INTRODUCTION:

Population displacement is an important global phenomenon that has a profound impact on both individuals and societies. It refers to the forced exodus of people from their place of residence due to various factors such as conflict, natural disasters, or systemic oppression.

It is important to understand the intricacies of population displacement, especially in an era when geopolitical tensions and environmental changes are on the rise. By examining its historical context and significance, we can understand the urgent need to address the complexities of displacement in contemporary society. The consequences of population displacement go beyond mere statistics; they encompass the social fabric of communities, the economic stability of nations, and the fundamental rights of individuals. This paper will provide a broad overview of population displacement, discuss its different types focussing primarily on internal displacement and explore the multidimensional consequences arising from this broader issue.

Displacement refers to a situation in which people have been forced to leave or flee their homes or places of residence, especially in situations of armed conflict, general violence, human rights violations, or disasters (IDMC, 2024).

Forced displacement is not a humanitarian concern but a developmental challenge. The number of people forcibly displaced from their homes, regions, and countries rose sharply around 2010. As of 2010, about 44 million people were forcibly displaced, the highest number in 15 years. Since then, this number has only grown; by the end of 2023, 117.3 million people were forcibly displaced worldwide (World Bank, 2023).

Conservation-induced displacement:

It is a phenomenon in which communities are forcibly removed from their homes and land in the name of conservation efforts. While conservation is often seen as a noble cause, it can have devastating consequences for displaced people. In this essay, we will explore the causes and effects of conservation-induced displacement and strategies to address it. The purpose of this study is to examine the effects of educational institutions and educational status after rehabilitation in the village of Shrirampur. The objective of this study is to examine changes in educational institutions and educational status, and their effects following rehabilitation in the village of Shrirampur. Data collection for this purpose involved the use of interview schedules, central group discussions, and audiovisual recordings.

Conservation-induced displacement refers to the forcible removal of communities from their homes and land to create protected areas for conservation. This displacement can result from the creation of national parks, wildlife sanctuaries, and other protected areas. In many cases, these areas are created without consultation or consent of the communities living there. This lack of consultation can lead to conflict between conservationists and local communities and to the displacement of thousands of people. For example, the construction of protected areas in India led to the displacement of millions of people. The livelihoods of the rehabilitated community, resulting from rehabilitation, welfare, biological impacts, and involuntary displacement, were analysed in the context of Padmapur Resettlement Village in the Barandabhar Corridor area for the creation of Chitwan National Park in Nepal. This significantly improved the livelihood of the displaced community after resettlement, but there was a steady decline in traditional knowledge (Joshi, 2017).

Rehabilitation:

Rehabilitation means the compensatory measures taken in addition to payment of the replacement cost of assets acquired or affected under these guidelines (World Bank, 2023).

Resettlement of individuals, families, and communities is the overarching goal of rehabilitation efforts, including providing financial or physical compensation for property, services, and inconveniences and repairing and improving livelihoods, re-establishing social networks, and providing assistance to restore or improve the social functioning of the community (Cernea, 1997).

Impact of Displacement on Education:

The goal of education is to develop physical, mental, emotional, social, moral, and spiritual aspects of life. Education is a lifelong process. Current education is student- or child-centered education. It is a gradual development process and is considered a process of socialization. Impact of Displacement on Education: Due to displacement, there are frequent interruptions in children's education. It takes time to create an education-friendly environment in the new location, which affects children's studies. If displaced families move to an area with a different language or culture, children may face language problems. This can make it difficult for them to study. The mass displacement puts additional pressure on the new area's educational institutions. Schools may lack infrastructure and resources, which can affect the quality of education.

Population displacement usually has a negative impact on education, but it can also have a positive impact in some circumstances. These positive effects depend on children, families, and society and can create educational opportunities if managed effectively. After displacement, children and families can become part of new educational institutions and systems that can provide more advanced, high-quality education. In some cases, families move to more developed or urban areas where better education facilities are available. After being displaced to a new place, children are exposed to different cultures and languages. It provides them with an opportunity for multicultural and multilingual education, which can develop their social understanding and worldview.

