day is almost through,
And you realize Time has got behind you.

The ticking clocks ring out, no longer far away,
Chasing the remnants of the fading day.
For Time demands to be in the present moment, loud and clear—
Wake up and live, before the song disappears.

by Ruwan M Jayatunge 

Music Beyond Color; Harmonizing My Youth With George Benson

Listening to George Benson last night transported me down memory lane, recalling my first encounters with his music in the early 1980s when I was still a schoolboy. After high school, I found a part-time job at the Sri Lanka Broadcasting Corporation, where I fondly remember Anthia Peris Flambert, married to a Jamaican, playing Benson's music on air. Albums like "Gressing Inflight," "Living Inside Your Love," and "Weekend in LA," and I immediately fell in love with his music. I have long admired Benson's ability to harmonize his vocals with his guitar. I cannot substitute a musician who has that kind of musical and vocal talent. My appreciation for his music even led to a friendship with a medical student from Zimbabwe in Ukraine, who shared my enthusiasm for Benson's work, and we often celebrated with music and dance during our weekend gatherings. We played Benson's "On  Broadway" at our wild parties. While in the USA, I encountered many African Americans who expressed their admiration for Benson, though I sensed some insincerity in their appreciation, as if their admiration stemmed solely from his race rather than his musical ability. I found this admiration absurd and disrespectful to Benson's legacy. Conversely, I have met numerous white folks in the UK, Australia, and Canada who genuinely cherish his music, reinforcing the idea that George Benson transcends racial and cultural boundaries. His music is a universal treasure, belonging to everyone, and it deeply saddens me to think of the tragedies he has faced, particularly the loss of his children, as it seems cruelly unjust for someone of his talent and character. Benson is a legend, and his music is immortal. 

Dr Ruwan M Jayatunge 

The Final Lesson

  

 

Dr. Ruwan M Jayatunge 

Mrs. Rita, a retired teacher and widow, resided alone in an annex following her husband's passing. Her husband, a police officer with a diverse career, enjoyed a brief retirement of only five years. One morning, he mentioned to his wife that he was experiencing mild chest pain but refused her suggestion to go to the hospital. Instead, he requested a cup of tea sweetened with natural bee honey, which he consumed before lying down. Tragically, within a few hours, he passed away in his sleep.

Following her husband's passing, Mrs. Rita felt a profound sadness that compelled her to leave their town. She relocated to a quieter provincial area, where she rented an annex and chose to live alone. While she received a pension, she found fulfillment in conducting tuition classes for children, which helped alleviate her feelings of isolation and monotony.

She was an exemplary and compassionate teacher, earning the admiration of both parents and students alike. Her innovative teaching methods set her apart, leading to her recognition as a highly effective tutor in the community. Specializing in fifth grade, she concentrated on preparing her students for the crucial grade -5 scholarship exam, which many parents viewed as a vital opportunity for their children to gain admission to prestigious schools.

Numerous students from her previous classes successfully passed the scholarship exam, leading to a rapid spread of her reputation. Initially, she offered private tutoring just once a week. However, as her popularity surged, the demand for her classes increased significantly, prompting her to expand her schedule to two sessions daily from Monday to Saturday, reserving Sundays solely for rest. On Sundays, she engaged in special cooking and completed her laundry.

Her routine from Monday to Saturday is quite consistent. She typically rises at 6 a.m., listens to the radio, and prepares her breakfast, which usually consists of cereal accompanied by fruit. Following her meal, she dedicates time to reading the newspapers. At around 10 a.m., her day servant arrives to handle cleaning duties and prepare lunch. By 1 p.m., she enjoys a meal primarily made up of rice and vegetables, occasionally including chicken or fish. The servant departs by 2 p.m. to attend to another household, after which Mrs. Rita takes a brief nap, waking up at 3:30 p.m. She begins her first class at 4 p.m., which lasts for two hours, concluding at 6 p.m. During a half-hour break, she relaxes with a cup of tea before her second class starts at 6:30 p.m. and continues until 8:30 p.m. She has dinner by 9 p.m., often consisting of bread and butter along with some leftovers, after which she unwinds by watching television. She typically retires for the night around 11 p.m.

Mrs. Rita maintained a generally good state of health, experiencing only occasional mild backaches for which she utilized painkillers. She regularly attended biannual medical checkups, during which she was consistently deemed healthy and free from significant complications. Her active lifestyle, coupled with a stress-free routine, contributed positively to both her mental and physical well-being.

