Papers by Anuradha Komanduri
DISTANT DREAMS AND MYRIAD REALITIES: LIVED EXPERIENCES OF ADOLESCENT PREGNANT GIRLS AND MOTHERS IN SHELTER HOMES IN ANDHRA PRADESH AND RAJASTHAN, 2021
In light of the apparent rise in the incidence of unwed motherhood in India, a qualitative study... more In light of the apparent rise in the incidence of unwed motherhood in India, a qualitative study on understanding the lived experiences of adolescent pregnant girls and mothers, residing in Government shelter homes in Rajasthan and Andhra Pradesh (“Study”) has been undertaken by Young Lives India (“Young Lives”). This Study aims to give the readers a more nuanced understanding of adolescent pregnancy and motherhood in India and highlight the complex interplay between poverty, iniquitous structures, patriarchy, adolescent female sexuality, and exercise of agency as experienced first-hand by an adolescent mother
Fieldwork plays a pivotal role in the professional development of a social work trainee. There ha... more Fieldwork plays a pivotal role in the professional development of a social work trainee. There has been a sizeable increase in the literature on this topic and social workers are increasingly getting a better handle on promoting the effectiveness of fieldwork in social work education (
Journal of Social Work & Social Development , 2022
Children growing up in poor circumstances face a slew of psychological and social
issues that for... more Children growing up in poor circumstances face a slew of psychological and social
issues that force them to engage in social deviant behaviour. Quasi-experimental
research design was used to explore the efficacy of a life skills-based group work
approach in promoting awareness about self-efficacy and adjustment among adolescent boys in difficult circumstances. A purposive sampling technique was used to
select and collect primary data from 15 adolescent boys residing in the Government
Children’s Home for Boys. This study findings indicate a significant difference in
the pre and post assessment scores on the self-efficacy scale and the adjustment
scale. This demonstrates the impact of Social Group Work using a life skills model
in enhancing the level of awareness of self-efficacy and adjustment among adolescents in difficult circumstances. This study recommended that constant and regular
awareness generation using a life skills approach will be beneficial for children in
difficult situations in terms of boosting their degree of self-efficacy and adjustment,
which helps them to lead a better life in society.
This paper explores diverse pathways through early childhood in the context of Andhra Pradesh sta... more This paper explores diverse pathways through early childhood in the context of Andhra Pradesh state, India. The particular focus is on experiences of preschool and transitions to primary school. The paper is based on analysis of Young Lives survey data (n=1950) collected for a group of young children born at the beginning of the millennium, plus in-depth qualitative research with a small sub-sample (n=24). We start from the premise that children's earliest educational experiences can have a crucial influence on their lifelong adjustments and achievements. Superficially, the evidence from Young Lives research is quite positive, suggesting equitable access to early childhood provision as well as high levels of primary school attendance. However, overall percentages are misleading and disguise major differences in early transition experiences. Many of these differences are shaped by the coexistence of a long established network of government anganwadis under the Integrated Child Development Services (ICDS) programme, alongside a rapidly growing (relatively unregulated) private sector at both preschool and primary levels. Parental decision making around private versus government education has been fuelled by the possibility of improved life opportunities in a rapidly changing economy and the attractiveness of English medium teaching, even at the earliest stages (more commonly available in the private sector). The paper identifies four quite distinct trajectories related to availability and choice of preschool and primary school. Parental aspirations for individual boys and girls combined with beliefs about relative quality of government and private schools seem to shape individual trajectories in ways that seem likely to reproduce or even reinforce inequities related to wealth, location, caste and gender. The consequence for children is in many cases having to cope with multiple transitions during their early years, which may entail changing schools in an effort to 'up-grade' in perceived quality (e.g. from a government to private school), or moving into distant hostels or with relatives in order to attend better schools or to access grades unavailable locally.
