Presentation – CVC2026-658

Intersectionality, neuro-inclusive education, and holistic child development in rural early childhood education in Nepal: A reflective field inquiry

Sahas Bhandari, Kathmandu University, Nepal

Background: Rural children often face intersecting disadvantages, including poverty, geographic isolation, linguistic diversity, food insecurity, parental outmigration, and limited access to trained early childhood educators, which can hinder early learning and development. Although early childhood education increasingly promotes culturally responsive, neuro-inclusive, and holistic approaches, little is known about how these overlapping factors shape children’s learning experiences in rural Nepal. This evidence gap limits the development of contextually relevant and inclusive educational practices.

Aim: To understand how intersectionality, neuro-inclusive education and holistic child development can inform inclusive early childhood education in rural Nepal and to formulate an integrated framework for educators and practitioners: Intersectional Neuro-Inclusive Holistic Development (INIHD).

Method/approach: The reflective practitioner inquiry was carried out in 12 community ECEC centres within the rural community of Nepal, over five days. Children aged 2–6 years and informal discussions with facilitators were observed. Thematic analysis of data was conducted through intersectional, neuro-inclusive, and holistic approaches using a reflective field diary, structured observations and practitioner conversations. Good practice was adhered to with the sites, facilitators, and children all being anonymised and ethical principles followed.

Results/findings: Children faced multiple barriers, such as language mismatch, a lack of trained facilitators, poverty, and food insecurity. There was low awareness of neurodiversity and neuro-inclusive teaching. The literacy and numeracy development of students received the great majority of classroom attention, with social, emotional, physical, cultural, and linguistic development being underdeveloped. The study identified low cost and culturally responsive strategies and offers the INIHD (Including Needs Identification in rural ECEC) framework as a practical planning tool for rural ECEC.

Conclusion: More than just more funding is needed to improve rural early childhood education. Children’s intersecting identities, developmental diversity, language and culture, and classroom contexts should be better acknowledged and reflected in educational policy, teacher preparation, and classroom practice. The proposed Intersectional Neuro-Inclusive Holistic Development (INIHD) framework provides a realistic solution to the challenge of inclusive, culturally responsive, and holistic child development in rural Nepal and other resource-constrained contexts.

Implications for children and families: Children learn in a place that celebrates their language, culture, developmental diversity, and strengths.

Implications for practitioners: Practitioners can champion inclusivity in culturally responsive, neuro-inclusive, and holistic teaching with local resources.

Keywords: reflective inquiry, rural, ECEC, Nepal, intersectionality, neuro-inclusive, education, holistic child development, Tamang community, practitioner

This presentation relates to the following United Nations Sustainable Development Goals: