Psychological Impact of Low School Enrollment and Limited Educational Access on Children and Adolescents in Balochistan

Shah Nawaz; Jahanzeb; Zain Ullah Khan; Hazrat Ali Khan; Abdul Wasay; Muhammad Iqbal; Sana Ullah Kakar

doi:10.70749/ijbr.v3i3.2642

Authors

Shah Nawaz Consultant Psychiatrist / Senior Registrar, Balochistan Institute of Psychiatry and Behavioural Sciences (BIPBS), Quetta, Balochistan, Pakistan.
Jahanzeb Junior Registrar, Bolan Medical College, Quetta, Balochistan, Pakistan.
Zain Ullah Khan Balochistan Institute of Psychiatry and Behavioural Sciences (BIPBS), Quetta, Balochistan, Pakistan.
Hazrat Ali Khan Balochistan Institute of Psychiatry and Behavioural Sciences (BIPBS), Quetta, Balochistan, Pakistan.
Abdul Wasay Consultant Psychiatrist / Senior Registrar, Balochistan Institute of Psychiatry and Behavioural Sciences (BIPBS), Quetta, Balochistan, Pakistan.
Muhammad Iqbal Consultant Psychiatrist / Senior Registrar, Balochistan Institute of Psychiatry and Behavioural Sciences (BIPBS), Quetta, Balochistan, Pakistan.
Sana Ullah Kakar Consultant Psychiatrist / Senior Registrar, Balochistan Institute of Psychiatry and Behavioural Sciences (BIPBS), Quetta, Balochistan, Pakistan.

DOI:

https://doi.org/10.70749/ijbr.v3i3.2642

Keywords:

Balochistan, Low School Enrolment, Educational Access, Child Psychology, Adolescent Mental Health, Academic Motivation, Psychosocial Well-being, Educational Deprivation, Social Exclusion, Mixed-methods Research.

Abstract

Background: Balochistan has the lowest school enrolment rates in Pakistan, with many children and adolescents lacking consistent access to formal education. This educational deprivation is linked to significant psychological risks, yet limited empirical research has examined its impact within this region. Objective: To assess the psychological effects of low school enrolment and restricted educational access on children and adolescents in Balochistan, focusing on emotional, cognitive, and social outcomes. Methods: A mixed-methods design was used, involving community-based surveys with children and adolescents aged 6–18 (N = 380) and semi-structured interviews with parents, teachers, and community workers (n = 32). Quantitative data measured anxiety symptoms, self-esteem, perceived social inclusion, and academic motivation. Qualitative data explored lived experiences, environmental stressors, and coping strategies. Results: Quantitative findings indicated that out-of-school participants reported significantly higher anxiety levels (M = 3.9 on a 5-point scale), lower self-esteem (M = 2.4), and reduced academic motivation (M = 2.1) compared to in-school peers (p < .05). Additionally, 64% of out-of-school children exhibited signs of social withdrawal, and 58% expressed feelings of hopelessness regarding their future. Qualitative data supported these findings, revealing themes of emotional distress, identity insecurity, and exclusion from peer groups. Environmental factors—such as poverty, long distances to schools, and household responsibilities—further intensified psychological vulnerability. Conclusion: Limited educational access in Balochistan contributes to significant psychological challenges among children and adolescents, including heightened anxiety, diminished self-worth, social isolation, and weakened academic aspirations. Addressing these issues requires integrated policy efforts that combine improved access to schooling with targeted mental-health support and community engagement strategies.

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