Childhood Poverty: …, 2011
This paper explores diverse pathways through early childhood in the context of Andhra Pradesh sta... more This paper explores diverse pathways through early childhood in the context of Andhra Pradesh state, India. The particular focus is on experiences of preschool and transitions to primary school. The paper is based on analysis of Young Lives survey data (n=1950) collected for a group of young children born at the beginning of the millennium, plus in-depth qualitative research with a small sub-sample (n=24). We start from the premise that children's earliest educational experiences can have a crucial influence on their lifelong adjustments and achievements. Superficially, the evidence from Young Lives research is quite positive, suggesting equitable access to early childhood provision as well as high levels of primary school attendance. However, overall percentages are misleading and disguise major differences in early transition experiences. Many of these differences are shaped by the coexistence of a long established network of government anganwadis under the Integrated Child Development Services (ICDS) programme, alongside a rapidly growing (relatively unregulated) private sector at both preschool and primary levels. Parental decision making around private versus government education has been fuelled by the possibility of improved life opportunities in a rapidly changing economy and the attractiveness of English medium teaching, even at the earliest stages (more commonly available in the private sector). The paper identifies four quite distinct trajectories related to availability and choice of preschool and primary school. Parental aspirations for individual boys and girls combined with beliefs about relative quality of government and private schools seem to shape individual trajectories in ways that seem likely to reproduce or even reinforce inequities related to wealth, location, caste and gender. The consequence for children is in many cases having to cope with multiple transitions during their early years, which may entail changing schools in an effort to 'up-grade' in perceived quality (e.g. from a government to private school), or moving into distant hostels or with relatives in order to attend better schools or to access grades unavailable locally.
This paper discusses the school, work and marri
age trajectories of young people in Andhra
Prade... more This paper discusses the school, work and marri
age trajectories of young people in Andhra
Pradesh and Telangana in India. It draws on Young
Lives qualitative longi
tudinal data gathered
from 23 young people and their
parents, as well as descriptive su
rvey statistics. A case study
approach was used to analyse a selection of young
people’s narratives, expl
oring the intersecting
factors at individual, househol
d and community level that explain t
heir trajectories over time. Early
disadvantages resulting from poverty, family death,
debt or illness play a key role in determining
these trajectories, while gender norms influence the
different opportunities and
social risks that girls
and boys are exposed to and the roles and responsibilitie
s they are expected to fulfil. Most notably,
poverty emerged as a key influencing factor,
often irrespective
of gender, on young people’s
trajectories. Moreover, it was when families we
re most financially insecure that gender norms
became most salient and differences between girls’
and boys’ trajectories most distinct. Though
gender roles can be set from a young age, it was not
until adolescence that the most substantial
differences began to appear, with poorer girls more
likely to experience early school exit and
transition to marriage, while poorer boys became in
creasingly responsible for providing financially
for their families. The data presented in this
paper suggest that gendered diffe
rences in girls’ and
boys’ trajectories through education, work and ma
rriage still exist despite t
he implementation of a
number of state programmes and efforts to addre
ss these gaps, with diffe
rences emerging most
conspicuously at the point at which pov
erty and gendered social norms intersect
Moving from one school to another is a significant event for children, marked by new experiences ... more Moving from one school to another is a significant event for children, marked by new experiences and
challenges. Changing schools can be difficult in terms of the curriculum, language, physical facilities in
the school, change of friendships and adjusting to new teachers. On the other hand, selecting a school in
many cases is not about a single decision made by parents at point their child starts pre-school or
primary. Instead, an increasing number of parents make multiple, successive choices, even during their
children’s earliest schooling. This paper describes children’s experiences of school mobility and attempts
to fill the gap in the research on changing schools and children’s experiences in the Indian context. The
paper makes use of three different sets of data from Young Lives: the longitudinal data from the main
household and child-level research carried out in 2002, 2006–07 and 2009 (in order to develop school
histories of the children); an extensive school survey conducted in 2010 (to study the quality and
effectiveness of the education experienced by a sub-sample of Younger Cohort children, then aged 9–
10), which uncovered that many children had changed school at least once by the age of 9; and a
qualitative sub-study carried out in 2011 that looked into the processes of parental decision-making
about schools, the factors that explained school mobility and the children’s experiences of moving
school. It is argued that that the children’s experiences and their adjustment to the new school
environment often depended on where the child moved to and the factors that caused the change.