At the end of 2020, more than 23.3 million children under the age of 18 were internally displaced worldwide, of which about 13 million were of primary and secondary school age, and 10.5 million were aged 15 to 24 (IDMC, 2020).

Barnawapara Sanctuary was created in 1976 under the Wildlife Protection Act 1972. In 2010, the Chhattisgarh government planned to relocate 21 villages under the sanctuary. Three villages, Rampur, Lataddar, and Nawapara, were identified for the first phase. To date, only 3 mentioned villages have been relocated: Rampur, Lataddar, and Nawapara, for a total of 401 families (Fanari, 2019). According to the forest minister, Rs 50,000 ($700) will be given as cash incentives to the beneficiary of the rehabilitation project, a 250-square-meter house on a 500-square-meter plot, roads, schools, anganwadis, community centres, and access to basic services such as public toilets and drinking water (Kothari and Bar Forest Range, 2020).

The present study examines the education system in Rampur village, alias the rehabilitated village of Srirampur, one of the three villages displaced by wildlife conservation in Barnawapara Sanctuary, and the displaced families' opinions on education.

LITERATURE REVIEW:

Several studies have examined the social consequences of displacement and rehabilitation, particularly focusing on the impact on education and livelihoods. A study on the displacement, rehabilitation, and resettlement of pastoralist families from the Gir Forest in Gujarat highlighted the importance of adopting a participatory approach to rehabilitation. The research argued that involving affected communities in decision-making can minimise the negative impacts of displacement and help ensure sustainable development for sanctuary residents (Ganguli, 2005).

In a different context, Williams (2010) analysed the educational situation of communities displaced due to conflict in Sri Lanka. The study focused on the educational facilities and institutional support available to displaced populations. It revealed that in large closed camps, local education authorities took full responsibility for organising schooling and creating child-friendly learning spaces. These efforts aimed to maintain educational continuity for displaced children despite the challenges posed by conflict-induced displacement.

Displacement caused by disasters also has significant psychological and educational consequences for children. Pfefefbam et al. (2016) examined the emotional and behavioural impacts of disaster-induced displacement on children and adolescents. Their study found that displacement often affects students’ academic performance and school behaviour, as children must adjust to new environments, disrupted schooling, and psychological stress.

Similarly, research on conservation-induced displacement among the Batwa community in Uganda emphasised the multiple socio-economic challenges faced by displaced populations. The study highlighted issues related to food security, housing, soil health, and access to education. In particular, it highlighted the difficulties faced by primary school children, who often encounter barriers to continuing their education after displacement (Rodriguez, 2018).

Cernea (2021) further analysed the broader impacts of involuntary displacement and resettlement, emphasising the structural disadvantages faced by displaced populations. The study noted that poverty among displaced families often leads to educational deprivation for children. During rehabilitation processes, schooling is frequently disrupted, and many children enter the labour force at an early age due to declining household income.

In the Indian context, Aryan (2022) examined the socio-cultural problems arising during the rehabilitation of communities displaced by the construction of the Baghlihar Dam in Jammu. The study highlighted significant changes in the educational status of displaced families, particularly the increase in school dropouts after relocation. It also pointed out that forced displacement can lead to loss of educational opportunities, increased health problems, and child labour, all of which contribute to a decline in household economic stability.

Overall, these studies demonstrate that displacement, whether caused by conservation projects, conflicts, disasters, or development initiatives, has profound implications for education and child well-being. Disruption of schooling, economic hardship, and psychological stress are common outcomes, indicating the need for effective rehabilitation policies that prioritise educational continuity and social support for displaced communities.

STATEMENT OF PROBLEM:

The process of displacement and rehabilitation extends beyond relocation; it also affects the social and educational lives of affected communities. Changes in the availability and structure of educational institutions are observed in resettlement areas. In many areas, primary schools are lacking, and the availability of only high schools impacts the education of young children. Distance, economic hardships, and adaptation difficulties also lead to student dropout.

