Exploring the Challenges and Experiences of Teenage Girls in Government Schools in Kathmandu

Abstract

The research explores the socio-cultural and economic challenges, such as gender norms, household income, and the cost of schooling, that hinder girls' active participation and retention in government schools in Nepal. This paper aims to investigate how gender norms and expectations impact the educational aspirations, academic performance, and self-esteem of school-going girls in Kathmandu, with a focus on the attitudes and behaviors of teachers and peers in classrooms, using a qualitative research design. A total of 12 different students were selected through purposive sampling, and a semi-structured interview was conducted, and thematic analysis was done to generate findings. The study finds that while students, particularly girls, face financial challenges at the start of the academic year, there is also inconsistencies in access to health and hygiene support. Many girls benefit from equitable treatment in schools and supportive family environments that encourage their education. However, disparities remain in academic support and teacher behavior, especially for students with weaker foundations, often due to earlier schooling conditions in rural areas. The research found that many girls today are supported and inspired; however, they still face numerous invisible barriers, including cultural pressure, family expectations, and the way they are treated in school, at home, and in society. This study highlights the importance of socio-cultural and institutional barriers that continue to affect the educational experience of teenage girls, despite progressive policy efforts toward gender equality in Nepal’s education system in the government schools.