Document
Metadata
Authors
Gulled Mohamed Yasin, Farduus Ibraahim Mohamed, Hana Mahdi Dahir, Ayan Husein Korse
Title
Exploring socio-demographic factors associated with school attendance in Somaliland: A multilevel analysis
Journal
Social Sciences and Humanities Open
Year of Publication
2026
Abstract
Despite persistent educational challenges in Somaliland, nationally representative evidence on factors associated with school attendance remains limited. Regular school attendance is a cornerstone of Sustainable Development Goal 4, which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. This study investigates socio-demographic factors associated with ever attending school in Somaliland. Using secondary data from the nationally representative 2020 Somaliland Demographic and Health Survey (SDHS), a multilevel logistic regression analysis was conducted on a weighted sample of 4074 respondents, capturing influences at individual, household, and community levels. Findings indicate a substantial educational gap, with 56.97% of respondents having never attended school, while 43.03% had attended at least once. The multilevel analysis (Model 3) identified key predictors of ever attending school. Female respondents had 46% lower odds of ever attending school compared with males (AOR = 0.54; 95% CI: 0.46–0.62; p < 0.001). Respondents in households headed by older adults (55+ years) were significantly less likely to have ever attended school than those with younger household heads (AOR = 0.73; 95% CI: 0.60–0.90; p = 0.004). Additionally, residing in high-poverty communities significantly reduced the likelihood of ever attending school (AOR = 0.11; 95% CI: 0.08–0.16; p < 0.001). These findings highlight substantial disparities in educational access driven by gender, household characteristics, and community-level poverty. Addressing these inequalities requires targeted interventions to promote gender equity, support vulnerable households, and reduce community-level poverty to improve equitable access to education in Somaliland. © 2026 The Authors.
DOI
10.1016/j.ssaho.2026.103416
Category
Education and Behavioral Science