Socio-economic Determinants of Educational Dropout among Tribal Students: A Study of Madarihat-Birpara Block, Alipurduar District

Abstract

This study explores the socio-economic determinants of educational dropout among tribal students in the Madarihat-Birpara Block of West Bengal, where high dropout rates remain a pressing concern. Using a mixed-methods approach, data were collected from 50 tribal students through structured questionnaires, along with interviews of parents and teachers to capture diverse perspectives. The findings reveal that poverty, family responsibilities, cultural marginalization, and inadequate educational infrastructure are the primary drivers of dropout. Gender disparities are evident, with boys often leaving school for agricultural or wage labour, while girls face household duties, sibling care, and early marriage. Class distribution data shows that most students are concentrated in Classes 5–8, but dropout accelerates after Class 8, making secondary education the most fragile stage. Family responsibilities (38%) and financial constraints (26%) emerge as the leading causes, followed by poor academic performance (22%) and lack of interest in studies (14%). Teachers highlight language barriers, absenteeism, and the absence of culturally sensitive pedagogy as further challenges. The study concludes that dropout is a systemic issue rooted in socio-economic insecurity rather than individual choice, and recommends financial assistance, culturally inclusive curricula, parental engagement, and vocational support to ensure sustainable education for tribal students in Madarihat-Birpara.