Abstract Education serves as a primary catalyst for social transformation and equitable growth. However, in the Indian context, educational opportunities are frequently dictated by social stratification. Adivasi communities—specifically young women—face a complex web of marginalization that hinders their academic involvement. Focusing on the Nandurbar district of Maharashtra, a region with a dense tribal population, this study highlights a critical paradox: while government initiatives have successfully boosted primary enrollment, a variety of systemic hurdles remain. These include economic instability, geographic seclusion, domestic labor expectations, linguistic disconnects, and the social pressures of early marriage. This paper evaluates the current state of educational reach and identifies the structural limitations preventing Adivasi girls from achieving long-term academic success. It concludes that genuine inclusion necessitates a shift beyond mere infrastructure toward a holistic environment of safety, autonomy, and social backing.
Asmita Pruthvising Vasave (Sat,) studied this question.