Abstract
This study explores the roots of school dropout among tribal children in Kashmir, focusing particular attention to seasonal mobility and varying pressures on gender roles. The study carried out using a descriptive survey design. Data were collected from 120 dropout students (62 boys and 58 girls) and from their parents and teachers. The findings reveal that school dropout accelerates rapidly at the secondary level (45.00%), but the underscoring pressures are mostly different based on gender roles in boys and girls. The drop out in boys is mainly because of their family needs like herding and daily-wage work, as it is significantly higher scores on economic pressure, t(118)=13.68,p<.001. Girls, on the other hand are compelled to manage household chores, look after younger siblings, and prepare for early marriage (t=−23.41,p<.001). It is also showed as an important challenge among girls that to walk to distant high schools and issues of personal safety that make difficult to complete eighth grade level (t=−9.78,p<.001). A Chi-square test showed a clear difference between communities, χ2(2,N=120)=16.53,p<.001: nomadic Bakarwal children mostly drop out during primary and middle school (82.7%) when family migrations causes to pose issues on classroom continuity, whereas semi-settled Gujjars stay longer and drop out mainly at the secondary level (48.5%). Over 74% of parents reported that seasonal mobile tent schools in alpine pastures are non-functional due to teacher scarcity and poor shelter. Addressing these dropouts need practical local solutions rather than uniform policies, such as safe bus transport for girls, local boarding hostels, and school calendars that accommodate pastoral migrations.
Keywords: tribal education, school dropout, transhumance, gender disparities, Kashmir
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