Children’s Rights and Inclusive Education in Bangladesh: Analyzing Policy Gaps, Practical Challenges, and Strategic Pathways

This study examines how socio-economic status, geography, gender, and institutional capacity shape children’s access to rights and learning. Using a mixed-methods design, data were gathered from 32 schools across 16 upazilas (1,920 students in Grades 3–5 and 7–9; 128 teachers; and 160 School Management Committee members via 16 focus groups). Quantitative questionnaires and qualitative interviews/FGDs were thematically analyzed. Findings show that poverty and low parental education are strongly associated with limited access to learning materials, nutrition, psychosocial support, and voice at home and school. Rural children, especially girls face constraints related to mobility, early marriage, and reduced participation, while urban peers report greater opportunity and recognition. Despite a robust legal framework (CRC, CRPD, national policies), implementation is hindered by uneven teacher knowledge of IE policies, limited training and resources, and attitudinal barriers among adults. The study argues that inclusive education cannot be realized through isolated initiatives; instead, long-term, integrated strategies are required combining poverty reduction with rights-based pedagogy, teacher professional development, gender-responsive measures, rural resource allocation, and structures that elevate children’s participation (e.g., student councils/ “mini parliaments”). Translating Bangladesh’s policy commitments into lived realities will require coordinated action by schools, families, communities, and government to ensure equality, dignity, and participation for every child.