Peer-reviewed article
Disability and educational outcomes in Nepal: Evidence from the 2019 Multiple Indicator Cluster Survey.
Acharya P ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined how disability affects educational outcomes for children aged 5-17 in Nepal using nationally representative data from 7,824 children in the 2019 Multiple Indicator Cluster Survey. About 14% of children reported having a functional disability. Children with disabilities were less likely to have ever attended school and completed fewer grades on average, but disability was not associated with being in the appropriate grade for their age. The findings show that children with disabilities face persistent educational disadvantages in Nepal.
Key points
- Approximately 13.7% of children aged 5-17 in Nepal reported having a functional disability
- Children with disabilities were 2.7 percentage points less likely to have ever attended school
- Children with disabilities completed 0.21 fewer grades on average than children without disabilities
- Disability was not associated with being in the appropriate grade level for age
- Children with disabilities were 13.5 percentage points more likely to report difficulties adjusting to routine changes
Limitations
The study is cross-sectional and cannot establish causality or the direction of relationships between disability and educational outcomes. The measure of disability is binary and self-reported, which may not capture the full complexity or severity of different types of disabilities.
Abstract
There is limited evidence on how disability affects children's educational outcomes in low- and middle-income countries, particularly during adolescence. This study aims to examine the association between disability and various educational outcomes for children ages 5-17 in Nepal. This study uses a nationally representative sample of 7,824 children ages 5-17 surveyed in the 2019 Nepal Multiple Indicator Cluster Survey. In the survey, functional disability was measured as a binary variable (=1 if the respondent reported having a functional disability, 0 otherwise). The key educational outcomes examined are the following: (1) whether the child ever attended school (binary), (2) current grade level (continuous), and (3) whether the child is in the appropriate grade for their age (binary). The association between disability status and the outcomes was examined in a regression framework controlling for age, gender, geographic location, mother's education, and household wealth index. Among 7,790 children with complete data, approximately 13.7% children reported having a functional disability. After adjusting for potential confounders, having a disability was associated with a 2.7 percentage point reduction in the likelihood of ever attending school (p < 0.001). Likewise, having a disability was associated with the completion of 0.21 fewer grades on average (p < 0.001). Having a disability was not associated with reaching the appropriate grade level for age (p = 0.64). Children with disabilities were 13.5 percentage points more likely to report facing difficulties adjusting to routine changes in their daily activities (p < 0.001). These findings highlight persistent educational disadvantages among children with disabilities in Nepal and underscore the need to create inclusive learning environments and support systems to promote equitable access to education and reduce educational inequalities.