Children living in institutional care often encounter deep-rooted structural, systemic, and psychosocial barriers that restrict their access to meaningful and equitable education. While institutional care is intended to provide safety and stability for vulnerable children, it frequently prioritizes routine and physical needs over emotional development and individualized learning. This study examines the multifaceted challenges that shape the educational experiences of institutionalized children and analyzes the transformative role of social work in addressing these inequities. Using a qualitative exploratory-descriptive design, data were collected from caregivers, social workers, educators, and administrators across child-care institutions and NGOs. Thematic analysis revealed four dominant barriers: institutional rigidity, inadequate resources, stigma and social exclusion, and emotional neglect. These factors collectively impede academic engagement, motivation, and long-term development. Findings show that social workers play a pivotal role in bridging systemic gaps through rights-based advocacy, psychosocial support, educational planning, and interprofessional collaboration. The study underscores the urgency of shifting from custodial models of care toward holistic, child-centered, and inclusive educational strategies that affirm every child’s right to quality learning. Strengthening social work practice and structural reforms is essential for transforming institutional care into a setting that promotes empowerment, social justice, and equitable educational outcomes.
