Educational attainment among Scheduled Tribe (ST) communities in West Bengal reflects persistent structural inequalities despite sustained public policy interventions. While the expansion of schooling infrastructure and welfare schemes has improved access and enrolment, significant disparities continue in literacy, gender parity, and rural–urban educational outcomes. Using secondary data from the Census of India (2011), NFHS-5 (2019–21), National Sample Survey (NSS) education rounds, and government reports, this study applies a descriptive and comparative analytical framework to examine literacy levels, demographic proportions, attendance patterns, and spatial disparities. The findings reveal a literacy gap of nearly 20 percentage points between tribal and non-tribal populations, alongside a pronounced gender gap within ST communities. Rural concentration, poverty, and linguistic barriers further intensify educational marginality. Although policy initiatives such as residential schools, scholarships, and nutritional support schemes have expanded access, structural and cultural constraints continue to limit educational progression and completion. The study emphasises the need for culturally responsive pedagogy, localised planning, and quality-oriented interventions to ensure equitable educational development among tribal communities in West Bengal.
Saha et al. (2024) studied this question.