In such circumstances, it is important to understand how the changes in educational institutions resulting from displacement and rehabilitation, such as the lack of Upper Primary schools, the availability of only primary schools, and dropouts, have affected the educational status of the displaced group, and what the community's opinions and experiences are in this regard.

OBJECTIVE OF THE STUDY:

Displacement affects all aspects of the displaced group, including education, which is an important one. In this study, the impact of rehabilitation for protection on the educational status of the study group was observed. Hence, the objectives of the study are as follows.

1. To study the changes in educational institutions due to displacement and resettlement.

2. To analyse the impact of these changes on the educational status of displaced groups and the dropout rate among students.

3. To study the opinions and experiences of displaced families on issues related to access to education and educational institutions.

RESEARCH METHODOLOGY:

The present study is quantitative and exploratory, covering 6 caste and tribal groups among the total displaced groups in the rehabilitated village of Shrirampur. 85% of the total households in each caste and tribal group have been selected as the sample. Hence, 92 households have been covered in the study. The study uses non-participant observation, interview schedules, case study, focus group discussions, and audio-visual recordings to collect primary data as well as secondary data from research papers, books, the internet, and government documents.

RESULTS AND DISCUSSIONS:

1. Socio-Economic Status of Displaced Community:

Six different types of caste and tribal groups live in the village under study. Based on the data that has been collected the caste groups residing in the rehabilitated village in which the maximum 23.9 percent are Kolta caste, 21.9 percent are Gada caste, 20.7 percent are Kanwar caste, 19.6 percent are Savra caste, 8.7 percent are Binjhwar caste and the minimum 5.4 percent are Kondh families. Among the different age groups of informant’s majorities of the respondents i.e. 37% are in the age group of 31-40 and minimum 4.3% of respondents are in the age group of 20-30. Also, regarding the educational status of the respondents, 26.1% of the respondents are illiterate, 8.7% are educated, 21.7% have studied up to primary education, 18.5% have studied up to secondary education, 16.3% have studied up to high school, 6.5% have studied up to higher secondary education and 2.2% are graduates. There was a difference in the means of occupation before displacement and at the present time, in which before displacement the main occupation of 96.7% informants was agriculture, 1.1% informants collect forest material, according to the informants no one does labour work, the occupation of 2.2% informants is agricultural labour and no one does a private job, whereas after displacement the main occupation of 94.6 percent informants is agriculture, 1.1% informants collect forest material, do agricultural labour and do private job. According to the data, 2.2% informants do labour work. Six different types of caste and tribal groups live in the village under study. Based on the data collected, the caste groups residing in the rehabilitated village include: 23.9 percent Kolta, 21.9 percent Gada, 20.7 percent Kanwar, 19.6 percent Savra, 8.7 percent Binjhwar, and 5.4 percent Kondh. Among the different age groups of informants, the majorities, i.e., 37%, are in the 31-40 age group, and at least 4.3% are in the 20-30 age group. Also, regarding the educational status of the respondents, 26.1% of the respondents are illiterate, 8.7% are educated, 21.7% have studied up to primary education, 18.5% have studied up to secondary education, 16.3% have studied up to high school, 6.5% have studied up to higher secondary education, and 2.2% are graduates. There was a difference in the means of occupation before displacement and at the present time, in which before displacement the main occupation of 96.7% informants was agriculture, 1.1% informants collect forest material, according to the informants no one does labour work, the occupation of 2.2% informants is agricultural labour and no one does a private job, whereas after displacement the main occupation of 94.6 percent informants is agriculture, 1.1% informants collect forest material, do agricultural labour and do private job. According to the data, 2.2% informants do labour work.

2. Changes in Educational Institutions after Displacement:

When displacement occurs, it is common for new educational institutions to be established to meet the needs of the affected population. This is especially important when existing schools are either destroyed or repurposed. These new institutions go through various changes to accommodate the specific needs and challenges of displaced communities.

· Status of Aganwadi in Rehabilitated Village: According to research conducted in Shrirampur, all individuals interviewed in the village confirmed that both an Anganwadi and a school were present in physical form before the relocation and remained in existence after the displacement.