Teaching became her lifelong passion. She used simple examples when explaining the subject material to her students.  She dedicated particular attention to those who learned at a slower pace, consistently motivating them to achieve their full potential.  Initially, she began her classes with just five students, conducting lessons at her dining table. As the number of students increased, she decided to purchase a few long wooden tables and benches. With a spacious living room capable of accommodating nearly 40 students, she transformed the space into a classroom. While the students focused on their studies inside, their parents patiently waited on the veranda or in the garden.

The annex where she resided featured a spacious living room, a bedroom equipped with a small washroom, and a kitchen. The veranda was remarkably large, accommodating up to ten people comfortably. Furnishings were minimal, with her television located in the bedroom. This annex was situated next to a larger house owned by a young couple who infrequently occupied it, leaving the main residence mostly locked. The property boasted a sizable garden where Mrs. Rita cultivated flowers. Although her nearest neighbours were somewhat distant, the neighborhood was peaceful and free from safety concerns.

Mrs. Rita enjoyed a stable financial situation, benefiting from both her pension and a steady income from her tuition classes. Her living expenses were modest, primarily covering rent, electricity, food, and other minor costs, allowing her to live comfortably. Without children of her own, she took on the responsibility of supporting her sister's family, whose husband struggled with alcoholism and failed to contribute financially. This situation placed a burden on her sister, who had to provide for two children and their educational needs. Therefore, Mrs. Rita regularly sent financial assistance to her sister, which constituted her most significant expense, reflecting her commitment to her sister's children and their education.

Mrs. Rita seldom ventured outside, preferring to remain at home where her day servant would deliver the necessary provisions, requiring only her payment in return. Each month, she made a trip to town to collect her pension, send money to her sister, and engage in some shopping. Due to her commitment to tuition classes, she infrequently visited relatives or friends. Once a month, she would hire a cab to visit her sister, who resided 50 kilometres away, but she always returned to her annex the same day without staying overnight. Occasionally, an old friend or relatives of her deceased husband would visit her, typically on Sundays, ensuring that their presence did not interfere with her classes.

Mrs. Rita found great joy in teaching children, which evolved into her true passion. She never felt constrained by her work; instead, it provided her with a sense of meaning and purpose in life. She dedicated her time to nearly fifteen to twenty children from low-income families, choosing not to charge them for her services. Her commitment earned her respect within the community. While her connections with neighbors were limited, she was well-known among many residents.

Mrs. Rita garnered much admiration for her meticulous care of the garden, dedicating time to plant an array of beautiful flowers. Occasionally, the parents of her students would present her with rare and exquisite plants, further enhancing the garden's charm. Engaging in gardening once or twice a week not only provided her with a form of physical exercise but also contributed to the garden's elegant appearance, much to the delight of the landlord and his wife. They would visit the main house monthly, spending a few days there to collect rent from Mrs. Rita, during which the landlord's wife consistently praised the garden's upkeep. In addition to her gardening efforts, Mrs. Rita also took great care to maintain the cleanliness and tidiness of the annex. The landlord and their friends often remarked on how fortunate they were to have such a perfect tenant, who not only kept the house and garden in pristine condition but also consistently paid her rent on time.

The examination period proved to be particularly demanding for Mrs. Rita. To support struggling students, she often conducted additional evening classes, which frequently extended until 9 PM. On occasion, a parent would arrive with their child after 9 PM, seeking her assistance with challenging mathematical problems or questions from previous exam papers. Mrs. Rita consistently accepted requests for accommodations and provided unwavering support to her students. Following the release of exam results, both students and their parents expressed their gratitude during visits to her. These interactions brought her great joy and reinforced her sense of fulfillment in her role as an educator.

The introduction of a new syllabus and additional subject material for the Grade 5 scholarship exam by the Education Department posed significant challenges for many students. In contrast, Mrs. Rita welcomed these necessary changes, utilizing her teaching expertise to clarify the more complex aspects of the curriculum. Her patience, calm and kind demeanour, and thorough explanations enabled her students to grasp the difficult and challenging elements of the material effectively.

In the weeks leading up to the exam this year, she significantly increased her efforts by organizing additional classes. Both students and parents demonstrated enthusiasm, consistently arriving on time for these sessions. Mrs. Rita dedicated herself to providing extra support to her students.

A week prior to the examination, she conducted her last class of the academic year, aiming to provide the students with study leave to adequately prepare. During this final week, she focused her attention on those students who were struggling or required additional clarification on the study material, as well as those who faced difficulties with questions from past exam papers.

