Poverty as a Barrier for Primary Education: A Case Study of Flood -Displaced Children in Dera Ismail Khan, Khyber Pakhtunkhwa

Abstract

This study examines the complex challenges faced by flood-displaced children in accessing and completing their primary education in the D.I. Khan region. Flooding is a major problem in many parts of the world, and climate change is contributing to an increase in the frequency and severity of these events. When flooding occurs, it can lead to the displacement of large populations, including many children. This displacement can have significant consequences for the education of these children, as they are often forced to leave their homes and schools behind. The problem statement highlights the specific barriers that flood-displaced children encounter in their pursuit of primary education, including financial constraints, logistical barriers, and psychological trauma. The research aims to provide a comprehensive, evidence-based analysis of these complex and multifaceted challenges, and to generate insights that can inform the development of targeted policy interventions and programmatic solutions. The study employs a mixedmethods approach, including surveys, interviews, focus groups, and observations, to gather both quantitative and qualitative data from flood-displaced children and their families in the D.I. Khan region. The research is grounded in the Human Development Theory, which provides a holistic understanding of the interconnected individual, familial, and societal factors that shape the educational experiences and outcomes of this vulnerable population. The findings of the study demonstrate the profound and lasting impacts that flood displacement can have on children's primary education, with poverty emerging as a primary driver of the challenges they face. Key recommendations include increasing access to financial assistance and educational subsidies for flood-displaced families, establishing temporary learning centers and mobile schools in displacement camps and host communities, strengthening psychosocial support services, and improving coordination between government, NGOs, and community organizations. Ultimately, this research underscores the critical importance of protecting the educational rights and opportunities of flood-displaced children, not only as a moral imperative, but as a crucial investment in the future resilience and prosperity of communities affected by climaterelated disasters.