Bridging the learning gap: a community-based educational intervention programme for children of internal labour migrants

This study examines the effectiveness of a Community-Based Educational Intervention (CBEI) designed to improve learning outcomes among accompanied children of internal labour migrants in Varanasi, India. Guided by Bronfenbrenner’s Bioecological Process-Person-Context-Time (PPCT) framework, the twelve-week intervention integrated structured literacy and numeracy instruction, peer mentoring, and parental engagement. A sequential explanatory mixed-methods design was employed, involving a quasi-experimental pre-test/post-test comparison of 120 migrant children aged 6–14 years and qualitative interviews with children, parents, and facilitators. Quantitative findings showed significant improvements in literacy (d = 0.78), numeracy (d = 0.65), school-readiness (d = 0.71), and socio-emotional wellbeing (d = 0.55) compared with a non-intervention group (p < .001). ANCOVA confirmed the robustness of these effects after controlling for baseline covariates. Qualitative findings highlighted the importance of structured learning routines, peer support, parental involvement, and facilitator adaptability. The study demonstrates the potential of community-based interventions to promote educational inclusion among migrant children.