Bilingualism and School Dropout Rates in Tribal Communities of Madhya Pradesh

Sameer Kulkarni

Independent Researcher

Madhya Pradesh, India

Abstract
This study investigates the multifaceted relationship between bilingualism and school dropout rates within tribal communities of Madhya Pradesh, India, emphasizing the critical educational challenges faced by indigenous populations. Utilizing a mixed-methods approach, the research integrates longitudinal quantitative data—spanning 2018 to 2020—from district education offices in Bilaspur, Jhabua, and Bastar with rich qualitative insights gathered through semi-structured interviews involving 60 stakeholders (students, parents, and teachers). Bilingualism is operationalized as proficiency in both the tribal mother tongue (e.g., Gondi, Bhili, Korku) and the state language Hindi, measured via standardized school assessments. Quantitative analyses reveal that an incremental increase in bilingual proficiency corresponded to a statistically significant reduction in dropout odds (adjusted OR = 0.91, p = .002), even after controlling for gender, socioeconomic status, and commute distance. Qualitative narratives elucidate the mechanisms underpinning this association: enhanced classroom engagement and comprehension, elevated student confidence, culturally resonant pedagogy, and stronger community–school linkages. Conversely, deficits in bilingual instructional materials, insufficient teacher training in tribal languages, and parental attitudes devaluing indigenous tongues contribute to higher attrition. The study’s findings underscore the necessity of additive bilingual education models—whereby tribal languages are maintained alongside the acquisition of Hindi—to foster inclusive learning environments. Policy recommendations include the systematic development and distribution of mother-tongue instructional resources, capacity-building initiatives for teachers in tribal language pedagogy, and collaborative partnerships with local NGOs to co-create culturally contextualized learning materials. By highlighting pragmatic strategies to curb educational attrition, this research offers actionable insights for policymakers, educators, and community stakeholders aiming to uplift marginalized tribal students through linguistically responsive interventions.

Keywords

Bilingualism, School Dropout, Tribal Communities, Madhya Pradesh, Bilingual Education

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