Strategic and structural moves did not make it too difficult for the children, but reactive moves seemed to
be hard for them. In cases of school change, the burden of adjusting to the new school very often fell on
the child, with little help or support from the teacher, school or parents. Any intervention aimed at helping
children to manage school change should therefore take into consideration not only the school-level
factors but also the family- and community-level factors that cause the move. Government schools and
teachers need to be prepared to receive children into the later grades and facilitate a smooth transition
This paper discusses the school, work and marriage trajectories of young people in Andhra
Pradesh... more This paper discusses the school, work and marriage trajectories of young people in Andhra
Pradesh and Telangana in India. It draws on Young Lives qualitative longitudinal data gathered
from 23 young people and their parents, as well as descriptive survey statistics. A case study
approach was used to analyse a selection of young people’s narratives, exploring the intersecting
factors at individual, household and community level that explain their trajectories over time. Early
disadvantages resulting from poverty, family death, debt or illness play a key role in determining
these trajectories, while gender norms influence the different opportunities and social risks that girls
and boys are exposed to and the roles and responsibilities they are expected to fulfil. Most notably,
poverty emerged as a key influencing factor, often irrespective of gender, on young people’s
trajectories. Moreover, it was when families were most financially insecure that gender norms
became most salient and differences between girls’ and boys’ trajectories most distinct. Though
gender roles can be set from a young age, it was not until adolescence that the most substantial
differences began to appear, with poorer girls more likely to experience early school exit and
transition to marriage, while poorer boys became increasingly responsible for providing financially
for their families. The data presented in this paper suggest that gendered differences in girls’ and
boys’ trajectories through education, work and marriage still exist despite the implementation of a
number of state programmes and efforts to address these gaps, with differences emerging most
conspicuously at the point at which poverty and gendered social norms intersect
The purpose of this report is to present a general context for the Young Lives qualitativeresearc... more The purpose of this report is to present a general context for the Young Lives qualitativeresearch being undertaken in Andhra Pradesh on the key themes of child well-being,childhood transitions and children’s experiences of services and programmes. Children’swell-being is understood in multi-dimensional terms and includes aspects relating to health,economic conditions, educational opportunities, and relationships with family members,peers and others. Other definitions of well-being have highlighted children’s freedom fromrisks such as trafficking, addiction and discrimination, and access to the basic things that one
needs to live healthily, safely and happily (UNICEF 2007). The concept of ‘transitions’ pointsto critical life-course changes. In childhood, these may include changes related to schooling,work, residence and relationships, among many others. Managing transitions in contexts ofpoverty and inequality may be a challenge for children and their familiesThe report provides an overview of existing literature on a selection of topics relating toservices for the welfare of children in India and in Andhra Pradesh in particular. It alsoexplores some of the issues affecting children, including access to and quality of education;transitions, such as beginning school and the onset of puberty; the factors driving childlabour as well as the impact it has and attempts to regulate it; nutrition; discrimination and
social exclusion, especially in relation to gender and scheduled caste or tribe membership;and migration. Policies implemented to address these issues are also examined. Rather thana detailed policy analysis, this report provides a broad overview of some of the issues which
are key to improving our understanding of child poverty in this context and for guidingpossible research questions.
