Socioeconomic Inequality and Primary School Dropout in South-West Nigeria

Pupil dropout remains one of the most persistent challenges confronting the realisation of universal basic education in Nigeria, despite sustained policy reforms and expanded access to schooling. This article offers a comprehensive and in-depth examination of socioeconomic status as a central determinant of pupil dropout in public primary schools in South-West Nigeria. Drawing on sociological and educational theories, particularly social reproduction theory, human capital theory, and ecological systems theory, the paper interrogates how household poverty, parental education, occupational instability, and living conditions interact with school and community contexts to shape pupils’ educational participation and persistence. Through an extensive synthesis of empirical literature from Nigeria and comparable sub-Saharan African contexts, the article demonstrates that socioeconomic disadvantage heightens dropout risk through multiple pathways, including hidden schooling costs, child labour obligations, food insecurity, poor health and nutrition, limited parental academic support, and exposure to economic shocks. The analysis further argues that dropout should be understood not merely as an individual or household-level phenomenon but as a structural outcome embedded within broader systems of inequality and institutional constraints. The paper concludes by outlining policy and scholarly implications, emphasising the need for integrated social protection mechanisms, equity-oriented education reforms, and school-level interventions aimed at sustaining pupil retention and promoting inclusive basic education.