The Students' Federation of India (SFI) has drawn attention to what it described as alarming infrastructure gaps in tribal schools across Maredumilli mandal, after a field visit to primary schools, ashram schools and residential institutions in the area. The organisation said it found schools functioning without proper buildings and some operating out of structures that are visibly dilapidated, underscoring a widening gap between policy promises and ground-level delivery in tribal education.
Field Visit Findings
According to the SFI team, the inspection covered a range of institutions meant to serve tribal children in one of the more remote parts of the region. The group said the condition of several schools reflected years of neglect, with classrooms lacking adequate shelter, basic structural safety and the kind of environment required for regular learning. In some cases, the schools were reportedly running from temporary or unsuitable premises, while others were housed in buildings that showed clear signs of wear and disrepair.
The concerns are not merely cosmetic. In tribal and rural education, the quality of school infrastructure often determines whether children attend regularly, remain enrolled and can study in a safe setting. When buildings are damaged or incomplete, the burden is shifted onto students and teachers, who must work around leaks, unsafe walls, poor ventilation and cramped spaces. For residential and ashram schools, the stakes are even higher because the institutions are expected to provide not just instruction but also a stable living environment.
Safety And Access Gaps
The SFI's observations point to a broader governance challenge: the persistence of basic infrastructure deficits in schools that are supposed to be protected under welfare-oriented education schemes. Tribal education in particular depends on dependable facilities because many students travel long distances or stay in hostels and residential campuses. If the school itself is unsafe or incomplete, the entire support system weakens.
The group highlighted that some schools are functioning without proper buildings, a condition that can disrupt classes during adverse weather and expose children to avoidable risks. In other institutions, the use of dilapidated buildings raises concerns about structural safety and the possibility of accidents. Such conditions can also affect attendance, teacher retention and the overall quality of instruction, especially in areas where educational resources are already limited.
The issue is likely to resonate beyond Maredumilli mandal because it reflects a recurring pattern in remote and tribal belts: infrastructure projects are announced, but maintenance, monitoring and timely completion often lag behind. In practice, this means children in the most vulnerable communities continue to study in environments that would be considered unacceptable elsewhere.
Policy Questions Raised
The SFI visit has effectively turned a local inspection into a policy question. If schools meant for tribal children are still operating from inadequate or damaged buildings, it suggests shortcomings in planning, execution or oversight at multiple levels. It also raises questions about whether existing funds for school infrastructure are being fully and effectively used, and whether district-level education authorities are conducting regular safety audits.
For the government, the findings create pressure to respond with more than assurances. Immediate repair work, temporary relocation where necessary, and a time-bound plan for rebuilding or upgrading unsafe schools would be the minimum required if the concerns are verified. In residential institutions, the need is even more urgent because children live on campus and are exposed to the risks around the clock.
The SFI's intervention also reflects the role student organisations continue to play in documenting gaps in public services, especially in areas where official inspections may be infrequent or incomplete. By visiting the schools directly, the group has placed the condition of tribal education infrastructure into the public domain, where it is likely to draw scrutiny from administrators, elected representatives and civil society.
For now, the central issue is straightforward: children in Maredumilli mandal should not have to study in unsafe or unfinished buildings. The findings suggest that the condition of tribal schools is not just an administrative lapse but a matter of educational equity, safety and state accountability.