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Papers by Anuradha Komanduri
issues that force them to engage in social deviant behaviour. Quasi-experimental
research design was used to explore the efficacy of a life skills-based group work
approach in promoting awareness about self-efficacy and adjustment among adolescent boys in difficult circumstances. A purposive sampling technique was used to
select and collect primary data from 15 adolescent boys residing in the Government
Children’s Home for Boys. This study findings indicate a significant difference in
the pre and post assessment scores on the self-efficacy scale and the adjustment
scale. This demonstrates the impact of Social Group Work using a life skills model
in enhancing the level of awareness of self-efficacy and adjustment among adolescents in difficult circumstances. This study recommended that constant and regular
awareness generation using a life skills approach will be beneficial for children in
difficult situations in terms of boosting their degree of self-efficacy and adjustment,
which helps them to lead a better life in society.
age trajectories of young people in Andhra
Pradesh and Telangana in India. It draws on Young
Lives qualitative longi
tudinal data gathered
from 23 young people and their
parents, as well as descriptive su
rvey statistics. A case study
approach was used to analyse a selection of young
people’s narratives, expl
oring the intersecting
factors at individual, househol
d and community level that explain t
heir trajectories over time. Early
disadvantages resulting from poverty, family death,
debt or illness play a key role in determining
these trajectories, while gender norms influence the
different opportunities and
social risks that girls
and boys are exposed to and the roles and responsibilitie
s they are expected to fulfil. Most notably,
poverty emerged as a key influencing factor,
often irrespective
of gender, on young people’s
trajectories. Moreover, it was when families we
re most financially insecure that gender norms
became most salient and differences between girls’
and boys’ trajectories most distinct. Though
gender roles can be set from a young age, it was not
until adolescence that the most substantial
differences began to appear, with poorer girls more
likely to experience early school exit and
transition to marriage, while poorer boys became in
creasingly responsible for providing financially
for their families. The data presented in this
paper suggest that gendered diffe
rences in girls’ and
boys’ trajectories through education, work and ma
rriage still exist despite t
he implementation of a
number of state programmes and efforts to addre
ss these gaps, with diffe
rences emerging most
conspicuously at the point at which pov
erty and gendered social norms intersect
challenges. Changing schools can be difficult in terms of the curriculum, language, physical facilities in
the school, change of friendships and adjusting to new teachers. On the other hand, selecting a school in
many cases is not about a single decision made by parents at point their child starts pre-school or
primary. Instead, an increasing number of parents make multiple, successive choices, even during their
children’s earliest schooling. This paper describes children’s experiences of school mobility and attempts
to fill the gap in the research on changing schools and children’s experiences in the Indian context. The
paper makes use of three different sets of data from Young Lives: the longitudinal data from the main
household and child-level research carried out in 2002, 2006–07 and 2009 (in order to develop school
histories of the children); an extensive school survey conducted in 2010 (to study the quality and
effectiveness of the education experienced by a sub-sample of Younger Cohort children, then aged 9–
10), which uncovered that many children had changed school at least once by the age of 9; and a
qualitative sub-study carried out in 2011 that looked into the processes of parental decision-making
about schools, the factors that explained school mobility and the children’s experiences of moving
school. It is argued that that the children’s experiences and their adjustment to the new school
environment often depended on where the child moved to and the factors that caused the change.
