International Journal For Multidisciplinary Research

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Dropout among Marginalized Students: Inclusive Education Practices and Government Initiatives in West Bengal

Author(s) Pranta Sarkar
Country India
Abstract Among the various issues currently hindering the holistic development of education, the problem of student dropouts stands out as one of the most pressing concerns. This is not merely a problem that has emerged in recent times; indeed, student dropouts were observed long before the country attained independence. While dropout rates vary across different regions and states, the phenomenon is observed to be significantly more prevalent among marginalized students. Given West Bengal's geographical landscape, as well as its diverse regional and socioeconomic conditions, there exists a substantial marginalized population living below the poverty line a demographic to whom the light of education has yet to fully reach. Consequently, a higher propensity to abandon their studies midway through school is observed among students belonging to Scheduled Castes (SC), Scheduled Tribes (ST), Other Backward Classes (OBC), and minority communities. Despite the innovative measures and strategies adopted by both the Central and State governments over time aimed at retaining marginalized students within the educational mainstream in tandem with evolving socio-cultural landscapes these schemes and strategies have failed to achieve the anticipated level of success during their implementation. This research paper attempts to identify the underlying reasons why marginalized students are withdrawing themselves from the educational system. Notably, Article 21A was incorporated into the Constitution through an amendment in 2002; its objective was to make education compulsory and free for all children aged 6-14, thereby ensuring that education is recognized as their fundamental right followed subsequently by the enactment of the RTE Act in 2009. This study analyses the various strategies adopted by the government to curb the dropout rate and gathers data regarding whether inclusive education is, in fact, capable of preventing students from dropping out. Dropping out is not a sudden, isolated event; rather, it is rooted in systemic discrimination and inadequate infrastructural arrangements. The findings of this study indicate that the government strategies implemented to reduce dropouts are indeed significant, and furthermore, that the positive impact of inclusive education can play an effective role in curbing the dropout rate.
Keywords Marginalized students, Drop-out students, Early marriage, Kanyashree prakalpa, Sabuj Sathi, shikshashree, aikyashree scholarship, West Bengal
Field Sociology > Education
Published In Volume 8, Issue 2, March-April 2026
Published On 2026-04-06
DOI https://doi.org/10.36948/ijfmr.2026.v08i02.73714
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E-ISSN 2582-2160
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