Understanding pathways to low educational attainment: a multidimensional poverty and educational achievement model

While the link between poverty and educational achievement is well-established, the mechanisms through which poverty impacts learning remain poorly understood, particularly in low- and middle-income countries (LMICs). This study explores the pathways from poverty to educational attainment in two LMIC contexts – Ghana and Malawi. We employed a qualitative multi-perspectival research design, conducting in-depth interviews with 103 participants in both countries, including pupils (n = 34), teachers (n = 31), headteachers (n = 11), education advisors (n = 8), and parents (n = 19) from schools with historically low academic performance. These schools primarily serve pupils living in poverty. Using a semi-structured interview approach, we elicited participants' understandings of the factors and mechanisms that account for low educational achievement of pupils from economically disadvantaged backgrounds. The qualitative data were analysed using the grounded theory method to identify key concepts and develop a theoretical understanding of how poverty influences achievement. We present a Multidimensional Poverty and Educational Achievement Model (MPEAM) that identifies three key dimensions of poverty – school resources, household conditions, and accessibility. These dimensions affect educational outcomes by shaping the learning environment, influencing learner participation and concentration, contributing to absenteeism, and limiting interactions among pupils, teachers, and communities. The study offers new insights into the complex, context-specific pathways linking poverty to educational outcomes. It highlights the need for integrated policies and interventions that address the multifaceted nature of poverty to support improved learning for socioeconomically disadvantaged learners.