Author: Madhu Kumari
DOI Link: https://doi.org/10.70798/PP/020300050
Abstract: Education is recognized as a fundamental right and a main driver of social and economic empowerment. However, tribal communities in India, including the Mahali tribe, continue to face significant barriers to school participation, especially in rural areas. This study explores these barriers using a qualitative approach based on secondary data from government reports, policy documents, and existing research. The findings highlight that while education policies aim to promote inclusion and equity, structural and socio-cultural challenges limit the participation of Mahali tribal students in schools.Secondary data reveals that poverty, lack of infrastructure, and limited access to quality schools are major obstacles. Many Mahali families struggle with economic hardships, which often force children into labor or household responsibilities instead of attending school. Inadequate school facilities, long distances to educational institutions, and poor transportation further discourage regular attendance. Teacher shortages and lack of culturally sensitive pedagogy also contribute to low engagement, as tribal students often feel alienated in mainstream classrooms.Socio-cultural factors play an equally important role. Early marriage, gender bias, and traditional livelihood practices often conflict with formal schooling. Language barriers also create difficulties, as many Mahali students speak local dialects that are not used in classroom instruction. These challenges result in high dropout rates and irregular attendance, limiting the educational opportunities available to the community.Despite these barriers, opportunities exist through government schemes, community-based interventions, and non-governmental initiatives that aim to improve access and retention. Programs such as mid-day meals, scholarships, and residential schools have shown positive impacts, though their reach remains uneven. The study concludes that addressing barriers to school participation among Mahali tribal students requires a holistic approach that combines infrastructural development, economic support, culturally relevant pedagogy, and active community involvement. By doing so, education can become a meaningful tool for empowerment and social inclusion for the Mahali tribe in rural India.
Keywords: Mahali Tribe, School Participation, Rural Education, Barriers to Education, Tribal Students, Dropout Rates, Socio-Cultural Challenges.
Page No: 394-401