TO STUDY THE INFLUENCE OF SOCIO-ECONOMIC STATUS ON THE HOLISTIC DEVELOPMENT OF PRIMARY SCHOOL STUDENTS IN BOUDH DISTRICT OF ODISHA

Abstract

The early years of schooling play a crucial role in shaping a child’s overall development. However, children do not grow and learn under equal conditions, as their socio-economic backgrounds significantly influence their opportunities. The present study explores how socio-economic status (SES) affects the holistic development—academic, physical, emotional, and social—of primary school students in Boudh District. Using a descriptive survey approach, data were collected from students, parents, and teachers across 20 schools. The findings reveal that children from economically and socially advantaged families tend to perform better across all developmental dimensions, while those from disadvantaged backgrounds face multiple barriers. The study highlights the urgent need for inclusive educational practices and targeted policy interventions to ensure equitable development for all children.