Unravelling the Socio-Economic, Gender and Accessibility Dimensions of School Dropout in Udalguri, Assam

Abstract

This study explores how school dropout unfolds in Udalguri district of Assam, focusing on economic vulnerability, gender, community background, school accessibility, parental support and government educational assistance. Using a descriptive cross-sectional design, the study drew on data from dropout respondents, currently enrolled students, teachers and parents/guardians, selected through a non-probability sample. Data were analyzed using frequencies, percentages and cross-tabulations. Among students who had dropped out, financial difficulty was by far the most commonly cited reason (95.0%). Long distance to school (45.0%) and household responsibilities (20.0%) were also important, while smaller proportions reported the need to support family income or work (12.5%), poor academic performance (10.0%), early marriage (7.5%) and lack of interest in studies (5.0%). Most dropout respondents had last attended upper primary (40.0%) or high school (30.0%), and 57.5% had been out of school for more than three years. Distance-related barriers were more common among ST respondents than among General-category respondents, and early marriage was cited only by female respondents. Even though currently enrolled students and parents reported strong parental encouragement and good access to basic educational benefits, frequent absence, shortages of learning materials and long periods out of school were still common among students who had dropped out. The findings suggest that in Udalguri, dropout arises from the interplay of economic, spatial, household, gender and institutional constraints, not simply from low educational aspiration. To improve retention, policies should combine livelihood-sensitive support with transport and transition assistance, gender-responsive measures and regular follow-up of students at risk of dropping out.