Exploring Educational Dropout Among Afghan Refugee Students in Balochistan: A Qualitative Analysis Through Bronfenbrenner’s Ecological Systems Theory
Keywords:
Afghan refugee students, Bronfenbrenner’s Ecological Systems Theory , educational barriers, cultural norms, gender rolesAbstract
This study explores the underlying factors contributing to school dropout among Afghan refugee students in Quetta, Balochistan, through the lens of Bronfenbrenner’s Ecological Systems Theory. It aims to highlight the intersecting socio-economic, cultural, and institutional barriers faced by this vulnerable population. A qualitative case study design was employed, involving semi-structured interviews with ten Afghan refugee students who had dropped out of primary school and their parents. Thematic analysis was conducted to identify recurring patterns across participants' experiences. Four central themes emerged: financial hardship, discrimination and social exclusion, restrictive cultural norms and gender roles, and inadequate institutional support. These factors were found to interact across multiple ecological levels—microsystem, exosystem, and macrosystem—creating a compounded effect that hinders continued educational participation, particularly for girls. The absence of bilingual education, psychosocial services, and inclusive policies further deepens educational exclusion. The study underscores the urgent need for targeted, multi-level interventions such as financial assistance programs, teacher training in cultural competence, and the inclusion of refugee-sensitive educational services. These insights can guide educators, policymakers, and humanitarian organizations in designing context-specific strategies to improve educational access for displaced populations. Future research should examine variations across geographic regions and time to inform scalable, equitable education models for refugee communities.
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