In the final class of the year, students shared tragic news regarding a mother and daughter who lost their lives in an accident while en route to Mrs. Rita’s class. The two were attempting to cross the road when they were struck by a bus, resulting in their immediate deaths.

Upon receiving the news, Mrs. Rita felt a profound sense of shock and sadness, yet she struggled to recall either the student or the mother associated with the incident, despite having no memory issues. With nearly 480 students under her instruction, it was understandably challenging for her to remember each individual by name. Nevertheless, she expressed her sorrow regarding the tragic accident, prompting the class to take a few moments to discuss the victims before redirecting their attention back to their studies.

The next day, her domestic servant delivered further information regarding the tragic accident that claimed the lives of a mother and her daughter. The aide reported that the bus driver was under the influence of alcohol, and as both the mother and daughter attempted to cross the street at the designated crosswalk, the vehicle struck them. The police apprehended the driver, and the community expressed outrage over the terrible incident.

Mrs. Rita possessed profound wisdom and a deep spiritual insight, which shaped her understanding of life and death. The loss of her father during her childhood left a significant void, leading to years of grappling with grief. Following the death of her husband, she experienced renewed sorrow, prompting her to reflect on the nature of death and the intentions of a higher power. Despite her contemplations, she struggled to find definitive answers to her existential questions.

The mystery surrounding death and dying weighed heavily on her mind, prompting a reluctance to delve deeply into the subject. She came to understand that death is an unavoidable aspect of life, a fate that ultimately befalls everyone. However, the untimely passing of this young girl struck her as a profound tragedy, leaving her grappling with the complexities of existence, mortality, and the divine forces that shape the world.

The evening before the exam, a few students sought assistance, prompting her to clarify the challenging concepts they faced. After their departure around 8 PM, she intended to have dinner and retire early for the night. As the weather turned, with signs of rain and a gentle breeze, she secured the windows and headed to her bedroom. However, at approximately 9:30 PM, a knock at the door piqued her curiosity, leading her to find a female student in need of urgent help. The student, accompanied by her mother, expressed difficulty with a particular question requiring mathematical, linguistic, and logical reasoning. With a polite request for understanding, the student’s mother asked for her assistance, apologizing for the late hour.

Initially, Mrs. Rita felt a little annoyance at the visitors, but she soon recognized the student's need for assistance. So, she graciously invited the mother and daughter into her home. As the rain began to pour more heavily, she closed the main door. While the mother settled onto a settee, Mrs. Rita directed the student to the dining table. The girl opened her books, revealing past papers with certain questions circled in red ink. Mrs. Rita then proceeded to explain each question methodically, addressing them one by one.

The rain escalated into a thunderstorm, with heavy droplets pounding against the roof, producing a resonant sound that permeated the environment. The thunder rolled ominously, and intermittent flashes of lightning brightened the area, challenging her ability to concentrate on her work.  Despite the unsettling conditions, she remained steadfast, meticulously providing her explanations and responding to the questions posed by the student.

Suddenly, a blinding flash of lightning illuminated the room, followed by a loud clap of thunder that caused the lights to go out, plunging the house into complete darkness. The darkness blanketed the entire home, but fortunately, Mrs. Rita managed to locate a box of matches hidden within a vase on the dining table. Using the faint glow of a match, she successfully found a candle and lit it, bringing a small measure of light to the otherwise pitch-black surroundings.

The dim light from the candle was insufficient, yet she managed to proceed with her task. She presented a mathematical problem to the student and asked her to solve it. As the student focused on writing her answer, Mrs. Rita looked at the student's face and noticed her pale complexion and the mud-stained clothes. Initially, she speculated that the girl might have fallen on her way and considered inquiring about it with her mother.

The mother, seated several meters away, was dressed in a white saree.  As Mrs. Rita observed the child's mother, she became acutely aware of the woman's trance-like stare directed at her. This unsettling gaze, devoid of any vibrant human emotion, resembled dull, clouded glass, leaving Mrs. Rita feeling uneasy. The mother's pupils were wide and unblinking, creating an impression that her gaze could penetrate right through Mrs. Rita. The profound stillness emanating from the woman heightened Mrs. Rita's sense of apprehension.

Mrs. Rita detected an unusual odour that initially eluded her understanding. Upon closer scrutiny, she recognized that the scent bore a resemblance to that of a funeral home, characterized by a blend of floral notes and the distinct aroma of polished wood.

The woman continued to fix her gaze on Mrs. Rita.  Mrs. Rita felt frightened to look at the student's mother directly in the eye.

