The COVID-19 pandemic compelled schools to shift abruptly from face-to-face teaching to remote and alternative modes of education. The present study examined the remote teaching-learning practices adopted by Government Middle, High, and Higher Secondary Schools in Education Zone Rohama, District Baramulla, Jammu and Kashmir, during the COVID-19 lockdown. The study aimed to identify the modes of remote teaching-learning, examine teachers’ and students’ perceptions, and analyse the strengths, weaknesses, opportunities, and challenges (SWOC) associated with the transition. A mixed-method research approach was adopted. A sample of 100 participants, comprising 50 teachers and 50 students, was selected through disproportionate stratified sampling from the three school levels. Data were collected through semi-structured interviews, focus group discussions, and separate information schedules. Quantitative data were analysed using frequencies, percentages, and mean values, while qualitative responses were examined through narrative analysis. The findings revealed that physical assignments were used by 100% of both teachers and students, followed by WhatsApp/Telegram (84% teachers; 78% students), community classes (82%; 82%), telephonic communication (66%; 80%), and Zoom/Google Meet (68%; 64%). Google Classroom was used by 46% of teachers and 22% of students, while YouTube videos were reported by 16% and 26%, respectively. The findings further indicated that poor Internet connectivity, limited ICT infrastructure, inadequate access to digital devices, limited teacher preparedness, and difficulties in monitoring students constrained online learning. Community/open-air classes emerged as an important localized response to these barriers. The study concludes that future crisis-responsive education should adopt an equity-oriented blended-learning model combining digital, offline, telephone-based, and community-supported approaches with improved infrastructure and teacher training.