Inequality in Teaching and Learning and the Anomaly in Educating Street Children: A Conceptual Literature Review

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Conceptual review highlights challenges in teaching street children, suggesting inclusive practices to improve learning outcomes.

Self-concept plays a crucial role in the educational success of street children, enhancing their sense of belonging.
Mainstream education often fails to accommodate the unique needs of street children, limiting their learning opportunities.
A holistic approach in education encompasses curriculum design, adequate teacher training, and inclusive policies.
Conceptual insights from the literature review aim to assist educators and policymakers in developing effective strategies.

Gabriel Julien (2025) studied this question.

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