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Peer-reviewedCC BYPLOS One

Learning environment at home and primary school dropout status in Bangladesh: An analysis of multiple indicator cluster survey

  • Md Emon Prodhan1
  • Ashraful Alam1
  • Sajida Subha1
  • Faizul Islam1
  • Mohd Al Amin1
  • Mohammad Nayeem Hasan1
  • Mohammad Anamul Haque1
  • Md Jamal Uddin1,2
  1. 1Department of Statistics, Shahjalal University of Science & Technology, Sylhet, Bangladesh.
  2. 2Department of Computer Science & Engineering, Daffodil International University, Savar, Dhaka, Bangladesh.
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Abstract

Primary school dropout is a serious concern worldwide. In Bangladesh, primary education is strongly shaped by the home learning environment. This study aimed to investigate the associations between the dropout of primary school children and the learning environment at home as well as the associated risk factors by analyzing cross-sectional data from the 2019 Multiple Indicator Cluster Survey (MICS), with a total sample size of 14,278 children aged 6–12 years. Bivariate analysis, crude and adjusted log-binomial models were used to assess the relationships between dropout and risk factors. Overall, 1.68% of the children dropped out, with increased rates observed among males (ARR = 2.44, 95% CI: 1.63–3.64) and children aged 9–12 years at the beginning of the school year had a higher risk of dropout (ARR = 1.83, 95% CI: 1.15–2.93). Mymensingh presented the highest dropout rate, 3.82 (ARR = 3.82, 95% CI: 1.59–9.18) times higher than Barishal. Children who did not read books or were not read to at home had 14.47 (ARR = 14.47, 95% CI: 9.30–22.51) times higher risk of primary school dropout. To reduce primary school dropouts in Bangladesh, addressing gender inequalities, regional disparities, and inadequate home reading activity is essential. Strengthening early childhood education initiatives, promoting home-based literacy activities, supporting older children in their grades, and implementing targeted interventions in disadvantaged regions may help reduce primary school dropout in Bangladesh.

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Cite

BibTeXRIS
BibTeX
@article{prodhan2026learning,
  title = {{Learning environment at home and primary school dropout status in Bangladesh: An analysis of multiple indicator cluster survey}},
  author = {Md Emon Prodhan and Ashraful Alam and Sajida Subha and Faizul Islam and Mohd Al Amin and Mohammad Nayeem Hasan and Mohammad Anamul Haque and Md Jamal Uddin},
  journal = {PLOS One},
  year = {2026},
  month = oct,
  doi = {10.1371/journal.pone.0360931},
  url = {https://doi.org/10.1371/journal.pone.0360931},
  note = {CC BY},
}
RIS
TY  - JOUR
TI  - Learning environment at home and primary school dropout status in Bangladesh: An analysis of multiple indicator cluster survey
AU  - Md Emon Prodhan
AU  - Ashraful Alam
AU  - Sajida Subha
AU  - Faizul Islam
AU  - Mohd Al Amin
AU  - Mohammad Nayeem Hasan
AU  - Mohammad Anamul Haque
AU  - Md Jamal Uddin
PY  - 2026
DA  - 2026/10/21
JO  - PLOS One
DO  - 10.1371/journal.pone.0360931
UR  - https://doi.org/10.1371/journal.pone.0360931
AB  - Primary school dropout is a serious concern worldwide. In Bangladesh, primary education is strongly shaped by the home learning environment. This study aimed to investigate the associations between the dropout of primary school children and the learning environment at home as well as the associated risk factors by analyzing cross-sectional data from the 2019 Multiple Indicator Cluster Survey (MICS), with a total sample size of 14,278 children aged 6–12 years. Bivariate analysis, crude and adjusted log-binomial models were used to assess the relationships between dropout and risk factors. Overall, 1.68% of the children dropped out, with increased rates observed among males (ARR = 2.44, 95% CI: 1.63–3.64) and children aged 9–12 years at the beginning of the school year had a higher risk of dropout (ARR = 1.83, 95% CI: 1.15–2.93). Mymensingh presented the highest dropout rate, 3.82 (ARR = 3.82, 95% CI: 1.59–9.18) times higher than Barishal. Children who did not read books or were not read to at home had 14.47 (ARR = 14.47, 95% CI: 9.30–22.51) times higher risk of primary school dropout. To reduce primary school dropouts in Bangladesh, addressing gender inequalities, regional disparities, and inadequate home reading activity is essential. Strengthening early childhood education initiatives, promoting home-based literacy activities, supporting older children in their grades, and implementing targeted interventions in disadvantaged regions may help reduce primary school dropout in Bangladesh.
SN  - 1932-6203
ER  -