Educational Challenges among Mising Tribe Students at the Secondary Level: Evidence from Dhemaji District, Assam, India

Abstract

Education is the most essential tool that promotes social mobility, diminishes inequities, and empowers marginalized groups to engage effectively in society. The present study examines the Educational Challenges Faced by Mising Tribe Students at the secondary level in Dhemaji district, Assam. A descriptive survey method was employed, and data were collected from 110 students from Dhemaji district, Assam using a self-structured questionnaire consisting of academic, socio-economic, psychological, and institutional dimensions. The findings reveal that academic and socio-economic challenges are the most significant barriers, particularly lack of mother-tongue textbooks, language barriers. Financial constraints, transport difficulties, parental illiteracy, and inadequate home environments, hesitation to ask questions to the teachers and lack of proper communication emerged as major factors hindering students’ educational progress. These findings highlight the strong impact of socio-economic and family background on students’ educational engagement and academic outcomes. The findings highlight the need for improved access to learning resources, financial support, and supportive learning environments to enhance the educational outcomes of Mising tribe students.