A sudden wave of fear washed over her as she turned her eyes toward the child. The girl was not writing; instead, she stared intently at the paper, her eyes mirroring her mother's intense focus. Although she held the pen, no words were being inscribed. Mrs. Rita noticed the child wasn't blinking, which heightened her apprehensions.

The living room was shrouded in lightning and darkness, lit only by the faint glow of a candle that cast a ghostly pallor over the scene. The student's mother was draped in a white saree.  She was holding an object that at first appeared to be a handbag. However, upon closer inspection, it became clear that it was a bouquet, typically placed in the hands of the deceased by undertakers. The woman dressed in a white saree bore a striking resemblance to the funeral attire. The sight of her mother’s pale, bloodless skin, combined with the unsettling scent of embalming fluid mingling with floral and varnish odours, instilled a deep sense of dread in Mrs. Rita.     

Paralyzed by fear and shock, she found herself unable to flee, her body frozen in place. The flickering candlelight created a dim illumination, casting spooky shadows on both their faces, rendering them statuesque; the mother gazed intently at Mrs. Rita while the child remained silent and motionless, fixated on the paper before her.

Mrs. Rita's mind raced with questions as she confronted the unsettling presence in her home. She wondered if these figures were the mother and child who had tragically perished in a road accident, their funeral having taken place just the day before. The thought of their spirits visiting her filled her with dread, especially as the relentless rain poured outside, isolating her from any potential help. With no neighbors nearby to call for assistance, she felt trapped; the thunder and heavy downpour muffled her voice, rendering her cries for help futile. Although her instinct urged her to flee to her bedroom and secure the door, a paralyzing fear gripped her limbs, leaving her unable to move or take action.

She was terrified to glance at either the mother or the child, fearing that one of them might raise their heads and approach her. The candle was nearing its end, and soon the room would be engulfed in complete darkness. It was an unsettling experience to be seated next to these two ghostly figures. Summoning her courage, Mrs. Rita hurriedly stood up and dashed toward her bedroom. In her haste, her leg struck a stool, causing it to topple over, but she felt no pain; her only focus was to reach her room and secure the door. She was too frightened to look back, anxious that the mother and daughter might follow her.

She entered her bedroom, locked the door, and positioned herself near it. The darkness covered the space, with intermittent flashes of lightning illuminating the room's contents. Her heart pounded, and beads of sweat formed.  She clutched the door tightly, attempting to prevent any forceful intrusion.

Moments later, a tapping resonated from her bedroom door, intensifying her fear to an overwhelming level. A ghostly voice urged her to open the door, stating, "Madam, please open the door; we are running late." The tone was unsettling, resembling a hollow, fragmented echo accompanied by a disconcerting friction. It emitted multiple jagged frequencies, creating an eerie effect as it was articulated in two distinct pitches simultaneously.

A subsequent tapping on the door was heard. "Teacher, I have completed the paper; please open the door," the child announced. Similar to her mother, the child's voice possessed a displaced echo with rhythmic distortion and elongated sibilance. The girl's fragmented, brittle hoarseness, accompanied by a rasp reminiscent of a glass harmonica, compelled Mrs. Rita to cover her ears. Despite Mrs. Rita's attempts to shield her ears, the girl's voice penetrated directly to the core of her eardrum. At that precise moment, Mrs. Rita experienced a heart attack and collapsed to the ground.

The following morning, the day servant arrived to find the front door closed but unlocked. Upon entering the living room, she noticed a stool that had been knocked over, which was unusual for Mrs. Rita, a woman known for her delicate nature. Concerned for her well-being, the servant realized that the bedroom door was also locked, a departure from the norm, as Mrs. Rita typically awoke early to read the newspapers. After knocking on the door without receiving a response, the servant became alarmed, fearing that Mrs. Rita might be seriously ill and unable to move. In a state of panic, she rushed to the neighbours to seek help.

The neighbours came, and they knocked persistently on Mrs. Rita's bedroom door, calling her name, but received no response. Concerned, they decided to force the door open, breaking the lock in the process. Upon entering, they were dismayed to find Mrs. Rita lying on the floor, her body cold, indicating that she had been dead for several hours. One of the neighbours quickly went to notify the police about the situation. Meanwhile, the servant, overcome with grief, began to sob, while other neighbours gently lifted her body and placed it on the bed.

The Police, accompanied by a doctor and he confirmed the victim's death. Subsequently, the Police officers conducted a thorough examination of the vicinity in search of any evidence pertinent to the case. They took statements from both the servant and nearby residents. Despite their careful investigation of the living room and the entire house, they overlooked several mud-stained books and an old examination paper that lay on the dining table.