Strategic and structural moves did not make it too difficult for the children, but reactive moves seemed to
be hard for them. In cases of school change, the burden of adjusting to the new school very often fell on
the child, with little help or support from the teacher, school or parents. Any intervention aimed at helping
children to manage school change should therefore take into consideration not only the school-level
factors but also the family- and community-level factors that cause the move. Government schools and
teachers need to be prepared to receive children into the later grades and facilitate a smooth transition
Pradesh and Telangana in India. It draws on Young Lives qualitative longitudinal data gathered
from 23 young people and their parents, as well as descriptive survey statistics. A case study
approach was used to analyse a selection of young people’s narratives, exploring the intersecting
factors at individual, household and community level that explain their trajectories over time. Early
disadvantages resulting from poverty, family death, debt or illness play a key role in determining
these trajectories, while gender norms influence the different opportunities and social risks that girls
and boys are exposed to and the roles and responsibilities they are expected to fulfil. Most notably,
poverty emerged as a key influencing factor, often irrespective of gender, on young people’s
trajectories. Moreover, it was when families were most financially insecure that gender norms
became most salient and differences between girls’ and boys’ trajectories most distinct. Though
gender roles can be set from a young age, it was not until adolescence that the most substantial
differences began to appear, with poorer girls more likely to experience early school exit and
transition to marriage, while poorer boys became increasingly responsible for providing financially
for their families. The data presented in this paper suggest that gendered differences in girls’ and
boys’ trajectories through education, work and marriage still exist despite the implementation of a
number of state programmes and efforts to address these gaps, with differences emerging most
conspicuously at the point at which poverty and gendered social norms intersect
needs to live healthily, safely and happily (UNICEF 2007). The concept of ‘transitions’ pointsto critical life-course changes. In childhood, these may include changes related to schooling,work, residence and relationships, among many others. Managing transitions in contexts ofpoverty and inequality may be a challenge for children and their familiesThe report provides an overview of existing literature on a selection of topics relating toservices for the welfare of children in India and in Andhra Pradesh in particular. It alsoexplores some of the issues affecting children, including access to and quality of education;transitions, such as beginning school and the onset of puberty; the factors driving childlabour as well as the impact it has and attempts to regulate it; nutrition; discrimination and
social exclusion, especially in relation to gender and scheduled caste or tribe membership;and migration. Policies implemented to address these issues are also examined. Rather thana detailed policy analysis, this report provides a broad overview of some of the issues which
are key to improving our understanding of child poverty in this context and for guidingpossible research questions.
issues that force them to engage in social deviant behaviour. Quasi-experimental
research design was used to explore the efficacy of a life skills-based group work
approach in promoting awareness about self-efficacy and adjustment among adolescent boys in difficult circumstances. A purposive sampling technique was used to
select and collect primary data from 15 adolescent boys residing in the Government
Children’s Home for Boys. This study findings indicate a significant difference in
the pre and post assessment scores on the self-efficacy scale and the adjustment
scale. This demonstrates the impact of Social Group Work using a life skills model
in enhancing the level of awareness of self-efficacy and adjustment among adolescents in difficult circumstances. This study recommended that constant and regular
awareness generation using a life skills approach will be beneficial for children in
difficult situations in terms of boosting their degree of self-efficacy and adjustment,
which helps them to lead a better life in society.
age trajectories of young people in Andhra
Pradesh and Telangana in India. It draws on Young
Lives qualitative longi
tudinal data gathered
from 23 young people and their
parents, as well as descriptive su
rvey statistics. A case study
approach was used to analyse a selection of young
people’s narratives, expl
oring the intersecting
factors at individual, househol
d and community level that explain t
heir trajectories over time. Early
disadvantages resulting from poverty, family death,
debt or illness play a key role in determining
these trajectories, while gender norms influence the
different opportunities and
social risks that girls
and boys are exposed to and the roles and responsibilitie
s they are expected to fulfil. Most notably,
poverty emerged as a key influencing factor,
often irrespective
of gender, on young people’s
trajectories. Moreover, it was when families we
re most financially insecure that gender norms
became most salient and differences between girls’
and boys’ trajectories most distinct. Though
gender roles can be set from a young age, it was not
until adolescence that the most substantial
differences began to appear, with poorer girls more
likely to experience early school exit and
transition to marriage, while poorer boys became in
creasingly responsible for providing financially
for their families. The data presented in this
paper suggest that gendered diffe
rences in girls’ and
boys’ trajectories through education, work and ma
rriage still exist despite t
he implementation of a
number of state programmes and efforts to addre
ss these gaps, with diffe
rences emerging most
conspicuously at the point at which pov
erty and gendered social norms intersect
challenges. Changing schools can be difficult in terms of the curriculum, language, physical facilities in
the school, change of friendships and adjusting to new teachers. On the other hand, selecting a school in
many cases is not about a single decision made by parents at point their child starts pre-school or
primary. Instead, an increasing number of parents make multiple, successive choices, even during their
children’s earliest schooling. This paper describes children’s experiences of school mobility and attempts
to fill the gap in the research on changing schools and children’s experiences in the Indian context. The
paper makes use of three different sets of data from Young Lives: the longitudinal data from the main
household and child-level research carried out in 2002, 2006–07 and 2009 (in order to develop school
histories of the children); an extensive school survey conducted in 2010 (to study the quality and
effectiveness of the education experienced by a sub-sample of Younger Cohort children, then aged 9–
10), which uncovered that many children had changed school at least once by the age of 9; and a
qualitative sub-study carried out in 2011 that looked into the processes of parental decision-making
about schools, the factors that explained school mobility and the children’s experiences of moving
school. It is argued that that the children’s experiences and their adjustment to the new school
environment often depended on where the child moved to and the factors that caused the change.
