abstract

The present study explores the multifaceted adversities faced by tribal elementary students in the district of Birbhum, West Bengal, through a case study approach. Despite numerous policy interventions and increased enrollment efforts in recent years, the educational participation of Scheduled Tribe (ST) children remains alarmingly low due to deeply entrenched socio-economic and cultural challenges. The study aims to identify and analyze the major socio-economic causes that hinder educational attainment among tribal students, including poverty, unemployment, illiteracy, exploitation, social exclusion, conservative mentality, malnutrition, and systemic neglect. Drawing on Bronfenbrenner’s Ecological Systems Theory as the theoretical framework, the research acknowledges the layered influence of family, community, governance, and societal structures on the educational experiences of tribal children. A descriptive survey design was used, and data were collected from a stratified random sample of 200 tribal students and their guardians across rural (120) and urban (80) settings in Birbhum. Tools such as a Socio-Economic Status (SES) scale and an Attitude Scale toward Education were developed and validated, with Cronbach’s Alpha values of 0.81 and 0.78 respectively, indicating high reliability. The data were analyzed using percentage analysis and mean value calculations, revealing that exploitation (83.5%) and unemployment (77.5%) are the most significant barriers to education, followed by illiteracy (55%) and untouchability (48%). The findings indicate that both structural factors and community-specific issues contribute to educational disadvantage among tribal students. The study concludes with a call for holistic and inclusive educational policies, community engagement, and locally adapted interventions to bridge the educational gap. It recommends strengthening culturally sensitive curricula, improving inter-departmental coordination, addressing poverty through livelihood schemes, and actively combating social exclusion to ensure equitable access and success for tribal learners in West Bengal and beyond.