Exploring factors affecting school readiness among street children aged 3–5 years in Dhaka: Perspectives of parents and teachers

Abstract

Street-connected children in Bangladesh face significant barriers to accessing early childhood education, yet limited research has examined school readiness for children aged 3–5 years from the perspectives of parents and teachers. This qualitative exploratory study investigated the barriers to school readiness for street-connected children in Dhaka, Bangladesh, exploring the perceptions of both parents and teachers. Data were collected through semi-structured interviews with five parents of street-connected children aged 3–5 years and five teachers working in formal and non-formal early childhood settings. Thematic analysis revealed that parents held strong aspirations for their children's education but faced insurmountable barriers including poverty, child labour, geographic isolation from learning centers, and limited institutional support. Teachers demonstrated a holistic understanding of school readiness encompassing communication, social, emotional, and physical development, yet acknowledged inadequate training, insufficient resources, and weak institutional preparedness to effectively support street-connected children. Both parents and teachers showed limited awareness of government programmes, reflecting a profound disconnect between policy commitments and community outreach. The findings underscore the need for accessible community-based early learning centers, comprehensive teacher training in trauma-informed and developmentally appropriate practices, strengthened parent engagement, improved government–NGO coordination, and targeted financial support to reduce economic barriers. This study contributes to the limited body of research on school readiness among preschool-aged street-connected children in Bangladesh and provides evidence to inform early childhood education policy and practice.