Learning environment at home and primary school dropout status in Bangladesh: An analysis of multiple indicator cluster survey

Primary school dropout is a serious concern worldwide. In Bangladesh, primary education is strongly shaped by the home learning environment. This study aimed to investigate the associations between the dropout of primary school children and the learning environment at home as well as the associated risk factors by analyzing cross-sectional data from the 2019 Multiple Indicator Cluster Survey (MICS), with a total sample size of 14,278 children aged 6–12 years. Bivariate analysis, crude and adjusted log-binomial models were used to assess the relationships between dropout and risk factors. Overall, 1.68% of the children dropped out, with increased rates observed among males (ARR = 2.44, 95% CI: 1.63–3.64) and children aged 9–12 years at the beginning of the school year had a higher risk of dropout (ARR = 1.83, 95% CI: 1.15–2.93). Mymensingh presented the highest dropout rate, 3.82 (ARR = 3.82, 95% CI: 1.59–9.18) times higher than Barishal. Children who did not read books or were not read to at home had 14.47 (ARR = 14.47, 95% CI: 9.30–22.51) times higher risk of primary school dropout. To reduce primary school dropouts in Bangladesh, addressing gender inequalities, regional disparities, and inadequate home reading activity is essential. Strengthening early childhood education initiatives, promoting home-based literacy activities, supporting older children in their grades, and implementing targeted interventions in disadvantaged regions may help reduce primary school dropout in Bangladesh.