Barriers and facilitators to education for tribal populations in India: A mixed-methods systematic review

Despite decades of policy interventions and programs aimed at improving educational access for Scheduled Tribes (STs) in India, tribal communities continue to experience disproportionately low enrolment, high dropout rates, poor learning outcomes, and limited participation in secondary and higher education. While multiple studies document these challenges, the evidence is scattered across qualitative and quantitative research, making it difficult to form a comprehensive understanding of the factors that influence tribal education. Additionally, existing programs often overlook the behavioural and contextual dimensions that shape student engagement, motivation, and persistence in school. This systematic review examines the barriers and facilitators affecting tribal education in India, drawing on evidence from 47 peer-reviewed studies published between 2010 and 2024. Utilising the COM-B model and the Theoretical Domains Framework (TDF) as guiding frameworks, the review synthesises findings from qualitative, quantitative, and mixed-methods research through a data-driven convergent integrated approach. The analysis reveals that tribal students encounter a range of interconnected barriers, including a shortage of qualified teachers, particularly those from tribal backgrounds, language difficulties, poor infrastructure, geographical isolation, poverty, health challenges, cultural alienation, gender-based disparities, and limited awareness of educational schemes and policies. Despite these challenges, several facilitators were also identified, including community participation, peer role models, and supportive government interventions such as mid-day meals, free residential facilities, and scholarships. Mapping these findings to behavioural domains highlights critical gaps in current educational strategies and emphasises the need for culturally responsive and community-oriented policy reforms.