New report cites long distances, lack of teachers, and inadequate facilities for children with special needs as major reasons behind the crisis
MUMBAI – The dropout rate in Maharashtra’s secondary schools has seen a worrying rise, with a significant number of Muslim boys and girls leaving education midway due to poor facilities, lack of teachers, and the distant location of schools.
According to the Unified District Information System for Education Plus (UDISE+) report for the academic year 2024–25, 12.6% of boys and 10.3% of girls who enrolled in Class 9 and 10 have dropped out. The figure is one percent higher compared to last year.
The report, released recently by the Department of School Education and Literacy, also revealed that 41.6% of schools from Class 1 to 10 do not have proper toilets for children with special needs. This adds further burden on poor and minority students, particularly Muslims living in rural areas.
Parents and activists point out that most secondary schools are located in far-off villages, making it difficult for children to continue. In several cases, Muslim families are unable to afford transport or private schooling, forcing students to discontinue education.
Education expert and former official of the Education Department, Dinkar Temkar, explained: “The main reason for the rising dropout after Class 8 is the absence of nearby secondary schools. Most primary schools end at Class 5 or 8. For higher classes, children need to travel long distances, and in many areas, there are no roads or transport. This makes children leave education midway.”
Temkar further suggested that the government should extend welfare schemes to secondary education. “I strongly believe the government must provide free textbooks and meals up to Class 10. Although these are central schemes, the state can implement them to save children from leaving school.”
The problem is not just distance but also the shortage of teachers. Many schools in Muslim-dominated villages are run with only a single teacher.
Former president of the Secondary and Higher Secondary Principals Association, Mahendra Ganpule, criticised the system, saying: “In single-teacher schools, one teacher has to handle students of multiple classes with different learning levels. Weak students, especially from poor backgrounds, get no proper attention. On top of that, teachers cannot take leave even in illness or emergencies.”
Muslim parents feel particularly neglected. One parent in Beed district, whose daughter left school in Class 9, said: “We want our children, especially girls, to study. But the school is 10 kilometres away. There is no bus, and we cannot afford private transport. How will our daughters travel so far away every day?”
Educational activists are now urging the government to act urgently. They argue that while the Right to Education Act, PM Poshan (midday meal), and Samagra Shiksha Abhiyan have reduced dropout rates at the primary level, secondary education is being ignored.
Experts warn that the lack of access to secondary schools is pushing Muslim youth further behind in education, leaving them more vulnerable to poverty and unemployment.
Temkar concluded with a warning: “If the government does not focus on secondary education now, thousands of children, especially from minority and rural communities, will be forced to abandon studies. This will damage the state’s future.”
