Learning outcomes amidst violent conflict and poverty in India

Abstract

This paper investigates the relationship between violent conflict, poverty dynamics and learning outcomes in India. Generalized ordered logistic regressions indicate that Naxal violence is associated with lower outcomes in basic literacy and numeracy, though with variations by gender and poverty trajectory. Mixed methods data, involving panel analysis alongside in-depth interviews in conflict-affected areas, point to supply- and demand-side constraints especially for children in impoverished households. Harassment of girls increased school absence, while interactions with Naxals when travelling to school prompted many boys to stay in hostels during holidays thus limiting absences. Conflict also modified teacher incentives. Understanding how conflict affects acquisition of basic skills is critical in contributing to policies better tailored for marginalised girls and boys.