The COVID-19 pandemic exacerbated preexisting inequities in education, disproportionately affecting marginalized communities. This mixed-methods study examines the dual burden—technological and socioemotional—borne by parents in Mizoram, India, during school closures. Survey data (*n* = 100) and parental interviews reveal that 66% faced inadequate digital access, while 45% lacked devices for multiple children, exacerbating intra-household disparities. Concurrently, 65% of parents reported severe stress from balancing educational supervision with employment, compounded by concerns over children’s mental health (34% anxiety, 67% screen addiction) and academic regression (74% feared learning loss). Despite adaptive strategies (e.g., goal-setting by 69%), systemic gaps in institutional support left parents disproportionately responsible for mitigating crisis impacts. Findings highlight how intersecting burdens of digital exclusion and caregiving strain perpetuate inequality in low-resource settings. The study advocates for policies that concurrently address infrastructure deficits and psychosocial support to enhance resilience in future disruptions.