Abstract: This study examined the barriers to primary school completion in Nyambeho Village, Kagadi District, Uganda, through a
Participatory Action Research (PAR) framework involving students, parents, teachers, and community leaders. Findings reveal
significant socio-economic, cultural, and infrastructural challenges. Poverty and negative parental attitudes toward education, often due
to a lack of formal education, limit families’ ability to support school attendance, especially in low-income households. Health issues
like typhoid and malaria disrupt students’ attendance, while cultural norms prioritize boys’ education, leading to higher dropout rates for
girls. Poor school infrastructure, overcrowded classrooms, and inadequate sanitation further hinder learning experiences. Additionally,
economic barriers such as the inability to afford exam fees and learning materials contribute to absenteeism and early dropout. Peer
pressure, early pregnancies, and cultural practices devalue girls’ education, exacerbating gender disparities. A lack of parental and
community involvement weakens support systems for education, contributing to low motivation and engagement among students. To
address these challenges, the study advocates for community-led sensitization, stronger collaboration between parents, teachers, and
local leaders, and targeted infrastructure improvements. Financial support mechanisms, such as scholarships and waivers for school-
related costs, are crucial for easing the burden on families. Gender equality initiatives and programs tailored to girls’ education are
essential to improving school retention rates. This research highlights the need for systemic change to ensure equitable education
outcomes for all children, with a particular focus on empowering girls in Nyambeho Village.

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