Exploring Strategic Educational Interventions For Tribal Students In Missionary Schools Of West Bengal: An Explorative Study

Abstract

This study examines tribal students' perspectives on strategic interventions in missionary schools across personal, academic, administrative, cultural, psycho-spiritual, and socio-economic dimensions. Key findings highlight a high appreciation for leadership roles, yoga, and inter-school competitions, but a low awareness of career guidance programs. Valued academic resources include remedial classes and libraries, though broader implementation is needed. Administratively, parent-teacher meetings and herbal gardens are well-regarded, but saving systems and community service projects need improvement. Cultural activities are appreciated, but access to cultural clubs is limited. Psycho-spiritual support, particularly counselling, is insufficient despite prevalent prayer services. Socio-economic supports like school tours and fundraising are beneficial, but more scholarships and financial aid are necessary. Recommendations include better communication of career guidance, expanded counselling services, saving systems, increased community service, enhanced cultural clubs, and more financial support. Limitations include regional differences, self-reported data biases, and a limited variable scope. Addressing these could provide a more holistic understanding of these interventions' impacts.