Table No. 2: Status of School in Rehabilitated Village

Status of School in Rehabilitated Village			Pre-Displacement			Post-displacement
S. No.			Freq.	Percent	Mean Range	Freq.	Percent	Mean Range	Sig (2-tailed)
	Condition of Education in School (N=92)	Very good	4	4.3	2.15	4	4.3	2.21	P (0.0) <0.05
		Good	70	76.1		65	70.7
		Normal	18	19.6		23	25.0
		Very good	4	4.3		4	4.3
	Status of School dropout (N=92)	Yes	17	18.5	1.8	17	18.5	1.8	P (0.0) <0.05
	Status of School dropout (N=92)	No	75	81.5	1.8	75	81.5	1.8	P (0.0) <0.05
	Cause of school dropout (N=17)	Long distance to school	8	47.1	1.8	10	58.8	1.9	P (0.0) <0.05
		Disinterest	6	35.3		4	23.5
		Poor financial condition	1	5.9		0	0
		Long distance to school & No desire	2	11.8		1	5.9
		Long distance to school & Poor financial condition	0	0		1	5.9
		No desire & Poor financial condition	0	0		1	5.9

The study indicates that 93.5% of respondents believe displacement positively affects education, whilst only 6.5% view it negatively. This signifies that the general educational condition has enhanced after displacement. The analysis of factors affecting education revealed that the major concerns before displacement were fear of wildlife (39.5%), difficulties in going to school (31.4%), and the challenges faced by girls owing to distance (29.1%). All these refers to were addressed after the rehabilitation, signifying improved educational facilities in the new area. Nonetheless, new issues arose after displacement, including an availability of education limited to the primary level (33.3%) and a deficiency of educators (66.6%). A significance level (P < 0.05) indicates the disparities in these parameters between pre- and post-displacement are statistically significant. Consequently, it can be inferred that the overall influence on education post-displacement has been positive, as difficulties related to distance and security have decreased, although new challenges, such as a shortage of teachers, have emerged.

CONCLUSION:

An analysis of families' perceptions of educational institutions in Rampur village and the changes in educational institutions in Shrirampur village after resettlement reveals both positive and negative impacts on education. The study found that respondents' perceptions of educational conditions at both the Anganwadi and school levels changed somewhat after resettlement.

A slight decrease in satisfaction with the quality of education and the availability of educational facilities was observed after resettlement, due to the presence of only a primary school in the village, compared to a secondary school in the pre-relocation village. This indicates that the community is still fully adapting to the educational resources and facilities available in the new location.

However, on the positive side, many of the previous problems related to access to education, such as the distance to schools, difficulties in reaching them, and safety concerns, have been mitigated to some extent after resettlement. This has led to a safer and more conducive learning environment for children. Despite this, there is no significant change in the dropout rate, indicating that the direct impact of relocation on school dropout has been limited.

Overall, resettlement has led to some improvement in access to education and security, but planned and effective efforts are still needed to ensure quality education, the availability of necessary educational resources, and easy access to schools, thereby strengthening educational continuity and quality for children in the resettled community.

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Received on 01.05.2026 Revised on 20.05.2026

Accepted on 06.06.2026 Published on 22.08.2026

Available online from August 25, 2026

Res. J. of Humanities and Social Sciences. 2026;17(3):182-188.

DOI: 10.52711/2321-5828.2026.00034

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Creative Commons License.

S. No.	Impact of displacement on education (N=92)	Frequency		Percent
1.	Positive	86		93.5
2.	Negative	6		6.5
Impact of displacement on education
S. No.	Factors that affect the impact of displacement on education (N=86)	Pre-Displacement		Post-displacement
S. No.		Freq.	Percent	Freq.	Percent	Sig (2-tailed)
	Education up to primary level, before displacement	0	0	2	33.3	P (0.0) <0.05
	Shortage of teachers	0	0	4	66.6
3.	Fear of wild animals	34	39.5	0	0
4.	Before displacement difficulty in traveling to school	27	31.4	0	0
5.	Ddifficulty for girls due to distance	25	29.1	0	0