Academic and Social Experiences of Socio-Economically Disadvantaged Groups Children Admitted in Private Unaided Schools under RTE Act, 2009

Abstract

This study examines the academic and social experiences of children from Socio-Economically Disadvantaged Groups (SEDGs) admitted to private unaided elementary schools under Section 12(1)(c) of the Right to Education (RTE) Act, 2009. The research aims to assess the challenges faced by these children in learning, classroom interactions, and social integration as well as evaluating their perception of the school’s social environment. A descriptive research approach was adopted, employing a mixed-methods methodology combining qualitative and quantitative techniques. The study was conducted in two districts of Madhya Pradesh—one aspirational (Sehore) and one non-aspirational (Vidisha). A multi-stage sampling design was used to ensure representative data collection, with responses analyzed using statistical tools. Data were collected during the academic year 2023-24 through structured research schedule in English and Hindi, administered to children in selected 31 private unaided schools across Madhya Pradesh, India. The sample includes schools from both Aspirational and non-Aspirational districts, spanning rural (19) and urban (12) areas. Of the 490 surveyed children, 182 are enrolled in Primary (Grades I–V) and 308 in Upper Primary (Grades VI–VIII) levels. The cohort reflects gender diversity (205 boys, 285 girls) and social heterogeneity, with 256 children from Socially and Economically Disadvantaged Groups. The sample also includes children from Scheduled Castes, Scheduled Tribes, Educationally Backward Minority Communities, Other Backward Classes, and General categories. Findings indicate that while children generally report positive academic engagement, challenges such as conceptual clarity, language barriers, and workload concerns persist. Socially, the school environment is largely mostly inclusive, with most children expressing comfort in peer interactions and respect from teachers. However, instances of social discomfort and occasional discrimination suggest the need for more targeted interventions to foster inclusivity. The study highlights the necessity of improved pedagogical strategies, enhanced teacher training, and structured support mechanisms to address academic and social challenges. Additionally, infrastructural enhancements and co-curricular opportunities can further enrich the educational experiences of SEDG children. The findings provide insights into the implementation of Section 12(1)(c) of the RTE Act, 2009 (Government of India, 2011)., and align with the broader goals of the National Education Policy (NEP) 2020 in ensuring equitable and inclusive education.