Interrogating Ecological Dynamics Affecting Girl Child School Dropout of Primary Schools in Uganda
Abstract
Employing a mixed-methods approach, this study investigated the multi-layered ecological factors driving female school attrition across eight primary schools in Uganda's Bundibugyo District. The study focused on eight government-aided primary schools, with four schools sampled from Bwamba County and four from Bughendera County. The study examined the influence of microsystem, mesosystem, and exosystemic factors that influenced the girl child's dropout from school. Primary data were gathered from a purposive sample of 154 participants, including teachers, out-of-school youth, upper-primary students, and key stakeholders. The study utilised a triangulation of closed-ended questionnaires, semi-structured interviews, and observation checklists. The findings demonstrate that school attrition is primarily driven by structural and ecological deficiencies across interconnected systemic levels, rather than academic failure, which was cited by only 23.5% of participants. Within the microsystem, the school environment serves as a significant "push factor" due to non-academic barriers: 70% of respondents identified long commutes and associated safety risks as primary deterrents. This is further exacerbated by a crisis in Menstrual Hygiene Management (MHM) stemming from inadequate facilities, a lack of affordable sanitary products, and a total absence of institutional guidance and counselling. These school-level issues are compounded by mesosystemic and exosystemic vulnerabilities, including low socioeconomic status (SES) and entrenched cultural norms that prioritise early marriage and child labour. The study concludes that reliance on punitive legal measures fails to address the underlying structural realities of student attrition. Instead, it mandates a strategic shift toward an ecological intervention framework. To ensure primary school completion for girls, multifaceted support systems must be institutionalised, including the establishment of satellite schools or subsidised transport to mitigate distance; the enforcement of comprehensive Menstrual Hygiene Management (MHM) standards; the formalisation of school-based guidance and counselling; and the implementation of a universal School Feeding Programme to address nutritional barriers.
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Copyright (c) 2026 Harriet Kebirungi, PhD, Banura Mwajuma, Frances Naluwemba, PhD
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