View in EDS

Learning deficits and early school leaving: Evidence from a longitudinal study in India.

Saved in:
Bibliographic Details
Title: Learning deficits and early school leaving: Evidence from a longitudinal study in India.
Authors: Santhya KG; Independent researcher, Kollam, India., Haberland NA; Department of Population and Family Health, Columbia University Mailman School of Public Health, New York, New York, United States of America., Francis Zavier AJ; Population Research Centre, Gandhigram, India.
Source: PloS one [PLoS One] 2025 Nov 18; Vol. 20 (11), pp. e0336850. Date of Electronic Publication: 2025 Nov 18 (Print Publication: 2025).
Publication Type: Journal Article
Language: English
Journal Info: Publisher: Public Library of Science Country of Publication: United States NLM ID: 101285081 Publication Model: eCollection Cited Medium: Internet ISSN: 1932-6203 (Electronic) Linking ISSN: 19326203 NLM ISO Abbreviation: PLoS One Subsets: MEDLINE
Imprint Name(s): Original Publication: San Francisco, CA : Public Library of Science
MeSH Terms: Learning Disabilities*/epidemiology , Learning Disabilities*/psychology, Humans ; Male ; Female ; India/epidemiology ; Adolescent ; Longitudinal Studies ; Child ; Schools ; Young Adult
Abstract: Competing Interests: The authors have declared that no competing interests exist.
Although the relationship between learning deficits (LD) and early school leaving (ESL) is extensively acknowledged in studies from the Global North, fewer studies from the Global South have examined this relationship. We examined the levels and patterns of ESL among adolescents, relationship between LD and ESL and the gender dimensions, if any, in this relationship in India. We used data from a state-representative longitudinal study of adolescents aged 10-19 in Bihar and Uttar Pradesh states of India, conducted in 2015-16 and 2018-19. Descriptive analysis drew on data from adolescents ever enrolled in school (N = 11,476) and multivariate analyses used data from adolescents enrolled in school at wave 1 (N = 9,169). We used discrete-time hazard and fixed effects regression models to examine the relationship between LD and ESL. The probability of ESL was 39%, with a higher probability for girls (42%) than boys (38%). Although learning levels improved over time, 53% of adolescents displayed moderate or severe LD. Discrete-time hazard models show that LD influenced the probability of ESL (β = 1.959, p < 0.001 for those with severe LD and β = 0.568, p < 0.001 for those with moderate LD). Learning deficits equally affected the probability of ESL among girls and boys. Fixed effects regression models reiterate these findings. Investment in improving foundational skills is paramount for preventing early school leaving for girls and boys. However, the potential benefits will only be fully realised with accompanying measures which address gendered beliefs and practices and premature transition to adult roles, enhance parental engagement and improve education systems.
(Copyright: © 2025 Santhya et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)
References: J Adolesc Health. 2016 Jun;58(6):652-8. (PMID: 27009741)
PLoS One. 2023 Mar 2;18(3):e0282468. (PMID: 36862641)
Int J Educ Dev. 2021 Jul;84:102409. (PMID: 34239222)
PLoS One. 2021 Mar 18;16(3):e0248766. (PMID: 33735285)
PLoS One. 2017 Jul 20;12(7):e0180176. (PMID: 28727793)
PLoS One. 2013 Jul 16;8(7):e65775. (PMID: 23874383)
J Adolesc. 2017 Dec;61:64-76. (PMID: 28968543)
Popul Stud (Camb). 2008 Mar;62(1):1-13. (PMID: 18278669)
PLoS One. 2021 May 10;16(5):e0251520. (PMID: 33970973)
BMC Psychiatry. 2014 Aug 27;14:237. (PMID: 25159271)
J Youth Adolesc. 2019 Sep;48(9):1637-1667. (PMID: 31312979)
Grant Information: INV-021255 United States GATES Gates Foundation
Entry Date(s): Date Created: 20251118 Date Completed: 20251118 Latest Revision: 20251124
Update Code: 20251124
PubMed Central ID: PMC12626265
DOI: 10.1371/journal.pone.0336850
PMID: 41252404
Database: MEDLINE
Description
Abstract:Competing Interests: The authors have declared that no competing interests exist.<br />Although the relationship between learning deficits (LD) and early school leaving (ESL) is extensively acknowledged in studies from the Global North, fewer studies from the Global South have examined this relationship. We examined the levels and patterns of ESL among adolescents, relationship between LD and ESL and the gender dimensions, if any, in this relationship in India. We used data from a state-representative longitudinal study of adolescents aged 10-19 in Bihar and Uttar Pradesh states of India, conducted in 2015-16 and 2018-19. Descriptive analysis drew on data from adolescents ever enrolled in school (N = 11,476) and multivariate analyses used data from adolescents enrolled in school at wave 1 (N = 9,169). We used discrete-time hazard and fixed effects regression models to examine the relationship between LD and ESL. The probability of ESL was 39%, with a higher probability for girls (42%) than boys (38%). Although learning levels improved over time, 53% of adolescents displayed moderate or severe LD. Discrete-time hazard models show that LD influenced the probability of ESL (β = 1.959, p &lt; 0.001 for those with severe LD and β = 0.568, p &lt; 0.001 for those with moderate LD). Learning deficits equally affected the probability of ESL among girls and boys. Fixed effects regression models reiterate these findings. Investment in improving foundational skills is paramount for preventing early school leaving for girls and boys. However, the potential benefits will only be fully realised with accompanying measures which address gendered beliefs and practices and premature transition to adult roles, enhance parental engagement and improve education systems.<br /> (Copyright: © 2025 Santhya et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)
ISSN:1932-6203
DOI:10.1371/journal.pone.0336850