Strategic and structural moves did not make it too difficult for the children, but reactive moves seemed to
be hard for them. In cases of school change, the burden of adjusting to the new school very often fell on
the child, with little help or support from the teacher, school or parents. Any intervention aimed at helping
children to manage school change should therefore take into consideration not only the school-level
factors but also the family- and community-level factors that cause the move. Government schools and
teachers need to be prepared to receive children into the later grades and facilitate a smooth transition
Pradesh and Telangana in India. It draws on Young Lives qualitative longitudinal data gathered
from 23 young people and their parents, as well as descriptive survey statistics. A case study
approach was used to analyse a selection of young people’s narratives, exploring the intersecting
factors at individual, household and community level that explain their trajectories over time. Early
disadvantages resulting from poverty, family death, debt or illness play a key role in determining
these trajectories, while gender norms influence the different opportunities and social risks that girls
and boys are exposed to and the roles and responsibilities they are expected to fulfil. Most notably,
poverty emerged as a key influencing factor, often irrespective of gender, on young people’s
trajectories. Moreover, it was when families were most financially insecure that gender norms
became most salient and differences between girls’ and boys’ trajectories most distinct. Though
gender roles can be set from a young age, it was not until adolescence that the most substantial
differences began to appear, with poorer girls more likely to experience early school exit and
transition to marriage, while poorer boys became increasingly responsible for providing financially
for their families. The data presented in this paper suggest that gendered differences in girls’ and
boys’ trajectories through education, work and marriage still exist despite the implementation of a
number of state programmes and efforts to address these gaps, with differences emerging most
conspicuously at the point at which poverty and gendered social norms intersect
needs to live healthily, safely and happily (UNICEF 2007). The concept of ‘transitions’ pointsto critical life-course changes. In childhood, these may include changes related to schooling,work, residence and relationships, among many others. Managing transitions in contexts ofpoverty and inequality may be a challenge for children and their familiesThe report provides an overview of existing literature on a selection of topics relating toservices for the welfare of children in India and in Andhra Pradesh in particular. It alsoexplores some of the issues affecting children, including access to and quality of education;transitions, such as beginning school and the onset of puberty; the factors driving childlabour as well as the impact it has and attempts to regulate it; nutrition; discrimination and
social exclusion, especially in relation to gender and scheduled caste or tribe membership;and migration. Policies implemented to address these issues are also examined. Rather thana detailed policy analysis, this report provides a broad overview of some of the issues which
are key to improving our understanding of child poverty in this context and for guidingpossible research questions.
It is against this backdrop that the author of this chapter draws from her experience as a social work educator for the past three decades to highlight the scope that exists to integrate theory and practice in social work education through fieldwork seminar presentations, engaging in fieldwork labs, conducting an intervention-based dissertation in fieldwork, and having a theory course on fieldwork as part of the social work curriculum