Asian Journal of Education and Social Studies

This study examined the status and determinants of secondary education among tribal students, focusing on school attendance, dropout intentions, academic performance, socio-economic characteristics, school facilities and government support. A descriptive survey design was employed, involving 150 students enrolled in Classes IX and X in selected tribal regions. Data were collected using questionnaires, interview schedules, school-related observations and secondary records, and were examined using descriptive and reported statistical analyses. Of the respondents, 73.3% attended school regularly, while 26.7% attended irregularly. Thirty per cent reported an intention to discontinue schooling. Half of the students obtained academic scores between 50% and 75%, while 30% scored below 50% and 20% scored above 75%. Regarding family background, 40% of parents were reported to be illiterate, and 43.3% of families had monthly incomes below ₹5000. Basic school amenities were relatively common, although library and playground availability and teacher adequacy were less consistent. Government benefits included midday meals, free books, uniforms and scholarships, but awareness of available schemes was not universal. The most frequently reported challenges were poverty, language barriers, distance from school and family responsibilities. The reported analyses indicated associations between parental education, family income and academic performance, whereas no significant association was reported between gender and dropout intention. The findings highlight the coexistence of educational participation and persistent socio-economic and institutional challenges among the surveyed students.